scholarly journals Needs Analysis of the English Writing Skill as the Base to Design the Learning Materials

2018 ◽  
Vol 42 ◽  
pp. 00050 ◽  
Author(s):  
Andi Tenri Ampa ◽  
Hidayah Quraisy
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Needs Analysis ◽  
Learning Needs ◽  
Learning Materials ◽  
English Writing ◽  
Writing Skill ◽  
Descriptive Method

This research used a descriptive method. It was aimed at identifying students’ learning needs for the English writing skill as the base for designing the learning materials. Writing skill covered the analysis of the types of paragraph, types of text, the components of writing and paragraph development. The subjects of the research were the fourth semester students that consisted of 330 students. The samples were taken 15 % randomly, so the number of samples was 50 students. The research used a questionnaire as the instrument to get responses from the students about their learning needs. The results showed that the learning needs for the writing skills coped with the types of paragraph development, the types of text, and components of writing skill. The types of paragraph development included the ways by definition (79.7%), classification (67.0%), listing (59.3%), cause effect (47.7%), example (47.3%), and comparison (45.7%). The types of text consisted of description (66.0%), news items (59.7%), narration (58.7%), discussion (56.7%), recount (57.0%), and exposition (50.7%). The components of writing skill contained structure (79.6%), vocabulary (79.4%), content (62.0%), organisation (53.6%) and mechanic (34.0%). The implication of the findings would be the base of teaching and learning process, especially in designing the learning materials for the English writing skill.

scholarly journals Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 12-21
Author(s):  
Nurhardiyanti Adam ◽  
Abid Abid ◽  
Yusna Bantulu
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
English Writing ◽  
Writing Skill ◽  
English Language Teachers

Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.

scholarly journals Edublogs: a Media to Improve Students’ Writing Skill in Recount Text

LEKSIKA ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 52
Author(s):  
Diki Riswandi ◽  
N Ngadiso ◽  
Abdul Asib
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Writing Skills ◽  
Average Score ◽  
Generic Structure ◽  
Self Reflection ◽  
Writing Skill ◽  
Collection Data ◽  
Teaching Learning

This study designed to improve students’ writing skills through Edublogs of one Senior High Schools in Indonesia. Based on the preliminary observation, there were problems found in the field such as students’ poor writing skills and low interest toward writing, inappropriate teacher’s style in teaching, the role of media and the unsuitable utilization of internet facility. Regarding to the result of the observations, students had some problems in recount text writing those are the generic structure, the purpose and the language features. In addition, they had no capability to make a self-reflection on their mistakes in their own writing. It happens since their English teacher has a tendency to to directly correct their mistakes.This current research was an action research study consisting of two cycles. There are 23 students involved in this study. The data of this study were qualitative and quantitative. The qualitative data were obtained, the first, by observing the teaching and learning process during the implementation of the actions and the second, by interviewing the students and the collaborator about the actions implemented. Furthermore, the qualitative data were in the form of field notes and interview transcripts. Meanwhile, the quantitative data were gained by assessing the students’ writing skills through the pretest and posttest. The qualitative data were analyzed using the qualitative data analysis those are data collection, data reduction, data display, and conclusion drawing and verification. The results of this study show that Edublogs is an effective media that can be used to improve students’ writing skills qualitatively and quantitatively. Qualitatively, using Edublogs, teaching and learning process became more interesting. The students enjoyed the writing process. The students’ problems in writing can be reduced by using Edublogs in teaching-learning process by applying writing stages through Edublogs. Quantitatively, the average score gained by the students in cycle one was 67.37 while in cycle two is 72.58. The results, however, show that students’ writing skill improves significantly through blogging activity. Thus, it can be concluded that the students are more enthusiastic and more interested in writing English.

