Teaching writing: process, practice and policy

2021 ◽  
pp. 1-16
Author(s):  
John Keen
Keyword(s):  
Writing Process ◽  
Teaching Writing

Need Analysis for Developing Writing Skill Materials Using Facebook for English Undergraduate Students

2021 ◽  
Vol 5 (1) ◽  
pp. 542
Author(s):  
Geminastiti Sakkir ◽  
Syarifuddin Dollah ◽  
Safnil Arsyad ◽  
Jamaluddin Ahmad
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Writing Process ◽  
Lesson Plan ◽  
Teaching Writing ◽  
Needs Analysis ◽  
Visual Aids ◽  
Need Analysis ◽  
Online Social Media

This research is aiming at giving a contribution to the lecturers’ knowledge on the design materials in using social media Facebook in teaching writing process to English Department students. Before conducted the developing module for Facebook-based writing instructional course, we surveyed and explored the student’s need. The stages of this research consisted of need analysis and document analysis. We conducted needs analysis to 141 English students and 2 lecturers of writing. Data were collected using need analysis questionnaire and interview. The analyzed documents in this research were lesson plan, syllabus and the existing textbooks. The data from questionnaire and interview were analyzed in quantitative and qualitative methods. The results concluded that: first, needs analysis is the basic of developing module for Facebook-based writing instructional course, in order that the material can be related to the students’ needs, levels and lecturers’ perception. The result of students need found urgent to develop module for facebook-based writing instructional course through the following criteria of interactive, self-contained, user friendly, online supporting, online social media, authentic, environmentally friendly, formal and informal environments, online evaluation, presented in visual  aids, support  and facilitate the students’  academic and non-academic writing activities, topics of the materials should be interesting which provides a cultural background of students, the materials should be implemented by applying vocabulary, reading texts, grammar and basic skills in writing process, implemented in beginner level (Writing 1), used in class and out- class and the materials globally/ international context. Second, the lecturers’ desires in teaching writing are to improve the students’ skill to comprehend the materials. Third, the existing materials are unsuitable for the students, they prefer learning facilitated by electronic social media, Facebook, so they will more motivate in write.

scholarly journals The Use of Visual Media in Teaching Writing

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Suhartono Suhartono ◽  
Iranada Laraswati
Keyword(s):  
Writing Process ◽  
Visual Media ◽  
Female Students ◽  
Narrative Text ◽  
Teaching Writing ◽  
English Teacher ◽  
Simple Sentence ◽  
The Subject ◽  
Simple Sentences ◽  
Interview Questionnaire

Writing is the difficult skill in learning English. To make students get the idea in writing easily the teacher should be creative and innovative. The Application of visual media can help students get idea easily. This research aimed at knowing the application of visual media and the students’ responses in teaching writing to eleventh grade students of SMAMuhammadiyah Kediri.This qualitative research took place in SMAMuhammadiyah Kediri. The subject of this research was the eleventh grade students that consist of 17 male and 15 female students. In order to collect the data , observation, interview, questionnaire and the documentation were used. The application of visual media helped the students write easily. The teacher applied visual media to help the students write good sentences.The theme of the material is narrative  text and the teacher applied picture series. The activity was  devided into three steps (pre,whilst,post) start from make a simple sentence based on the picture series then compose a paragraph based on the simple sentences. By using visual media application in teaching writing the students gave good responses. They paid attention to the teacher’s explanation very well anddidthe task one by one. The students got more vocabulary, creativity in writing process. It deals with 67.76% students answered yes and 32.24% students answered no. It can be concluded that visual media application in teaching writing helps the students write easily as it helps the students to be more creative in finding the ideas and developing vocabulary. So it is suggested to the English teacher to improve the material, use this media in teaching other skills and. For the further researcher it is hoped that this research can give more information and contribution in conducting similar topic of discussion. 

scholarly journals Writing in German as a foreign language: the impact of computer use on revision behaviour

2019 ◽  
Vol 23 ◽  
pp. 92-107
Author(s):  
Ann Marie King
Keyword(s):  
Foreign Language ◽  
Computer Use ◽  
Word Processing ◽  
Language Skills ◽  
Writing Process ◽  
Teaching Writing ◽  
Approaches To Teaching ◽  
Negative Effects ◽  
Writing Curriculum ◽  
The Impact

The nature of writing and its interaction with the other language skills are examined, and approaches to teaching writing are presented. The use of word processing in the writing process is reviewed, and the positive and negative effects of word processing on writing are outlined. A study which was carried out to examine the impact of computer use on revision behaviour is described, and its findings are discussed. Recommendations are made regarding the use of word processing in the writing curriculum.

