The Effects of Collaborative Writing on EFL Learners’ Writing Skills and Their Perception of the Strategy

2020 ◽  
Vol 11 (2) ◽  
pp. 335
Author(s):  
Rezy Anggraini ◽  
Yenni Rozimela ◽  
Desvalini Anwar
Keyword(s):  
Teaching Strategy ◽  
Collaborative Writing ◽  
Efl Learners ◽  
Conventional Teaching ◽  
Writing Strategy ◽  
Writing Skill ◽  
West Sumatra ◽  
Writing Tests ◽  
And Control ◽  
Cluster Random Sampling

This mixed-method study observes the effects of collaborative writing strategy on EFL learners’ writing skill and their perception of the strategy. The population consists of 80 students from a public senior high school in West Sumatra, Indonesia. The samples, which were selected by using cluster random sampling, were categorized as the experimental and control class. Each class were taught with different teaching strategies, experimental class was taught by using collaborative writing strategy and the control class was taught by using conventional teaching strategy. The data were collected through writing tests and interviews to measure the students’ writing skill and their perception of collaborative writing. The result of the analysis reveals that collaborative writing strategy has helped students in generating their writing ideas and activating the students’ background knowledge of the topics assigned to them to develop in their writings. The result of this study also highlights the students’ positive perception on collaborative writing strategy.

scholarly journals Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation

2021 ◽  
Vol 2 (1) ◽  
pp. 87-98
Author(s):  
Rizki Anugrah Putri Rahayu
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Collaborative Writing ◽  
Efl Learners ◽  
Quantitative Data Analysis ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Different Levels

Abstract:   This study aims to investigate collaborative writing combined with blog online learning on the writing skill of Indonesian English foreign language (EFL) learners’ across their motivation. This research included a quasi experimental with the comparative time series. A quasi experimental study was employed by involving 61 learners of Senior High School. This research applied in into two groups: experimental and control. The treatment was conducted at 7 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners’ responses to motivation questionnaire were used to categorize their motivation. The result revealed that the collaborative writing combined with blog online learning on the writing was effective to enhance the learners’ writing skill. In addition, to apply the combination of collaborative writing and online blog learning, teacher should not worry about different levels of motivation among students where the students were motivated to use language.  

scholarly journals The Effect of Online Collaborative Writing through Edmodo on Students’ Writing Skill at MA Masyhudiyah Giri

2021 ◽  
Vol 4 (1) ◽  
pp. 6
Author(s):  
Merinda Fiana Tasri
Keyword(s):  
Teaching And Learning ◽  
Collaborative Writing ◽  
Student Writing ◽  
Significance Level ◽  
Writing Strategy ◽  
Writing Skill ◽  
Quasi Experimental ◽  
The Right ◽  
And Control ◽  
Positive Effect

Implementing a writing strategy especially collaborative writing  is one of the efforts to make writing learning work optimally. In its application, collaborative writing strategy is claimed to have a positive effect on each aspects of student writing skill, but based on the implementation of this strategy, several problems are found, where students are still less active in discussions and students do not want to be involved in the collaborative writing process. So with these problems, it certainly becomes an obstacle that can cause the implementation of this strategy do not run optimally, so that the selection of a media is the right way to overcome these problems by using Online Learning based Edmodo. The design of this study was quasi experimental design, with 10th grade students from MA Masyhudiyah as the subject. Two classes were chosen, they were X-MIPA 1 as an experimental class and X MIPA 2 as a control class with 28 students in each class. The research findings in this study revealed that there were significant differences between the experimental and control groups. This is evidenced by the results of sig. (2-tailed) is 0,000. The sig. (2-tailed) is lower than the significance level of 0.05 (0.000 <0.05). So, the null hypothesis (Ho) can be rejected. So it can be interpreted that Online Collaborative Writing through Edmodo has a positive effect on students' writing skills. Therefore, the researcher strongly recommend to the teachers to apply Online Collaborative Writing through Edmodo in the teaching and learning process and also for further researchers can conduct similar research in other ways, skill or levels.

scholarly journals THE IMPACT OF COLLABORATIVE WRITING STRATEGY AT STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXT

Prominent ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Saeful Arifin ◽  
Choiril Anwar
Keyword(s):  
Collaborative Writing ◽  
Control Group ◽  
Significant Difference ◽  
Writing Strategy ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

