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Journal : Metathesis: Journal of English Language, Literature, and Teaching

Utilizing Visual Literacy Competence as a Strategy in Teaching Descriptive Writing Hermansyah; Rahayu Puji Haryanti; Sri Wahyuni; Frimadhona Syafri
Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 2 (2023): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v7i2.674

Abstract

Utilizing visual literacy competence, a strategy is very helpful in order to make students’ feel better in writing a descriptive paragraph, since, it is help students to develop their idea, thinking and imaging a vocabulary use and having an organization of idea come up into their mind. The purpose of this paper is to know the effectiveness of utilizing visual literacy competence as a strategy in teaching descriptive paragraph writing, and to know the students’ perception toward utilizing visual literacy competence as a strategy in teaching descriptive paragraph writing. Mixed method used in this research. The result came from the test given in one-group-pretest and posttest, and qualitative data from the questionnaire given to 22 students of Vocational High School students. It can be drawn that the efficiency of using visual literacy in the classroom to teach students how to write descriptive paragraphs, as well as the attitudes of the students toward the use of visual literacy in the classroom to teach students how to write descriptive paragraphs. Most of students are agreed to utilize visual literacy as strategy in teaching descriptive paragraph writing is really effective to use.
Exploring the Use of Integrating Quora Social Media and Canva: A Sequential Explanatory Study in Secondary School Sukmawati, Dewi; Yuliati; Haryanti, Rahayu Puji
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 1 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i1.2870

Abstract

The integration of ICT has positive effects on current education in secondary schools, especially in teaching Analytical Exposition text writing by using Quora social media and Canva applications. The objectives of this study were to examine students' Analytical Exposition text writing performance and to determine the students’ perceptions of the integration of the applications. A survey questionnaire was collected to gain in-depth information about the integration of applications. By using a sequential explanatory mixed-methods design, the data were collected both quantitative and qualitative. The sample was 36 students of eleventh graders of social programs which was divided into the experimental and control groups. The data collection included giving a pretest and a posttest, followed by a survey questionnaire. The findings indicated that participants in the experimental group achieved a statistically significantly higher score in the writing posttest (70), p < .000 compared to the control group. The questionnaire were obtained applying the Unified Theory of Acceptance and Use of Technology (UTAUT) to assess students’ views on technology use: performance expectations, effort expectations, social influences, and facilitating conditions. The results revealed that the integration applications have positively effects on performance expectations, efforts expectations, social influences and facilitating conditions. The facilitating condition was the highest influence (74.3%) on the students’ perceptions of the learning writing performance, followed by social influence (61.12%), effort expectations (60.19%) and performance expectation (58.33%). The applications facilitated the students’ critical thinking, constructing the ideas and creativity in the writing performance. Furthermore, it also made the students more creative and interactive in the classroom.