Improving Students’ Reading Comprehension Improving the Students’ Writing Recount Text Ability by Using Think Talk Write and Self-Regulated Strategy Development

The objective of this research was to find out whether or not the implementation of Think Talk Write (TTW) strategy improves students’ writing ability. The researcher applied quasi-experimental method. The population of this research is the second semester students of English Language Education. There were two classes and it consists of 60 students. The researcher used cluster random sampling technique and divided the class into two groups, one group as experimental group and another as control group. Therefore, each group consisted of 30 students. Based on the students’ result obtained and stated in findings, the researcher used t-test in inferential statistic through SPSS to test the hypothesis. It showed that the probability value is lower than alpha (α) (0.000 < 0.05). It means that H1 was accepted and H0 was rejected. Therefore, it can be concluded that the implementation of Think Talk Write (TTW) strategy improves students’ writing achievement.

This study is motivated by the low writing skills of students due to a teacher-centered learning approach and the lack of active student participation. The aim of this research is to describe the improvement of students' writing skills through the Think Talk Write (TTW) strategy in grade IV at SDN 10 Batu Taba, Tanah Datar Regency. This research employs the Classroom Action Research (CAR) method with qualitative and quantitative approaches conducted in two cycles. Each cycle consists of the stages of planning, implementation, observation, and reflection. The subjects of the research include the researcher as a practitioner, the class teacher as an observer, and 16 grade IV students. Data collection techniques involve observation, tests, and non-tests. The results indicate an improvement in various aspects. First, the planning of teaching modules increased from 89.58% (B) in cycle I to 95.8% (SB) in cycle II. Second, the implementation of learning by the teacher improved from 91% to 96.4%, and third, student activity also increased from 91% to 96.4%, both categorized as very good. Fourth, the results of students' writing skills improved from an average of 73.96 (C) to 84.57 (B). Fifth, knowledge scores increased from 76 (C) to 91.25 (SB). Thus, the Think Talk Write strategy has proven to be effective in improving students' writing skills in grade IV.

The aims of this study are:1) To find out the students’ ability in writing recount text who were taught using scrapbook. 2) to find out the students’ ability in writing recount text who were taught without using scrapbook. 3) to know whether there is any significant difference of the students’ ability who were taught using Scrapbook and the students who were taught without using Scrapbook. This study used true experimental design and its kind is pre-test post-test control and experimental group design. The population in this research is the eighth grade students of SMP N 2 Gubug in the 2015/2016 academic year. The writer took 2 classes, each class consist of 21 students, VIII A as Control class and VIII B as Experimental class. Pre-test and post-test were used as instruments. There were some categories in assessing writing, those are: content, organization, vocabulary, syntax and mechanic. Based on the research findings, the writer concluded that the mean of students’ score in writing recount text taught without using Scrapbook is 65,6 and it was categorized as “adequate” in achievement level. So it was concluded that writing ability of the students who were taught without Scrapbook is fair. The mean of students’ score in writing recount text taught using Scrapbook is 74,57 and it was categorized as “good” in achievement level. So it was concluded that the use of Scrapbook can improve the students’ ability in writing recount text. There was significant improvement of students’ ability in writing recount text after being taught by using Scrapbook. It can be known from ttest result is 3,58 and ttable for df 40 and significance 5% is 2,021. From data above, because t-test is higher than t-table, so the null hypothesis (H0) was rejected, and Ha was accepted. So there is significant difference between the students’ ability in writing recount text taught using scrapbook and those were taught without using Scrapbook. Based on the result above, it can be concluded that the use of Scrapbook is effective in improving students’ ability in writing recount text. Students felt happy and enthusiast in learning recount text. Scrapbook helped the students to learn the material easily. Scrapbook can be one of visual media that is interesting especially for teaching writing recount text.

