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All Journal KEMBARA Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya
Alnovgada, Valents Roni Sunarno
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Humanities Education Languange, Linguistic, Communication & Media

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The effectiveness of visualization, auditory, kinesthetic and guided inquiry learning models on students writing skills Alnovgada, Valents Roni Sunarno
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 10 No. 2 (2024): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v10i2.30376

Abstract

This study focuses on the problem of low writing skills in junior high school students' explanatory texts caused by low reading interest, limited vocabulary, and ineffective Learning models. Therefore, a study is needed to compare the effectiveness of Visualization, Auditory, Kinesthetic (VAK.), and Guide Inquiry Learning (GIL.) Learning models in improving students' writing skills on the topic of actual problems. A quasi-experimental design was used with a pretest-posttest nonequivalent control group design involving Santu Petrus Catholic Junior High School students in the academic year 2023/2024 in Pontianak as the population. The sample of this study included 105 students who were selected using the cluster random sampling method. The data obtained were from students' explanation text writing test results, which were then analyzed using One-Way ANOVA and Scheffe tests. The results showed that the VAK model significantly and more effectively influenced students' explanation text-writing skills than the GIL and DL (conventional) models. Applying the VAK model can be an effective strategy for improving students' writing skills. In addition, the findings guide educators and curriculum developers to design learning that is more responsive and appropriate to students' learning styles. The VAK model allows students to utilize their learning preferences, such as visual, auditory, and kinesthetic, thus creating a more creative and enjoyable learning environment.
Dampak strategi quick write berbantuan media animasi terhadap keterampilan menulis teks persuasi siswa Alnovgada, Valents Roni Sunarno
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 7 No 1 (2024)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v7i1.809

Abstract

This research is motivated by the need for innovation in the learning process in the Industrial Revolution 4.0 era. This research aims to determine the impact of the quick write (QW) strategy assisted by animation media on the ability to write persuasive texts for class VIII students. This research implemented a pretest-posttest control group design involving students from SMP Negeri 5 Pontianak. Students were divided into two groups consisting of 64 students selected through cluster random sampling. The instrument consists of essay questions in the form of a pre-test and post-test. The data were analyzed using the t-test and the results showed that 1) students who were treated with the QW strategy assisted by animation media showed a significant increase in their ability to write persuasive texts, and 2) the QW strategy assisted by animation media contributed to student independence in learning to write, students were active and able to highlight the argument process quickly and responsively related to actual problems with the linguistic skills they have. These findings show that students who use the QW strategy assisted by animation media have a better improvement in their ability to write persuasive texts than students who use direct learning.
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