From Speech to Text: Enhancing Descriptive Paragraph Writing with Unjuk Tutur‘s Learning Model

  • Bambang Sulistyo Universitas Baturaja, Ogan Komering Ulu, Indonesia
  • Samsul Anam Universitas Baturaja, Ogan Komering Ulu, Indonesia
  • Erwanto Erwanto Universitas Baturaja, Ogan Komering Ulu, Indonesia
Keywords: Pedagogy, Unjuk tutur, Writing skills, Language learning, Learning outcomes, Experimental method


This study fills a gap in the literature by examining effectiveness of one specific speaking project named Unjuk Tutur (Show and Tell) learning model in improving the ability of seventh-grade students at SMPN 01 Simpang OKU Selatan to write descriptive paragraphs. The study used a one-group pretest-posttest design with a sample of 16 out of 119 students due to social restrictions from the government in response to COVID-19. Data was collected through a descriptive paragraph writing test, and the data was analyzed using statistical techniques. The results showed a significant improvement in students' ability to write descriptive paragraphs after using the Speaking Project learning model, with an average score increase from 66.67 on the pre-test to 78.13 on the post-test. The findings suggest that the Speaking Project learning model could be an effective tool for improving students' writing skills in descriptive paragraphs. The assessment criteria used to evaluate the students' descriptive paragraphs included vocabulary, sentence structure, and spelling. The implications of this study are significant for educators seeking to enhance students' writing abilities. The Speaking Project learning model, which focuses on simple communication skills, could be an effective approach to teaching writing skills to seventh-grade students. Moreover, the findings of this study are relevant to the wider context of Indonesian language learning in the field, where there is a lack of variety in learning methods and models. In conclusion, this study highlights the effectiveness of the Speaking Project model in improving students' descriptive writing skills in Indonesian language learning. Educators can benefit from this approach to enhance students' writing abilities.


Download data is not yet available.

Author Biographies

Bambang Sulistyo, Universitas Baturaja, Ogan Komering Ulu, Indonesia

Bambang Sulistyo is a senior lecturer at Kopertis Region II, Home-based in the Indonesian Language and Literature Education department at Universitas Baturaja. He completed his bachelor's degree at Universitas Sriwijaya, his master's degree at Universitas Negeri Padang, and his PhD at Universitas Pendidikan Indonesia with a concentration in Indonesian Language Education. He has served as the head of the Indonesian Language and Literature Education program, the Director of the Institute for Research and Community Services, and the Head of the Center for Learning and Teaching Development at FKIP Universitas Baturaja. After completing his doctoral program, he was appointed as the rector of Universitas Baturaja for the period of 2015-2019, and since 2020 he has been entrusted to lead the Faculty of Teacher Training and Education. Besides his roles as a structural and program lecturer in the Indonesian Language and Literature Education program, he is also trusted as an accreditation assessor for LAMDIK and a reviewer for the Indonesian Education Scholarship program.

Samsul Anam, Universitas Baturaja, Ogan Komering Ulu, Indonesia

Samsul Anam is a highly-regarded academic who currently serves as a lecturer in the Indonesian Language and Literature Education program at the Faculty of Education and Teacher Training, Universitas Baturaja. Anam holds a Bachelor's degree in Arabic Language and Literature from the Faculty of Adab, Sunan Kalijaga State Islamic University, and a postgraduate degree in Linguistics from the Faculty of Humanities, Gadjah Mada University.

With over a decade of experience in the field of education, Anam has held various leadership roles at Universitas Baturaja. In 2010, he was appointed as the Coordinator of the Basic General Course, where he was responsible for managing the administrative aspects and distribution of the course. In recognition of his capabilities and dedication, Anam was entrusted with leading the Indonesian Language and Literature Education program from 2011 to 2015. After completing his term as the head of the program, Anam was appointed as the Deputy Dean II of the Faculty of Education and Teacher Training from 2015 to 2020. He also serves as the Secretary of the Language Institute at Universitas Baturaja, where he continues to make significant contributions to the institution's academic and administrative affairs. 

Aside from his role as a permanent lecturer at Universitas Baturaja, Anam has also served as an Adjunct Lecturer at various institutions, including STKIP Nurul Huda (2009-2011), Poltekes Nursing Baturaja (2010), and STIKES Al-Ma'arif Baturaja (2012-2022). With his extensive experience and expertise, Anam is highly regarded as an accomplished academic who has made significant contributions to the field of Indonesian Language and Literature Education.

Erwanto Erwanto, Universitas Baturaja, Ogan Komering Ulu, Indonesia

Erwanto is a lecturer at Universitas Baturaja since 2006 in the Indonesian Language and Literature Education Study Program at the Faculty of Education and Teacher Training. He obtained his Bachelor's degree in Indonesian Language and Literature Education from Universitas Baturaja and his Master's degree from Universitas Sriwijaya. From 2010 to 2014, he served as the Head of the University's Equipment Division. He was also appointed as the Chair of the Indonesian Language and Literature Education Study Program from 2015 to 2019. Currently, he holds the position of Head of the Community Service and Community Service Learning Center (Pusat Pengabdian dan KKN LPPM) at Universitas Baturaja. In addition to his permanent position at Universitas Baturaja, he has also served as a Part-Time Lecturer at STIKES Al-Ma'arif Baturaja (2015-2023).