LEARNING MODELS THINK TALK WRITE (TTW) AND TWO STAY TWO STRAY (TSTS) IN IMPROVING STUDENT BIOLOGY LEARNING OUTCOMESThis research is a class action research. The purpose of this research is to improve the learning outcomes of biological material, viruses and protists. The study was conducted in September-November 2018 in class X SMAN 1 Caringin 2018/2019 school year with a total of 36 students. The action research process is carried out in two cycles, each cycle consisting of four stages namely planning, implementing, observing / observing and reflecting. The end of each cycle is carried out tests with instruments that have been validated and tested for reliability. This research involves researchers, observers and the object under study. Based on observations before the research was conducted, the value of student learning outcomes in the last 2 years which reached the Minimum Mastery Criteria (KKM) was only 58.53% and 53.66% after classroom action research using the Think Talk Write (TTW) and Two models Stay Two Stray (TSTS), the value of the Biology learning outcomes of students in cycle I was 72.22% and increased to 82.93% in cycle 2. The attitudes learning outcomes after taking action in cycle I attitudes learning outcomes increased by an average of an average of 74.83 with a percentage of 69.44%, in cycle 2 attitudes learning outcomes increased to 77.67 with a percentage of attainment attitudes 78.05%. The results of learning skills in cycle 1 reached 74.92 with a percentage of achieving 80.55% skills, in cycle 2 the results of learning skills increased to 78.02 with a percentage of achievement of 86.11%. Based on the results achieved, this study produces the conclusion that by using Think Talk Write (TTW) and Two Stay Two Stray (TSTS) Learning Models can Improve Biological Learning Outcomes of Grade X students of SMAN 1 Caringin.

This study aims to develop the worksheet based Learning Model Missouri Mathematics Project using Think Talk Write Strategy on cube and cuboid material, and to find out the quality of the worksheet developed in terms of validity and practicality. Subjects in this study are students of class VIII SMP N 11 Lubuklinggau in the even semester of the 2018/2019 school year. This research is a development research that refers to the 4-D development model (Define, Design, Develop, and Disseminate). Based on the analysis results, it was found that the quality of worksheets developed was based on the assessment of 3 validators, the validity aspect was in the Good category with an average score of 3.99, while the quality of worksheets from the practical aspect was in the Very Practical category with an average score of 0.903.

ABSTRACTWith the implementation of the Common Core State Standards for English Language Arts and Literacy, as well as the onset of the C3 framework from the National Council of Social Studies, social studies teachers are tasked with integrating content and writing instruction in thoughtful and relevant ways. A middle school social studies teacher addressed this complex task by integrating a planning strategy for argument-based writing in his 8th-grade United States History class. To frame the teaching of the planning strategy and social studies content, the six instructional stages from the Self-regulated Strategy Development (SRSD) model were used. This article highlights the teacher's exploratory use of cognitive strategy instruction, SRSD, and impact on student writing.

This study was aimed to find out the improvement of students achievement in writing narrative text by using think talk write Strategy at AL-HUSNA boarding school. The subject of this study was students of eight grade Madrasah tingkat tsanawiyah Swasta Al-Husna Marindal. It was consisted of 32 Students. The objective of the study was to improve the students achievement in writing Narrative text by using think talk write Strategy. The research of this study was conducted by using think talk write Strategy in Classroom Action Research. The technique of analyzing the data of this research is applied qualitative and quantitative data. The qualitative data were taken from diary notes, interview sheet, observation sheet and documentation. Based on the writing tests, the students score kept improvement in every test, it could be seen from the improvement of students mean score from pre-test, post test of cycle I and post test of cycle II. The improvement can also e proved by the result of observation sheet and diary notes, it showed that the expression of the students.The quantitative data were taken from writing test. In the pre-test the students gotten up 65 there were only 2 of 32 students (6,25%). In the post-test of cycle 1, students who got up 65 there were 8 of 32 students (25%). It means that there was improvement about 18,75%. In the posttest of cycle II, students who got up 65 there were 29 of 32 students (90,62%). The improvement was about 65,62%. The total improvement of the students score pre-test to post test of cycle II was 84,37%. In another words, the students got the better score to the next meeting. Based on the finding, the alternative hypothesis was accepted It means, that strategy think talk write could improve students achievement in writing Narrative text.

