Analysis of the Use of Banksy Image in Improving Students’ Writing Skills

Authors

  • Muhamad Sofian Hadi University Muhammadiyah of Jakarta, Indonesia
  • Lidiyatul Izzah University Muhammadiyah of Jakarta, Indonesia
  • Azhar Dwiyan Putra University Muhammadiyah of Jakarta, Indonesia

DOI:

https://doi.org/10.33394/jollt.v9i4.4005

Keywords:

Banksy Image, Teaching Writing, Writing Skills

Abstract

This study aims to improve students’ Writing abilities using Bansky Image. The method used in research is a quantitative method with Pre Experimental as a research design. Both pre-test and post-test used as the instruments in collecting the data. The writer used one classes of the tenth grade of MA Al Fathiyah, Jakarta Timur, for the population. The sampling technique used was cluster sampling, in which one class was determined as experimental and the control class. The data was analyzed statistically by using a t-test. The result of this analysis indicated that the average value of the students was 75.7, the statistical calculation showed that the results of to (t-observation)> tt (t-table) in which to obtained was 25.357 while the value of tt was 2.037 with a significant level of 5% (0.05), since, to was higher than tt. Therefore alternative hypothesis (Ha) was accepted while null hypothesis was rejected. From these analysis results, this research summarized that Banksy Image was an effective medium to improve students’ Writing skills.

Author Biographies

Muhamad Sofian Hadi, University Muhammadiyah of Jakarta

English Language Education

University Muhammadiyah of Jakarta

Lidiyatul Izzah, University Muhammadiyah of Jakarta

English Language Education

University Muhammadiyah of Jakarta

Azhar Dwiyan Putra, University Muhammadiyah of Jakarta

English Language Education

University Muhammadiyah of Jakarta

References

Aunurrahman, A., Hamied, F. A., & Emilia, E. (2017). A Joint Construction Practice in an Academic Writing Course in an Indonesian University Context. Celt: A Journal of Culture, English Language Teaching & Literature, 17(1), 27. https://doi.org/10.24167/celt.v17i1.1137

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Boston: Pearson.

Faridha, N. (2019). The Effect of Video in Teaching Writing Skill across Different Personality. JEES (Journal of English Educators Society), 4(1), 61. https://doi.org/10.21070/jees.v4i1.1808

Fernández-Dobao, A. (2020). Collaborative writing in mixed classes: What do heritage and second language learners think? Foreign Language Annals, 53(1), 48–68. https://doi.org/10.1111/flan.12446

Haerazi, H., Irawan, L. A., Suadiyatno, T., & Hidayatullah, H. (2020). Triggering Preservice Teachers ’ Writing Skills through Genre-Based Instructional Model Viewed from Creativity. International Journal of Evaluation and Research in Education, 9(1), 234–244. https://doi.org/10.11591/ijere.v9i1.203945

Haerazi, H., & Irawan, L. A. (2020). Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities. EduLite: Journal of English Education, Literature and Culture, 5(1), 43. https://doi.org/10.30659/e.5.1.43-54

Ibnian, S. (2010). The Effect of Using the Story-Mapping Technique on Developing Tenth Grade Students’ Short Story Writing Skills in EFL. English Language Teaching.vol 4 (3), 181-194.

Johnson, A. (2008). Teaching Reading and Writing a Guide Book for Tutoring and Remediating the Students. New York, Rowman & Littlefield Education.

Juniarti, K., Sofyan, D., & Kasmaini. (2017). the Effect of Using Graphic Organizer To Students’ Writing Ability. Journal of English Education and Teaching, 1(1), 48–57. https://doi.org/10.33369/jeet.1.1.48-57

Kupers, E., Lehmann-Wermser, A., McPherson, G., & van Geert, P. (2019). Children’s Creativity: A Theoretical Framework and Systematic Review. In Review of Educational Research (Vol. 89, Issue 1). https://doi.org/10.3102/0034654318815707

Lahuerta, A. (2020). Analysis of accuracy in the writing of EFL students enrolled on CLIL and non-CLIL programmes: the impact of grade and gender. Language Learning Journal, 48(2), 121–132. https://doi.org/10.1080/09571736.2017.1303745

Lee, I., Mak, P., & Burns, A. (2015). Bringing Innovation to Conventional Feedback Approaches in EFL Secondary Writing Classrooms. English Teaching: Practice & Critique, 14(2), 140–163. https://doi.org/https://doi.org/10.1108/ETPC-02-2015-0004

Mutiarani, & Saindra, R. M. (2018). Using Graphic Organizer to Improve Students’ Speaking Skills. English Language in Focus (ELIF), 1–10.

Nation. (2009). Teaching Esl/ Efl reading and writing. New york .Routledge.

Setyowati, L., Sukmawa, S., & Latief, M. A. (2017). Solving the Students’ Problems in Writing Argumentative Essay Through the Provision of Planning. Celt: A Journal of Culture, English Language Teaching & Literature, 17(1), 86. https://doi.org/10.24167/celt.v17i1.1140

Sinaga, P., & Feranie, S. (2017). Enhancing critical thinking skills and writing skills through the variation in non-traditional writing task. International Journal of Instruction, 10(2), 69–84. https://doi.org/10.12973/iji.2017.1025a

Sitorus, G. S., & Sipayung, K. (2018). An Error Analysis of Using Phrases in Writing Recount Text at Tenth Grade in SMA Parulian 2 Medan. Celt: A Journal of Culture, English Language Teaching & Literature, 18(1), 74. https://doi.org/10.24167/celt.v18i1.562

Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. Language Learning Journal, 46(2), 87–102. https://doi.org/10.1080/09571736.2014.958190

Taylor, G. (2009). A Student Writing Guide How to Plan and Write Succesful Essay.New York. Cambridge.

Downloads

Published

2021-10-25

How to Cite

Hadi, M. S., Izzah, L., & Putra, A. D. (2021). Analysis of the Use of Banksy Image in Improving Students’ Writing Skills. Journal of Languages and Language Teaching, 9(4), 519–524. https://doi.org/10.33394/jollt.v9i4.4005

Issue

Vol. 9 No. 4 (2021)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

JOLLT Journal of Languages and Language Teaching uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.