KONTRIBUSI PENGUASAAN KALIMAT EFEKTIF TERHADAP KETERAMPILAN MENULIS TEKS EKSPOSISI SISWA KELAS X SMK NEGERI 2 PADANG

2019 ◽  
Vol 8 (3) ◽  
pp. 78
Author(s):  
Diana Citra ◽  
Afnita Afnita
Keyword(s):  
Random Sampling ◽  
Writing Skills ◽  
Sampling Technique ◽  
First Year ◽  
Performance Tests ◽  
First Year Students ◽  
Correlational Design ◽  
Writing Skill ◽  
And Performance ◽  
Descriptive Method

ABSTRACT The purpose of this study was categorized into three. First, to describe the effective sentence mastery of the first year students at SMK Negeri 2 Padang. Second, to describe the writing skills of a exposition of the first year students at SMK Negeri 2 Padang. Third, to describe the contribution of the effective sentence mastery into the writing skills of a exposition text made by the first year students at SMK Negeri 2 Padang. The design of this research was quantitative with a descriptive method. Then, this study also was a correlational design. The population of this study was the first year students at SMK Negeri 2 Padang for about 498 students. The sample of this study was taken by using a proportional random sampling technique (15%), which was 70 students. The data of this study were the results of effective sentence mastery and the results of the writing skill of a exposition text. The instrument of this study was an objective test to measure effective sentence mastery and performance tests to measure expositon text. There were several results of this study. First, the effective sentence mastery of the first year students at SMK Negeri 2 Padang was in Good qualifications (B). Second, the writing skills of a exposition of the first year students at SMK Negeri 2 Padang was in a Good qualification (B). Third, describe the effective sentence mastery contributed 82,00% to the exposition text writing skills of the first year students of SMK Negeri 2 Padang. Kata Kunci: kontribusi, penguasaan kalimat efektif,  keterampilan menulis teks eksposisi 

scholarly journals STUDENTS’ RESPONSES TOWARD THINK TALK WRITE STRATEGY IN TEACHING WRITING

2021 ◽  
Vol 4 (4) ◽  
pp. 568
Author(s):  
Ika Yulia Anggraeni ◽  
Yanuarti Apsari
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Eighth Grade ◽  
Qualitative Design ◽  
Writing Skill ◽  
Eighth Grade Students ◽  
Descriptive Qualitative

Writing skill is one of the skills that is difficult to learn because we have to know the correct sentence composition and also what we hear must be in accordance with what we write and therefore this skill is very important to learn. The objective of the research is to identify the sudents’ responses toward think talk write (TTW) strategy in teacihng writing skill. The research used descriptive qualitative design. The respondents of this research were eighth grade students of SMP Pasundan 1 Cimahi. The instrument of this research was questionnaire. The result of data analysis shows that students gave positive responses toward TTW strategy. The respondents agree that TTW strategy can increase students’ motivation, TTW Strategy can help students in improving their writing skill and TTW strategy can make teaching and learning process interesting. Keywords:  Writing, Think Talk Write (TTW) Strategy, Student’s Responses  

scholarly journals THE STUDENTS’ WRITING SKILL OF DISCUSSION TEXT AT XII GRADE OF MAN 1 INDRAGIRI HILIR

2019 ◽  
Vol 1 (1) ◽  
pp. 27-34
Author(s):  
Maylisha SY ◽  
Edi Ardian ◽  
Samsul Amri
Keyword(s):  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
The Internet ◽  
Writing Skill ◽  
Twelfth Grade

The purpose of this research is to know students’ writing skill of discussion text. The design of this research was descriptive quantitative research. To reach the purpose above, the researcher was distributing test to twelfth Grade students of XII Agama 1 of MAN 1 Indragiri Hilir. The amount of them is 20 students. After collecting the data, the researcher found that their writing skill of discussion text was good. It was proven by their mean score that is 74.1. It can be concluded that students have had good skills to write discussion text. The researcher assumed that this good result can be because the students had been able to understand what the teacher explain during the teaching and learning process and they also read many texts in the library or the internet.