This research aims to find out whether the implementation of the Hidden Object interactive game using PowerPoint can improve students' vocabulary mastery or not. A quantitative pre-experimental research type was used in this study. All seventh-grade students at SMP Negeri 1 Watansoppeng made up the population of this study. The sample was taken by selecting one class randomly as a representative of a cluster (cluster random sampling) of 25 students. The instrument used was the vocabulary test while data collection was carried out using pretest, treatment, and posttest techniques. Descriptive statistical analysis was the technique of data analysis that was applied where the average pretest score of the 25 students in this study was 72.84, and the average posttest score was 87.84. In addition, it is evident that the two-tailed significance value in the pretest and posttest results was 0.000 which denotes that the two-tailed value is less than 0.05 (significant level), and based on decision-making, this indicates that H0 is rejected while H1 is accepted. In addition, the analysis results obtained from each aspect of vocabulary, namely: meaning has a mean pretest and posttest difference of 19.40, spelling, 11.72, pronunciation 3.32, word classes, 1.52 and word use has a mean difference of 43.04. Other results also show that there were four aspects of vocabulary, namely meaning, spelling, pronunciation, and word use which can show that the two-tailed value was less than 0.05 while the value for the two-tailed aspect of word classes was more than 0.05. It is stated that the four aspects of vocabulary other than Word Classes reject H0 while H1 is accepted. This means that there is a significant difference between student scores before and after implementing the Hidden Object interactive game using PowerPoint. Thus, it can be inferred that in general the implementation of the Hidden Object interactive games using PowerPoint significantly improves students' vocabulary mastery. But for each aspect of vocabulary, only word classes had the smallest mean difference and did not have a significant improvement in students' vocabulary while the biggest mean difference was in the word use aspect.

This study aims to determine the completeness of student learning outcomes after the implementation of the Think Talk Write Learning Model in the subject of social studies of grade V students of SD Negeri 1 Ngestiboga II. This type of research is quantitative research and the research method used is a quasi-experiment using a pre-test and post-test research design. Using essay questions totaling 15 questions, the sample of the study was class V consisting of 28 students. Data analysis techniques with the following steps: normality test, Z test. The average pre-test score is 4.470 and the average post-test score is 79.70. Based on the results of the z-test analysis, the Zcount value (71.8) and Ztable 1.64 if compared, then Zcount> Ztable. The conclusion is that the social studies learning outcomes of grade V students of SD Negeri 1 Ngestiboga II after the implementation of the Think Talk Write Learning Model are significantly complete. Keywords: Learning Outcomes, Think Talk Write, Social Studies Learning

Abstrak Penelitian ini bertujuan menganalisis efektivitas penerapan metode kooperatif tipe Group Investigation dalam meningkatkan hasil belajar Pendidikan Agama Islam pada siswa kelas II MTs Uswatun Hasanah. Penelitian menggunakan pendekatan penelitian tindakan kelas dengan subjek sebanyak 39 siswa. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam hasil belajar siswa setelah penerapan metode Group Investigation. Rata-rata nilai pre-test awal sebesar 36,63, dengan tidak ada siswa yang mencapai Kriteria Ketuntasan Minimal. Setelah siklus I dengan metode konvensional, 21,4% siswa mencapai Kriteria Ketuntasan Minimal, sedangkan pada siklus II setelah penerapan metode kooperatif tipe Group Investigation, persentase siswa yang mencapai Kriteria Ketuntasan Minimal meningkat menjadi 89,48%. Temuan ini menunjukkan bahwa metode kooperatif tipe Group Investigation efektif meningkatkan hasil belajar Pendidikan Agama Islam siswa. Oleh karena itu, metode ini direkomendasikan untuk digunakan dalam proses pembelajaran guna meningkatkan prestasi siswa. Kata Kunci: Metode kooperatif, Group Investigation, hasil belajar, Pendidikan Agama Islam, penelitian tindakan kelas. Abstract This study aims to analyze the effectiveness of the cooperative learning method, specifically the Group Investigation type, in improving learning outcomes in Islamic Religious Education for second-grade students at MTs Uswatun Hasanah. This research employed a classroom action research approach involving 39 students as subjects. The results showed a significant improvement in students' learning outcomes after applying the Group Investigation method. The initial pre-test average score was 36.63, with no students meeting the Minimum Mastery Criteria. After the first cycle using conventional methods, 21.4% of students met the Minimum Mastery Criteria, which increased to 89.48% after the second cycle using the Group Investigation cooperative method. These findings indicate that the Group Investigation cooperative learning method is effective in enhancing students' learning outcomes in Islamic Religious Education. Therefore, this method is recommended for use in the learning process to improve student achievement. Keywords: Cooperative learning, Group Investigation, learning outcomes, Islamic Religious Education, classroom action research.

