Evaluating Product Writing Approach in the Context of Malaysian Classrooms: A Conceptual Paper

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Sarala @ Thulasi A/p Palpanadan ◽  
Fauziah Ismail ◽  
Abdul Rahim Salam
Keyword(s):  
Writing Skills ◽  
Language Teachers ◽  
Teaching Writing ◽  
Conceptual Paper ◽  
Product Approach

This paper aims to evaluate the practices of language teachers in teaching writing in the Malaysian classrooms. For this purpose, a detailed investigation into the existing literature was carried out. More specifically, the paper investigated the motivation of teachers for using product writing approach in teaching writing. The paper attempted to answer two questions: first, why teachers in the Malaysian classrooms prefer to use product writing approach dominantly, second, how model essays can be effectively used for developing students’ writing skills. The existing literature revealed that teachers prefer to use product approach for several reasons. Helping students to obtain good grades, covering course requirements on time and preparing students for examination are some of the reasons for adopting this approach. The study also discovered that product approach is not an effective way to teach writing skills because it makes the students passive and become dependent learners. This paper suggests that teachers should use model essays carefully according to students’ needs and capabilities.

Developing Students’ Communicative Writing Skills through Blogging

2020 ◽  
Vol 4 (3) ◽  
pp. 1
Author(s):  
Nurul Fadilah ◽  
Akmal Akmal ◽  
Kamisah Ariffin
Keyword(s):  
Critical Thinking ◽  
Writing Skills ◽  
Point Of View ◽  
Language Teachers ◽  
Teaching Writing ◽  
Technology In Education ◽  
Communicative Skills ◽  
Positive Effects ◽  
General Improvement ◽  
Development Of Students

Blogs have gained popularity among language teachers as a tool to develop students' writing skills. However, using blogs in teaching writing has not been widely practised in Indonesia depite the positive effects on students' learning as reported in the literature. This paper examines the development of students' communicative writing skills through blogging. The data were collected from students' writing based on different themes posted in a class blog over a five-week period. Using Franker's ELT blog rubric as a framework for analysis, the findings were classified into four codes of communicative skills in writing: creativity, critical thinking, voice and comment. The findings indicate a general improvement on the students' communicative skills in writing based on these codes. Students also responded positively towards the use of blogging in developing their communicative skills in writing. Not only blogging helped to develop their minds critically and evaluatively, they were able to write their thoughts and respond to others' point of view freely without the presence of the instructor and fellow friends. Such findings indicate that with advance of technology in education, blogs can be an alternative medium for teaching writing in class, especially in this IR4.0 era.

scholarly journals MINI FICTIONS FOR WRITING EXPOSITORY ESSAYS

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Lestari Setyowati ◽  
Sony Sukmawan
Keyword(s):  
Expository Text ◽  
Language Skills ◽  
Writing Skills ◽  
Language Teachers ◽  
Teaching Writing ◽  
Literary Works ◽  
Preparatory Stage ◽  
Three Stages ◽  
Stages Of Learning ◽  
High Degree

<p>Not many language teachers use literary works as teaching materials to teach language skills for their students. This is due to teachers’ common perception that literature has a high degree of difficulty to understand. As a result, the use of literary works is often ignored to teach language skills, especially writing. Basically, if teachers are able to select literary works in accordance with the purpose of teaching and use it well, literature can be a bridge to improve language skills, especially the skills of writing an expository text. This article aims to describe the stages of teaching to teach writing skills through mini-fiction for expository essay, tips on choosing fictions that can be used in the classroom, and the problems that may arise from the use of these mini fictions. There are three stages of learning to be conducted when teaching writing skills by using mini fictions, namely the preparatory stage, pre-writing, and writing phases. Using literary works will be able to sharpen the students' language skills and their ability to think critically.</p>

An Exploration on Issues and Challenges in Teaching Writing Skills to Tertiary-Level Learners

2020 ◽  
pp. 98-107
Author(s):  
Jefferson K. ◽  
Ramya Sri R. ◽  
Radhakrishnan V.
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Teaching Writing ◽  
Tertiary Level ◽  
Inappropriate Use ◽  
Area Of Concern ◽  
Esl Classroom

Writing is considered a very important skill in language learning yet a very challenging task for students to master it. It is also a required skill for students to score good grades in their academics. Inappropriate use of words, incorrect, and illogical sentence structures and grammatical mistakes while writing, reflect poorly on the language proficiency of learners. This also creates issues later in their professional life. Addressing these challenges at the tertiary level has been an area of concern to English language teachers. The prime aim of this study is to explore the challenges and problems encountered by teachers in teaching writing skills to learners in the ESL classroom. This chapter also proposes a process-product based effective pedagogic practice which was experimented in the ESL classroom while teaching writing. The approach employed facilitated learners to overcome issues by making learners use the language in context rather than merely based on grammar structure.

scholarly journals Teaching English Language at SSC Level in Private Non-Elite Schools in Pakistan: Practices and Problems

2018 ◽  
Vol 5 (1) ◽  
pp. 80 ◽  
Author(s):  
Dr. Muhammad Fareed ◽  
Saniya Jawed ◽  
Sidra Awan
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Analysis Data ◽  
Language Teachers ◽  
Teaching Writing ◽  
Teaching English ◽  
Elite Schools ◽  
English Language Teachers ◽  
Group Interviews ◽  
Compulsory Subject