scholarly journals PENGGUNAAN MULTIMEDIA INTERAKTIF GUNA MENCIPTAKAN PEMBELAJARAN YANG INOVATIF DI SEKOLAH

PERSPEKTIF ◽  
2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Atmawarni UMA
Keyword(s):  
Information Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Learning Experiences ◽  
Learning Objectives ◽  
Learning Materials ◽  
Definition Of ◽  
The Right ◽  
Interactive Activity

Teaching and learning interaction ins chools is an interactive activity and the various components to realize the achievement of learning objectives have been established in the learning planning, to get there, first it need to be understood about the meaning of the term learning, teaching and interaction. These three terms will lead to the definition of teaching and learning interaction. The utilization of information technology in the making and using of interactive multimedia in learning in school be judged very effective in supporting the learning materials delivery. The use of interactive multimedia in the learning in school is one of solution to relieve stiffness, saturation, and the vacuum of students in learning so many kinds of subject in school. By steps and the process of the use of the right interactive multimedia, using interactive multimedia as the messaging media will stimulate thought, feelings, concerns and wishes of student so as to encourage the learning process more interactive and communicative and can enhance students learning experiences become more concrete.

KEMAMPUAN GURU DALAM MERENCANAKAN, MELAKSANAKAN DAN MENILAI PENGAJARAN DONGENG DI SMP PILOTING PROJECT KURIKULUM 2013 KOTA CIMAHI

LOKABASA ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 192
Author(s):  
Susi Budiwati
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Qualitative Approach ◽  
Learning Materials ◽  
Language Teacher ◽  
Academic Year ◽  
Descriptive Method

Penelitian ini membahas kemampuan guru bahasa Sunda di SMP Piloting Project Kurikulum 2013 dalam merencanakan, melaksanakan dan menilai kemampuan mendongeng berdasarkan Kurikulum 2013 pada tahun pelajaran 2015-2016. Latar belakang penelitian ini adalah (1) perkembangan Kurikulum 2013 yang sangat dinamis dan; (2) pedoman pelaksanaannya yang terus berubah, sehingga muncul pertanyaan apakah perubahan ini sampai kepada guru bahasa Sunda. Tujuan penelitian ini untuk mengetahui kemampuan guru dalam merencanakan, melaksanakan, dan menilai pembelajaran khususnya materi dongeng berdasarkan Kurikulum 2013. Metode penelitian ini adalah metode deskriptif dengan pendekatan kualitatif. Populasi sekaligus sampel penelitian ini adalah guru bahasa Sunda kelas VII, dengan teknik observasi dan study dokumenter. Instrumen yang digunakan adalah lembar observasi. Kesimpulan dari hasil penelitian ini adalah: (1) guru bahasa Sunda mampu merencanakan pengajaran dongeng berdasarkan Kurikulum 2013; (2) dalam proses pembelajarannya perlu ditingkatkan dan; (3) guru bahasa Sunda mampu menilai pengajaran dongeng berdasarkan Kurikulum 2013. ABSTRACTThis article discusses the ability of Sundanese teachers in junior high school Piloting Project Curriculum 2013 in planning, implementing, and assessing the ability of storytelling based on Curriculum 2013 in the academic year 2015-2016. The backgrounds of this study were (1) the development of Curriculum 2013, which is very dynamic and; (2) the implementation guidance that is constantly changing, so the question arises whether this change reaches the teachers. The purpose of this study is to determine the ability of teachers to plan, implement, and assess fairytale learning materials based on curriculum 2013. This research employed descriptive method with qualitative approach. The population and sample is Sundanese language teacher of Grade VII. It used observation and documentary study. The instrument was the observation sheet. The conclusion of this study are that (1) the Sundanese teacher is able to plan teaching fairytale based on Curriculum 2013; (2) the learning process needs to be improved; and (3) the Sundanese teacher is able to assess fairytale learning based on the Curriculum 2013. 