The purpose of this study is to improve students' learning outcomes in writing analytical exposition texts using the cooperative learning jigsaw learning model strategy. The research method used was classroom action research, which was carried out in two cycles. Data collection techniques used are observation, interview, test, and documentation. The observation was done by the real teacher and collaborator in observing the teacher’s (writer's) performance. The result showed that there were significant improvements in students’ learning outcomes. It can be seen in the mean score and percentage of the test from cycle 1 until cycle 2. The students’ percentage who passed the criteria for success in cycle 1 is 67.7%. And cycle 2 is 90%. It can be concluded that the cooperative learning jigsaw learning model can improve the student's learning outcomes in writing analytical exposition texts.

This study aims to improve students’ learning outcomes in short-distance running through the implementation of the “Bird and Cage” play method among fifth-grade students at SDN 3 Batu Layar. The background of this research lies in the low achievement in short-distance running lessons, which is attributed to a lack of motivation, limited variation in teaching methods, and minimal student engagement during hysical education activities. This research employed a Classroom Action Research (CAR) design, conducted in two cycles following the Kemmis and McTaggart model, which includes planning, action, observation, and reflection phases. Theresearch subjects consisted of 14 students (6 boys and 8 girls). Data were collected using 60-meter sprint tests, observation sheets covering affective and psychomotor aspects, and documentation. The findings indicate a significant improvement in students' performance, with the percentage of students meeting learning mastery criteria increasing from 43% in the initial condition to 64% in the first cycle and 86% in the second cycle. Therefore, the “Bird and Cage” play method is proven to be effective in enhancing student participation and learning outcomes in short-distance running activities.

Penelitian ini dilakukan dengan tujuan untuk meningkatkan hasil belajar siswa kelas X SMA Negeri 5 Maluku Tengah Kec. Salahutu dengan menggunakan model pembelajaran kooperatif tipe Think Talk Write (TTW) pada materi sistem persamaan linier tiga variabel (SPLTV). Tipe penelitian yang digunakan adalah penelitian tindakan kelas (PTK) yang berlangsung selama 3 siklus. Subjek dalam penelitian ini adalah siswa kelas X SMA Negeri 5 Maluku Tengah Kec. Salahutu yang berjumlah 30 orang siswa. Pengumpulan data dilakukan dengan menggunakan lembar observasi dan tes akhir pada setiap siklus. Teknik analisis data yang digunakan adalah teknik analisis data kualitatif dan teknik analisis data kuantitatif. Hasil analisis data menunjukkan bahwa terjadi peningkatan hasil belajar dimana hasil tes siklus I yang mencapai Kriteria Ketuntasan Minimal (KKM) lebih dari atau sama dengan 68 68) adalah 13 siswa dengan persentase 43.33%. Pada siklus II yang mencapai Kriteria Ketuntasan Minimal (KKM) lebih dari atau sama dengan 68 68) adalah 18 siswa dengan persentase 60%. Kemudian pada siklus III yang mencapai Kriteria Ketuntasan Minimal (KKM) lebih dari atau sama dengan 68 68) adalah 28 siswa dengan persentase 93,33%. Dengan demikian model pembelajaran kooperatif tipe Think Talk Write (TTW) dapat meningkatkan hasil belajar siswa kelas X SMA Negeri 5 Maluku Tengah Kec. Salahutu pada materi sistem persamaan linier tiga variabel (SPLTV)

