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All Journal INSPIRASI (JURNAL ILMU-ILMU SOSIAL) Concept: Journal of Social Humanities and Education Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
Titik Lina Widyaningsih
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Arts Humanities Astronomy Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE CORRELATION BETWEEN READING LEGEND STORIES AND WRITING NARRATIVE TEXT AT NINTH GRADE STUDENTS OF SMPN 1 GONDANG TULUNGAGUNG IN ACADEMIC YEAR 2015/2016 Linda Febriani; Titik Lina Widyaningsih; Agus Muharyanto
INSPIRASI : JURNAL ILMU-ILMU SOSIAL Vol 13, No 3 (2016)
Publisher : STKIP PGRI TULUNGAGUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/insp.v13i3.328

Abstract

Reading legend story as a kind of narrative text can be an activity in reading.Narrative is one of important text to learn. Basically using legend story will makestudent more effective to make narrative text, whereas narrative text consists offolktale. The legend is a narrative produced and transmitted orally or in writing, abouta single, extraordinary, supernatural, or marvelous, true or fictitious, believed orslighted, often dated/localized event (experience), brought up with didactic orentertaining intent; it serves to confirm, or expand the experiential horizon of therecipient and confirm or question a momentarily valid conception of the world.Legend story is kind of narrative text. The purpose of the study is to know whether ornot there is any correlation between Reading Legend Stories and Writing NarrativeText at Ninth Grade Students.The method of this study an experimental inquiry is seen as the mostappropriate approach in determining whether co-operative learning positively affectsthe test results of the Ninth Grade Students of SMPN 1 Gondang Tulungagung.Because r counts more than r product moment tables (0.462 0,206). Based on thecalculations can be concluded that test is valid. Based on the calculations can beconcluded that test is reliable because the reliability score bigger than alpha target or0.630 0, 6. Because r counts more than r product moment tables (0 630 0,6).After all of the data were analyzed accurately based on the research, now theresearcher can draw some conclusion. The r table n= 34 with α = 5% is 0.462. Basedon the calculations can be concluded that test is valid. Because r counts more than rproduct moment tables (0.462 0,206).Based on the research analysis as explained above, the researcher concludedthat there is any correlation between Reading Legend Stories and Writing NarrativeText at Ninth Grade Students of SMPN 1 Gondang Tulungagung Result of thisresearch will be useful for the English students, English teachers and otherresearchers: For the Students, Based on the result the researcher hope students willable to use reading legend story to make writing narrative text more interesting whilestudent ability of reading legend stories increase writing narrative text. For theEnglish teachers. Result of this research hope can contribute to English teacher whowill be able to improve his/her English teaching method and techniques especiallyusing legend story in improve students writing ability in writing narrative text. Forthe Other reseachers.Keyword: Correlation, reading, Legend Stories, Narrative Text
Applying Peer Feedback To Enhance High School EFL Students' Writing Skills In State High School 1 Rejotangan Tulungagung Muhammad Rizal Muhaimin; Titik Lina Widyaningsih
Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Vol. 2 No. 5 (2024): October : Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/morfologi.v2i5.951

Abstract

Writing is the most challenging skill in English language learning. Researchers at SMKN 1 Rejotangan observed that most students struggled with writing in English. To address this, they implemented the peer feedback method to enhance students' writing skills. The study aimed to investigate the effectiveness of peer feedback in improving students’ writing abilities. Using a convergent mixed-method design, the research involved 31 students from class XI AKC 2. Instruments included pre-tests, post-tests for quantitative data, and interviews for qualitative data. Quantitative analysis was conducted using a t-test with SPSS 27, and qualitative data were analyzed thematically. Results showed significant improvement in students' writing skills after using peer feedback, as indicated by a significance value of 0.00 < 0.05. Interviews with five selected participants also revealed positive responses. Hence, the peer feedback method positively impacted the writing abilities of class XI AKC 2 students at SMKN 1 Rejotangan.
The Impact Of Chatgpt Use On Efl Students’ Writing Ability Siti Roisah; Titik Lina Widyaningsih; Yepi Sedya purwananti
Concept: Journal of Social Humanities and Education Vol. 3 No. 3 (2024): September : Concept: Journal of Social Humanities and Education
Publisher : Sekolah Tinggi Ilmu Administrasi Yappi Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/concept.v3i3.1403

Abstract

Writing is an important English language skill for students to learn. As technology advances, Artificial Intelligence (AI) is becoming a significant trend with diverse applications. AI has penetrated various industries, including education. The emergence of artificial intelligence (AI), specifically ChatGPT, offers a new avenue to improve writing skills. ChatGPT with its capabilities will provide feedback and support in generating ideas in writing. This study aims to see whether there is a significant influence on the writing ability of grade XI students after using ChatGPT at SMAN 1 Karangrejo. This study used an experimental quantitative method for data collection. The participants of this study were 60 eleventh-grade students, 30 students from class XI-D (control class), and 30 students from class XI-E (experimental class). The instrument in this study was a test, namely a pre-test conducted before treatment, and a post-test conducted after treatment. In analyzing the data, the researcher used the t-test method on the SPSS program. The results showed that students who used ChatGPT had an improvement in writing compared to students who were taught with the usual method. This is proven by the significance value of 0.00<0.05, which means that there is a significant difference in the initial and final scores of students who were given the treatment of using ChatGPT for the writing process. Based on this, it can be concluded that ChatGPT significantly affects the writing ability of eleventh-grade students of SMAN 1 Karangrejo.
Co-Authors Agus Muharyanto Linda Febriani Muhammad Rizal Muhaimin Siti Roisah Yepi Sedya Purwananti