The aim of this study was to find out whether or not collaborative writing strategy is effective to improve students’ writing skill in descriptive text when they were applied to the tenth grade students of SMA N 1 Karangtengah in academic year of 2015/2016. The collaborative writing strategy was the independent variable, while students’ writing skill in descriptive text was the dependent variable. Quasi experimental research design was used in this study. The population of this study was the tenth graders of SMA N 1 Karangtengah in the academic year of 2015/2016 which the total number of students was 340. The sample of this study consisted of X MIA 3 as an experimental class and X MIA 4 as a control group. The technique used in collecting the data was test. The finding of the study showed that the pre-test mean score of experimental group was 69.38 and control group was 68.71. After being given treatment for four meetings, it was found that the mean scores of experimental group was 82.15 and control group was 76.32. The result of the analysis showed that there was a significant difference between the mean score of pre-test and post-test. It was supported by t-test result in which the significant difference in the result of post-test between experimental and control group was 0.000 ( 0.05). It means that Ho was rejected and Ha was accepted. Therefore, it could be concluded that collaborative writing strategy were effective to improve students’s writing skill in descriptive text.

scholarly journals The Effect of Communication Games and Self-Esteem towards Students’ Speaking Skill

AL-TA LIM ◽  
2018 ◽  
Vol 25 (2) ◽  
pp. 163-170
Author(s):  
Rifky Fakhrurrazy
Keyword(s):  
Experimental Research ◽  
Teaching Strategies ◽  
Random Sampling ◽  
Teaching Strategy ◽  
Self Esteem ◽  
Communication Games ◽  
Conventional Teaching ◽  
Speaking Skill ◽  
Cluster Random Sampling ◽  
Speaking Skills

This research is an experimental research. This study aims to find out the effect of communication games as a teaching strategy and self-esteem toward students speaking skill at SMP Dr. Abd Ahmad PGAI Padang. The population of this research was students of grade VIII SMP Dr. Abd Ahmad PGAI Padang. The technique used is Cluster Random Sampling. The sample consists of students at VIII A as experimental class and VIII B as control class. In this research, the test is used to analize students’ speaking skill and questionnaire was used to collect self-esteem data. Data from the research were analyzed by using two-way t-test and ANOVA (ANOVA 2x2)4. The results of this research were (1) students taught with Communication Game have better speaking skills than students taught by conventional strategies, (2) the speaking skill of students with high self-esteem with Communication Game gives higher results than Conventional teaching strategies, (3) students 'speaking skills with low Self-Esteem with Communication Game gives higher results than conventional teaching strategies, and (4) there is no interaction between strategy and Self-Esteem in transactional text.

scholarly journals THE EFFECT OF USING INFOGRAPHICS AND STUDENTS’ READING INTEREST ON THEIR READING COMPREHENSION AT SMAN 16 PEKANBARU

2021 ◽  
Vol 2 (2) ◽  
pp. 122
Author(s):  
Dian Eka Hertavira
Keyword(s):  
Reading Comprehension ◽  
Random Sampling ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Total Sample ◽  
Significant Difference ◽  
And Control ◽  
Reading Interest ◽  
Cluster Random Sampling ◽  
Research Show

This research was done by applying experimental research and the design used was factorial design 2x2. The aims of this research were (1) to find out whether there is any different effect of students’ reading comprehension between an experimental and control class. (2) To find out the different on students’ reading comprehension between students who have high reading interest in an experimental class and a control class. (3) To find out the different on students’ reading comprehension between students who have low reading interest in an experimental class and a control class. (4) To find out whether there is any interaction between teaching strategies and reading interest on students’ reading comprehension. The samples were two classes of eleventh grade students of Social 1 and Social 2 of SMAN 16 Pekanbaru. The writer took the sample as cluster random sampling technique. The total sample was 60 students. The forms of the test were reading comprehension test and questionnaire. Finally, the results of the research show that: first, there was the significant score (sig.) 0.02 < 0.05 in students’ reading comprehension. It means that there is significant difference on students’ reading comprehension between an experimental class and control class. Second, there was no significant difference on students’ reading comprehension between students who have high reading interest in an experimental and control class. The sig value was 0.841 > 0.05. Third, there was significant difference on students’ reading comprehension between students who have low reading interest in an experimental and control class. The sig value was 0.03 > 0.05. Last, the sig value was 0.045 < 0.05. It means that there was an interaction between teaching strategy and reading interest on students’ reading comprehension at SMAN 16 Pekanbaru.Key words: Infographics, Reading Interest, Reading Comprehension

scholarly journals Effect of Interpersonal Intelligence Based Teaching Strategies on Students Academic Achievement