This study is motivated by the low learning activeness, problem solving skills, and student learning outcomes in class X E.9 SMA Negeri 1 Bandongan. One solution to overcome this problem is by applying the MERDEKA flow learning method. The purpose of this study is to describe the improvement of learning activeness, problem solving skills, and learning outcomes of students in class X E.9 SMA Negeri 1 Bandongan. This research method is Classroom Action Research (PTK) which was conducted in two cycles. Each cycle consists of three meetings and four stages, namely planning, implementation, observation and reflection. The research subjects were 36 students of class X E.9, with 16 male students and 20 female students. Data collection techniques were documentation, observation, and tests. Data analysis techniques using descriptive quantitative and qualitative with percentages. The results showed that student learning activeness in Cycle 2 had increased compared to Cycle 1, which was indicated by the average value of Cycle 2 of 77.78% (high), higher than Cycle 1 which only reached 63.10% (medium). Students' problem solving skills also increased compared to Cycle 1, which is indicated by the average value of Cycle 2 of 68.05% (medium), higher than Cycle 1 which only reached 59.03% (medium). Meanwhile, student learning outcomes seen from the average post-test score increased by 19.44% from the Criteria for Achieving Learning Objectives (KKTP) in the application of the MERDEKA flow learning method in Cycle 1 (23 students or 63.89%) compared to the application of the MERDEKA flow learning method in Cycle 2 (30 students or 83.33%). So it can be concluded that the application of the MERDEKA flow learning method can improve learning activeness, problem solving skills, and student learning outcomes in class X E.9 SMA Negeri 1 Bandongan. Keywords: MERDEKA Flow, Learning Activity, Problem Solving Skills, Learning Outcomes ABSTRAK Penelitian ini dilatarbelakangi rendahnya keaktifan belajar, keterampilan pemecahan masalah, dan hasil belajar siswa di kelas X E.9 SMA Negeri 1 Bandongan. Salah satu solusi untuk mengatasi masalah ini adalah dengan menerapkan metode pembelajaran alur MERDEKA. Tujuan penelitian ini adalah untuk mendeskripsikan peningkatan keaktifan belajar, keterampilan pemecahan masalah, dan hasil belajar siswa kelas X E.9 SMA Negeri 1 Bandongan. Metode penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tiga pertemuan dan empat tahapan, yaitu perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian siswa kelas X E.9 yang berjumlah 36 orang, dengan 16 siswa laki-laki dan 20 siswa perempuan. Teknik pengumpulan data berupa dokumentasi, observasi, dan tes. Teknik analisis data menggunakan deskriptif kuantitatif dan kualitatif dengan persentase. Hasil penelitian menunjukkan bahwa keaktifan belajar siswa pada Siklus 2 mengalami peningkatan dibandingkan Siklus 1, yakni ditunjukkan dengan nilai rerata Siklus 2 sebesar 77,78% (tinggi), lebih tinggi dibandingkan Siklus 1 hanya mencapai sebesar 63,10% (sedang). Keterampilan pemecahan masalah siswa juga mengalami peningkatan dibandingkan Siklus 1, yakni ditunjukkan dengan nilai rerata Siklus 2 sebesar 68,05% (sedang), lebih tinggi dibandingkan Siklus 1 hanya mencapai sebesar 59,03% (sedang). Sedangkan, hasil belajar siswa dilihat dari rata-rata nilai post-test mengalami peningkatan sebesar 19,44% dari Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) pada penerapan metode pembelajaran alur MERDEKA Siklus 1 (23 orang siswa atau sebesar 63,89%) dibandingkan dengan penerapan metode pembelajaran alur MERDEKA Siklus 2 (30 orang siswa atau sebesar 83,33%). Maka dapat disimpulkan bahwa penerapan metode pembelajaran alur MERDEKA dapat meningkatkan keaktifan belajar, keterampilan pemecahan masalah, dan hasil belajar siswa di kelas X E.9 SMA Negeri 1 Bandongan. Kata Kunci: Alur MERDEKA, Keaktifan Belajar, Keterampilan Pemecahan Masalah, Hasil Belajar

This study aims to improve students' cognitive learning outcomes in Mathematics, particularly on the topic of fraction addition, through the implementation of the Discovery Learning model. The background of this research is the low student learning outcomes caused by monotonous teaching methods that do not actively involve students in the learning process. This is a Classroom Action Research (CAR) conducted at SDN Alasrajah 2 Blega with 25 fifth-grade students as research subjects. The research was carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through observation, interviews, documentation, and tests (pre-test and post-test). The research instruments included teacher and student activity observation sheets, and learning outcome test items. The data were analyzed using descriptive quantitative analysis to observe the improvement in students' learning outcomes across cycles. The results showed a significant improvement in students’ cognitive learning outcomes. In the pre-action stage, the completeness level was 0% with an average score of 36.4. After the first cycle, the completeness increased to 44% with an average score of 64. In the second cycle, completeness reached 92% with an average score of 79.2. The study concludes that the Discovery Learning model is effective in enhancing students' understanding and performance in fraction addition. It is recommended that teachers apply this model as an alternative strategy in teaching Mathematics at the elementary level.