<em>English language is taught as a compulsory subject up to graduate level in Pakistani educational system. Despite studying English for over 14 years, majority of students coming from non-elite schools, lack required command in English language skills to pursue their higher education and professional careers. With this background in mind, the current research focused on teaching English reading and writing skills and the problems faced while teaching these skills at Secondary School Certificate (SSC) level in private non-elite schools in Karachi. The sample of the study comprised 20 SSC level students, 12 SSC level English language teachers of non-elite private schools and 5 student notebooks. Data were collected through open-ended questionnaires, group interviews and notebook analysis. Data were examined using thematic analysis. The findings revealed that teaching English language reading practices include reading the text aloud, translating the chapter, providing the central idea and meanings of difficult words to the students. The major problems faced by the teachers in teaching reading skills are learners’ lack of interest in reading, lack of concentration and low reading comprehension skills. The study also revealed practices of teaching writing skills such as provision of model texts and relevant vocabulary items. The major problems while teaching writing skills are lack of pre-writing activities, learners’ deficient command over vocabulary, grammar, spellings and punctuation, lengthy syllabus and limited time.</em>

scholarly journals Being an Effective Writing Teacher: Understanding Writing Theories behind the Product, Process, and Genre Approaches

2020 ◽  
Vol 1 (2) ◽  
pp. 35-47
Author(s):  
Pariwat Imsa-ard
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
English Language Proficiency ◽  
Teaching Writing ◽  
Writing Teacher ◽  
Teacher Understanding ◽  
Product Approach ◽  
Teaching Of Writing

Writing takes part in everyday life, such as taking notes and writing emails. In learning, passive knowledge on students’ minds can be transformed into their own language through writing. Moreover, the ability to write in a second language, English for instance, is considered as a crucial tool nowadays. Students who want to pursue their higher education are required to take an English language proficiency exam, such as IETLS and TOEFL, which constitutes the assessment of writing skill. Consequently, it is important that a writing teacher should possess the ability to teach writing effectively and to help students enhance their writing skills. As there are a number of different approaches to the teaching of writing, this paper begins with an overview of teaching writing and explores three main approaches–product approach, process approach and genre approach. In each approach, the strengths and limitations of such an approach in teaching practice will then be analysed. Subsequently, this paper will discuss and examine how an understanding of such theories regarding teaching writing helps a writing teacher to be most effective in the classroom and how it can support their teaching.

Creative Tips for Teaching Writing Skills

2009 ◽  
Author(s):  
Kristine M. Kelly ◽  
Robin A. Anderson ◽  
Greg Bohemier ◽  
Kim A. Case
Keyword(s):  
Writing Skills ◽  
Teaching Writing

PENINGKATAN HASIL BELAJAR MENULIS KARANGAN NARASI DENGAN MENGGUNAKAN METODE SAINTIFIKSISWA KELAS VI SDN 07 TUJUAH KOTO TALAGOKECAMATAN GUGUAK KABUPATEN LIMA PULUH KOTA

2020 ◽  
Author(s):  
Sri Mures Walef
Keyword(s):  
Scientific Method ◽  
Quantitative Methods ◽  
Writing Skills ◽  
Teaching Writing ◽  
Narrative Writing ◽  
Research Subjects ◽  
Essay Writing ◽  
Qualitative And Quantitative Methods ◽  
Teachers And Students ◽  
Improve Student Learning

This research is motivated by problems in the learning process, namely students have difficulty in expressing their ideas into writing or essays. The formation of words or sentences used by students is inaccurate or inappropriate, as well as the use of punctuation and spelling. In learning activities writing the teacher is more likely to apply teaching writing by prioritizing the results of the process. This study aims to improve narrative writing skills using the scientific method of class VI SDN 07 VII Koto Talago, Guguak District, Lima Puluh Kota Regency. The method used in this study is qualitative and quantitative methods. Qualitative research is research that intends to understand phenomena, about what is experienced by research subjects such as behavior, perceptions, motivations, actions and others. The results of the study describe learning using the Scientific method can improve student learning outcomes which initially in pre-cycle only reached 64 who are in sufficient qualifications. In the first cycle increased to 74 who were in qualifications more than enough, after the second cycle, the students' scores increased again being an average of 90 who are in excellent qualification. The increase includes three indicators, namely (1) narrative characteristics, (2) use of punctuation, (3) capital letters. Third, improving narrative writing skills using the Scientific method of class VI SDN 07 VII Koto Talago District of Guguak, Lima Puluh Kot Regency can be achieved due to several factors including teachers and students. Based on the results above it can be concluded that the narrative text writing skills using the scientific method increased, from sufficient qualifications to more qualifications until they were in excellent qualifications. Thus it can be concluded that, through the cooperative method the type of make a match improvement in students' essay writing skills increased significantly from stage to stage.Key Words: escritura de narrativas, métodos científicos

scholarly journals Developing Students’ Writing Skill through Peer and Teacher Correction: An Action Research

2013 ◽  
Vol 17 (1-2) ◽  
pp. 70-82 ◽  
Author(s):  
Ashok Sapkota
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Writing Skills ◽  
Teaching Writing ◽  
Progress Test ◽  
Test Items ◽  
Correction Technique ◽  
Grammatical Errors ◽  
Writing Skill ◽  
Post Test

Writing is a form of an art and integral part of language learning. The present study concerns with development of writing skills through peer and teacher correction technique. As an action research in nature, the research aimed to test the progress of the students while writing an essay. After the analysis of data collected through test items, it was seen improvement in students writing in post test than in pre-test. The students (Ss1-Ss10) were found using the words in an increased order and grammatically correct sentences in their writing in each test made and committed less grammatical errors in post test than in pre and progress test. Regarding mechanics of writing, their writing was found systematic in case of punctuation, proper use of paragraphs, in coherence and cohesion in writing. The peer correction and teacher correction technique was found productive in teaching writing through action research as a whole. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 70-82 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8094

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

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