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All Journal JELTII (Journal of English Language Teaching and Islamic Integration) Cakrawala Bahasa Jurnal Bilingual
Fitria Wulan Sari
Universitas Khairun
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : JELTII (Journal of English Language Teaching and Islamic Integration)

 1 
INQUIRY BASED TEACHING IN WRITING CLASSROOM: THE EFFECTIVENESS TO THE STUDENTS’ CREATIVITY Sari, Fitria Wulan
Journal of English Language Teaching and Islamic Integration (JELTII) Vol 3 No 01 (2020): English Language Teaching
Publisher : English Education Department STKIP Al Hikmah Surabaya

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Abstract

The main objectives of the research are to find out whether (1) Inquiry Based Teaching is more effective than Guided Writing to teach writing skill; (2) Students having high creativity have better writing skill than those having low creativity; and (3) there is any interaction between teaching methods and students? creativity in teaching writing skill for students. The research applied in this research was an experimental research. The teaching methods are Inquiry Based Teaching and Guided Writing. Creativity as the attributive variable was divided into high creativity and low creativity. The population of the research was the students of junior high school consisting of 176 students. The samples of this research were the class 8B as experimental class and 8A as control class that consisted of 22 students in each class. The result of data analysis shows that; (1) Inquiry Based Teaching is more effective than Guided Writing to teach writing skill; (2) Students having high creativity have better writing skill than those having low creativity; and (3) There is an interaction between teaching methods and students? creativity to teach writing skill for the students. Based on the research findings, it can be concluded that Inquiry Based Teaching is an effective method to teach writing skill, and the effectiveness is affected by the degree of students? creativity
Inquiry Based Teaching in Writing Classroom: the Effectiveness to the Students’ Creativity Fitria Wulan Sari
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 01 (2020): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The main objectives of the research are to find out whether (1) Inquiry Based Teaching is more effective than Guided Writing to teach writing skill; (2) Students having high creativity have better writing skill than those having low creativity; and (3) there is any interaction between teaching methods and students’ creativity in teaching writing skill for students. The research applied in this research was an experimental research. The teaching methods are Inquiry Based Teaching and Guided Writing. Creativity as the attributive variable was divided into high creativity and low creativity. The population of the research was the students of junior high school consisting of 176 students. The samples of this research were the class 8B as experimental class and 8A as control class that consisted of 22 students in each class. The result of data analysis shows that; (1) Inquiry Based Teaching is more effective than Guided Writing to teach writing skill; (2) Students having high creativity have better writing skill than those having low creativity; and (3) There is an interaction between teaching methods and students’ creativity to teach writing skill for the students. Based on the research findings, it can be concluded that Inquiry Based Teaching is an effective method to teach writing skill, and the effectiveness is affected by the degree of students’ creativity
Improving Students’ Vocabulary Mastery Using Mind Map Fitria Wulan Sari; Madya Giri Aditama
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 02 (2020): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

This article focuses on describing the use of Mind Map to increase students’ vocabulary mastery. The objective of this research was to improve students’ vocabulary mastery by applying Mind Map. It was descriptive qualitative research. The method used in this research is Classroom Action Research (CAR) which consists of Planning, Acting, Observing, and Reflecting. This research was managed in two cycles. The participants of this research were first semester students in one of the universities in North Maluku. The instruments used in this research were observation and test. From the data collection, it can be drawn a conclusion that the use of mind map was able to improve students’ vocabulary mastery. After analyzing the data sources, it was found that there was improvement score from the pre-test and post-test. The mean score of pre-test was 54, 91 and the post-test was 83, 43. Thus, it can be concluded that Mind Map is an appropriate method to improve the students’ vocabulary mastery.
Co-Authors Aboe, Roswita M Aditama, Madya Giri Agus Supriyadi Anwar Ismail Indriyani Amir Irmawati Kardi Jusnita, Naniek Mutia Harun Niar Zulkifli Ratih Virginia A. Wally Saiful Latif Sri Ayu Budi Lestari Sucimulya Sucimulya Capalulu Susana R. Bahara Taib Latif