scholarly journals THE DIFFICULTIES OF EFL TEACHERS IN USING DIALOGUE JOURNAL IN TEACHING WRITING

JURNAL ELINK ◽  
2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Alfi Hamidah
Keyword(s):  
Writing Process ◽  
Teaching Writing ◽  
Dialogue Journal ◽  
Efl Teachers

This study is aimed to identify the difficulties faced by EFL teachers  in  teaching  writing process using dialogue journal at 7 th grade of SMP N 1 Kembangbahu Lamongan and to describe how the teachers solve their teaching writing process problems using dialogue journal.Keywords: A Dialogue Journal, Teaching Writing

Strategies for Teaching Writing Skills to Hearing-Impaired Students

1988 ◽  
Vol 19 (2) ◽  
pp. 182-190 ◽  
Author(s):  
Denise Wray ◽  
Joan Hazlett ◽  
Carol Flexer
Keyword(s):  
College Students ◽  
Writing Process ◽  
Writing Skills ◽  
Hearing Impaired ◽  
Teaching Writing ◽  
Residual Hearing ◽  
Listening Skills ◽  
Language Program ◽  
Vital Component ◽  
Step Program

The purpose of this article is to explore a vital component of a language program for hearing-impaired adolescents—the development of writing literacy. A discussion of the writing process precedes the presentation of a detailed step-by-step program employed to teach writing skills to two hearing-impaired college students. This writing approach attempts to maximize students' residual hearing and improve listening skills through oral readings.

Instructional Recommendations for Teaching Writing to Exceptional Students

1988 ◽  
Vol 54 (6) ◽  
pp. 506-512 ◽  
Author(s):  
Steve Graham ◽  
Karen R. Harris
Keyword(s):  
Writing Instruction ◽  
Writing Process ◽  
Present Knowledge ◽  
Teaching Writing ◽  
Exceptional Students ◽  
Writing Program ◽  
Teaching Of Writing

This article addresses the teaching of writing, an often overlooked area in the education of exceptional students. Ten recommendations for developing an effective writing program are presented. These recommendations are based on current conceptualizations of the writing process, effective principles of writing instruction, and present knowledge of exceptional students' writing capabilities.

Investigating the Effects of Using Writing Process on Students’ Writing Performance at Foundation Program- Hai’l University

2018 ◽  
Vol 10 (3) ◽  
pp. 14
Author(s):  
Najwa Rebhi Wahdan ◽  
Dipima Buragohain
Keyword(s):  
Saudi Arabia ◽  
Traditional Method ◽  
Writing Process ◽  
Process Approach ◽  
Teaching Writing ◽  
Writing Performance ◽  
Writing Skill ◽  
Foundation Program ◽  
Efl Students ◽  
Preparatory Year

This study sheds the light on investigating the effects of using Writing Process Approach in developing EFL students in writing skill. It consists of 60 students from foundation program at Hai’l University –Saudi Arabia. The researchers use content analysis procedures to analyze students’ writing. This paper also focuses on the importance of the methods of teaching writing for preparatory year.  Pretest and posttest were used to investigate the effects of traditional and writing process on students’ writing performance. The results showed that students who studied according to the writing process outperformed than those who studied by traditional method. The study recommended to use the writing process in the foundation program at university of Hai’l. 

scholarly journals EXPLORING CARTOON STORY MAKER APPLICATION AS AN INSTRUCTIONAL MEDIA IN WRITING NARRATIVE TEXT IN SENIOR HIGH SCHOOL

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Neng Tari Aulianisa
Keyword(s):  
High School ◽  
Data Collection ◽  
Qualitative Method ◽  
Writing Process ◽  
Senior High School ◽  
Narrative Text ◽  
Teaching Writing ◽  
Instructional Media

This research investigated the implementation of cartoon story maker application as an instructional media in writing narrative text class, then to find out the strengths and weaknesses of cartoon story maker application as an instructional media in writing narrative text, and to find out the students’ response in writing narrative text by using cartoon story maker application as an instructional media. This study was conducted at a senior high school in Cianjur. The qualitative method was the research designed in this study. Therefore, observation, questionnaire, and interview were employed as the data collection in this research. The findings showed that cartoon story maker application creates fun learning and enjoyable learning for students and had a good atmosphere in the classroom, several strengths and weaknesses of cartoon story maker application. Besides the researcher also described their responses in writing narrative text by using cartoon story maker application. Cartoon story maker gives good impact for students, most of students give positives responses. It is supported by the fact that they enjoyed their writing process using cartoon story maker. To sum up, since the implementation of cartoon story maker has positive responses from the students and able to help them, this instructional media can be implemented in teaching writing narrative text in senior high school.

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