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All Journal Journal on Studies in English Language Teaching (JOSELT)
Yudhi Pramawati, Anak Agung Istri
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Education Languange, Linguistic, Communication & Media Other

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Using Think Pair Share for Teaching Writing in Junior High School Ayu Upadani Sukarta, Ni Kadek; Ari Wiryadi Joni, Dewa Ayu; Yudhi Pramawati, Anak Agung Istri
Journal on Studies in English Language Teaching (JOSELT) Vol. 5 No. 2 (2024): JOSELT (Journal on Studies in English Language Teaching)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

There are four major English skills that Indonesian students must learn: namely listening, speaking, reading, and writing. Writing is one of the language skills needed to achieve language mastery. On the other hand, writing is an active process of conveying ideas using symbols and arranging them into a readable form. In addition, writing encourages the development of critical thinking skills. The main aim of this research is to apply Think Pair Share in teaching writing. The subjects in this research were class VIII students at SMPN 5 Mengwi. The class consisted of 32 students who were poor in writing, especially in writing paragraphs. Researchers used three tests to collect data: pre-test, post-test, and questionnaire. Researchers used the average score formula when calculating all of the subject's pre-test and post-test data. The results of the questionnaire in this research were used to determine and analyze the percentage of student responses to the techniques applied.
Enhancing Students’ Narrative Writing Ability Using Picture-Cued Technique Combined with Story Mapping Yudhi Pramawati, Anak Agung Istri
Journal on Studies in English Language Teaching (JOSELT) Vol. 6 No. 1 (2025): JOSELT (Journal on Studies in English Language Teaching)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

Writing skill is one of the four essential language skills that must be mastered by students. However, many students continue to struggle with writing. The objective of this classroom action research was to investigate whether the writing skill of the seventh-grade students of PoMe Educircle in the academic year 2024/2025 could be improved through the implementation of the Picture-Cued Technique combined with Guided Writing. To achieve this goal, the researcher conducted a pre-test, post-tests, and administered a questionnaire. The result of the pre-test showed that the students' initial writing ability was relatively low, with an average score of 55.62. After applying the combined technique, post-tests were administered at the end of each cycle, showing improvement to 61.47 in cycle I and 79.53 in cycle II. The significant improvement indicated that the technique was effective. Furthermore, a questionnaire was distributed at the end of cycle II to obtain additional supporting data. It revealed that students demonstrated increased motivation and a more positive attitude toward writing after the implementation. In conclusion, this study showed that the writing skill of the seventh-grade students of PoMe Educircle could be effectively improved through the Picture-Cued Technique combined with Guided Writing. The students also responded positively to the learning process.
Co-Authors Ari Wiryadi Joni, Dewa Ayu Ayu Upadani Sukarta, Ni Kadek