scholarly journals IMPROVING STUDENTS’ WRITING SKILL BY USING SCAFFOLDING TECHNIQUE TO THE SEVENTH GRADERS OF SMP BOPKRI GODEAN

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rika Rimawati ◽  
Hermayawati Hermayawati
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Seventh Graders ◽  
Average Score ◽  
Sentence Structure ◽  
Test Cycle ◽  
English Writing ◽  
Writing Skill ◽  
Post Test ◽  
Scaffolding Technique

The background of the study was based on the phenomenon at the seventh graders of the SMP BOPRI Godean. Learning English especially writing skill were still low in mastering vocabulary, sentence structure, and paragraph organizing. The research aimed (1) to analyze the students’ writing by using scaffolding technique; (2) to describe the improvement of the students’ writing skill by using scaffolding technique; and (3) to find out the students’ interests in writing skill by using scaffolding technique. To solve the problem, the researcher conducted Classroom Action Research and applied scaffolding technique in teaching English to improve student’s ability in writing skill. The participants of this research were the 14 students of the seventh graders of SMP BOPKRI Godean. In this study, the researcher conducted a scaffolding technique of teaching writing descriptive text in three cycles by using scaffolding model adapted from Silvia Read. The five steps in scaffolding technique by Silvia Read were inquiry, modeling, shared, collaborative, and independent. The researcherexpected that the students could improve their writing skill by using the scaffolding technique and interested in English writing skill. The result of this study was showed by pre-test and post-test. In pre-test, the students’ average score was 49, whereas in the students’ post-test cycle one, the students’ average score was 64. In the second cycle, the students’ average score was 75.9. Finally, the researcher could conclude that the result of this research showed an improvement of the students’ writing skills by using scaffolding technique.

scholarly journals Schoology as Learning Media to Improve Students’ Writing Skill

2021 ◽  
Vol 1 (1) ◽  
pp. 85-90
Author(s):  
Putu Yuni Widianingsih ◽  
Diah Ayu Manik Pradnya Dewi ◽  
Putu Enik Kristianti
Keyword(s):  
Teaching And Learning ◽  
Writing Skills ◽  
Teaching Writing ◽  
Literature Study ◽  
Effective Learning ◽  
Learning Platform ◽  
Effective Media ◽  
Writing Skill ◽  
Teachers And Students ◽  
Information And Communication

The development of Information and Communication Technology (ICT) offers many solutions for the teacher to use an effective learning platform to improve students’ writing skills. Schoology is a learning application that can be used by teachers and students to teach and to learn writing. This paper aims to explain the use of Schoology in teaching writing and its benefits for students’ writing skills. Literature study was used as the method of this study in collecting the data. The study found that: 1). Students who were taught by using Schoology had better writing skill than those who were not. 2). Schoology was found effective media for teaching writing due to its easiness and friendly display. The findings are expected to be an alternative learning media used by both teachers and students in supporting the teaching and learning process in writing.

scholarly journals Pembelajaran Budaya Alam Minangkabau (BAM) sebagai Wadah Pelestarian Kearifan Lokal: antara Harapan dan Kenyataan

2012 ◽  
Vol 13 (1) ◽  
Author(s):  
Agustina .
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Materials ◽  
Local Content ◽  
West Sumatra ◽  
Strong Commitment

The wise proper efforts to preserve the local wisdom of Minangkabau culture in West Sumatra are through offering the Minangkabau natural culture as a local content subject in schools. This subject has been taught for almost twenty years. However, the results of teaching this subject do not meet the expectation. To make this subject as a way to preserve the local wisdom, the stake holders should have the strong commitment in improving the teaching and learning process through providing the learning equipments that are relevant with the advance of technology, preparing professional teachers, proving good examples from both parents and society, and teaching and using Minangkabau language as the learning materials and the medium of istruction in the process of teaching and learning Keywords: Minangkabau Culture, Local Wisdom. Preservation, Learning

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