Agustina, T. (2013). Penerapan Teknik Unjuk Tutur Terhadap Kemampuan Siswa Dalam Menceritakan Tokoh Idola [Doctoral dissertation, Universitas Pendidikan Indonesia].

Al-Seghayer, K. (2005). The effect of multimedia annotation modes on L2 vocabulary acquisition. Language Learning & Technology, 5(1), 202-232

Andrews, R., & Goodson, L. (2018). The evolving landscape of writing assessment in K-12 education. The Journal of Writing Assessment, 11(1), 1-14.

Baehaki, I. and Cahyani, I. (2016). Peningkatan keterampilan menulis deskripsi dengan teknik rumpang melalui media gambar. EduHumaniora| Jurnal Pendidikan Dasar, 7(2), 164-172.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.

Dananjaya, U. (2023). Media pembelajaran aktif. Nuansa cendekia.

Hasan, J. and Marzuki, M. (2017). An analysis of student's ability in writing at Riau University Pekanbaru-Indonesia. Theory and Practice in Language Studies, 7(5), 380-388.

Hasnah, H. (2019). Peningkatan Kemampuan Menulis Paragraf Deskripsi Melalui Media Visual Pada Siswa. Indonesian Journal of Educational Studies, 22(1). 35-42.

Hossain, M. I. (2015). Teaching productive skills to the students: a secondary level scenario [Doctoral dissertation, BRAC University].

Hyland, K. (2004). Metadiscourse in academic writing: A reappraisal. Applied Linguistics, 25(2), 156–177.

Jonassen, D. H., & Land, S. M. (2012). Theoretical foundations of learning environments. Routledge.

Kemendikbud (2013). Kurikulum 2013: Kompetensi Dasar SMP/MTs. Kementerian Pendidikan dan Kebudayaan.

Kobayashi, H., & Rinnert, G. (2017). The effectiveness of various corrective feedback types on Japanese EFL learners' writing. Journal of Second Language Writing, 35, 61-80.

Land, S., & Jonassen, D. (Eds.). (2012). Theoretical foundations of learning environments. Routledge.

Min, H.-T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of second language writing, 15(2), 118-141.

Mulyono, M. (2018 Pemberdayaan foto wisata untuk peningkatkan minat dan keterampilan menulis deskripsi pada siswa kelas IV SD 5 Lau. Refleksi Edukatika: Jurnal Ilmiah Kependidikan, 8(2). 1-10.

Nugraha, J., MS, Z. and Fuad, N. (2019 Peningkatan keterampilan menulis deskripsi melalui pendekatan saintifik dengan metode problem based learning di kelas IV sekolah dasar. Prosiding Seminar Nasional Pendidikan KALUNI, 118-124

Purwanti, T. (2018 Peningkatan keterampilan menulis paragraf deskripsi menggunakan media kartu gambar pada siswa kelas iv sd negeri 2 geneng jepara. Jurnal Pendidikan Bahasa Indonesia, 5(2), 100-105.

Raimes, A. (1985 What unskilled ESL students do as they write: A classroom study of composing. TESOL quarterly, 19(2), 229-258.

Rosenblatt, L.M. (2018 The transactional theory of reading and writing. In Theoretical models and processes of literacy (pp. 451-479). Routledge.

Santosa, P.P. (2017). Hubungan antara penguasaan tata bahasa dengan keterampilan menulis narasi bahasa Inggris Siswa Kelas XI SMK Negeri 2 Depok. Deiksis, 9(02), 182-193.

Shi, L. (2018). A comparative study of the effects of multimedia technology and traditional teaching methods on college English writing teaching. Journal of Language Teaching and Research, 9(2), 345-352.

Sriani, N. K., Sutama, I. M., & Darmayanti, I. A. M. (2015). Penerapan model pembelajaran experiential learning untuk meningkatkan kemampuan menulis paragraf deskripsi pada

Torraco, R.J. (2005), Writing integrative literature reviews: Guidelines and examples. Human resource development review, 4(3), 356-367.

Ulfa, M. (2023). EFL Students' Writing Anxiety in Online Learning During Covid-19 Pandemic: Causes & Solutions (Doctoral dissertation, Universitas Jambi).

How to Cite
Sulistyo, B., Anam, S., & Erwanto, E. (2023). From Speech to Text: Enhancing Descriptive Paragraph Writing with Unjuk Tutur‘s Learning Model. Utamax : Journal of Ultimate Research and Trends in Education, 5(1), 61-69.
Abstract viewed = 144 times
PDF downloaded = 565 times