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. Vinita Advani ◽  
Ms. Hema G
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Teaching Strategy ◽  
The Other ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Conventional Teaching ◽  
T Values ◽  
And Control ◽  
Experimental Group

The intent of the present study was to investigate the effect of interpersonal intelligence based teaching strategy (IBTS) on students’ academic achievement. Totally, 101 students who were found to be having higher mean scores in interpersonal intelligence participated in the study. The experimental and control group encompassed 51 and 50 students, respectively. All students were of IX standard students belonging to a school in Ahmedabad city. The sample was selected through purposive sampling. The experimental group was taught through IBTS whereas the control group received conventional teaching of same science topics. To determine the effectiveness of IBTS over conventional teaching method, an academic achievement test on the science topics which consisted of 30 multiple choice questions was administered. Mean, SD, SEd, and t-values were calculated to compare to test the hypotheses. The results showed that students who were taught through IBTS were achieved higher score than the other group. There was no difference in the academic achievement of boys and girls students who were taught through IBTS.

scholarly journals Applying PLEASE Strategy to Teach Writing Skill on Students with Different Linguistic Intelligence

TEKNOSASTIK ◽  
2019 ◽  
Vol 16 (1) ◽  
pp. 34
Author(s):  
Dyah Aminatun ◽  
Ngadiso Ngadiso ◽  
Sri Marmanto
Keyword(s):  
Intelligence Test ◽  
Homogeneity Test ◽  
Writing Test ◽  
Tukey Test ◽  
Road Map ◽  
Writing Strategy ◽  
Writing Skill ◽  
Guided Writing ◽  
Multifactor Analysis ◽  
And Control

PLEASE Strategy is a mnemonic that provides learners with a road map for writing a text. It is a strategy when a teacher teaches the students an acronym to remember each step in writing. PLEASE strategy will help students to write, to start the first sentence, and to put the data information in their writing. This article refers to an experimental study on the effectiveness of PLEASE Strategy to teach writing at the eleventh grade of SMA Negeri 1 Ngemplak. The samples were two classes, experimental class which was taught using PLEASE Strategy and control class which was taught using Guided Writing Strategy. To gain the data, two instruments were use, writing test and linguistic intelligence test. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The findings of this research are: (1) PLEASE strategy is more effective than Guided Writing Strategy to teach writing; (2) The students having high linguistic intelligence have better writing skill than those having low linguistic intelligence; and (3) There is an interaction between teaching strategies and students’ linguistic intelligence in teaching writing.PLEASE Strategy is a mnemonic that provides learners with a road map for writing a text. It is a strategy when a teacher teaches the students an acronym to remember each step in writing. PLEASE strategy will help students to write, to start the first sentence, and to put the data information in their writing. This article refers to an experimental study on the effectiveness of PLEASE Strategy to teach writing at the eleventh grade of SMA Negeri 1 Ngemplak. The samples were two classes, experimental class which was taught using PLEASE Strategy and control class which was taught using Guided Writing Strategy. To gain the data, two instruments were use, writing test and linguistic intelligence test. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The findings of this research are: (1) PLEASE strategy is more effective than Guided Writing Strategy to teach writing; (2) The students having high linguistic intelligence have better writing skill than those having low linguistic intelligence; and (3) There is an interaction between teaching strategies and students’ linguistic intelligence in teaching writing.

scholarly journals DESIGNING STRATEGIES FOR UNIVERSITY STUDENTS’ WRITING SKILL

2020 ◽  
Vol 8 (1) ◽  
pp. 8
Author(s):  
Ismiati Ismiati ◽  
Erlin Pebriantika
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
Design Strategies ◽  
Research Subjects ◽  
Study Program ◽  
English Writing ◽  
Writing Course ◽  
Writing Strategy ◽  
Writing Skill

In the process of teaching and learning English writing skill, some strategies which are considered appropriate for a certain group of learners, may not suitable for other groups as each group has its own problems and needs in writing. Therefore, teaching learning strategies for English writing requires to be continuously developed. This study aims to design strategies based on the students’ writing needs and problems as the development of the previous common implemented strategies in writing course classes at English Study Program of Cordova University, West Sumbawa Regency. The research subjects were students who are active studying English as their major specialization and lecturers who have been teaching English writing course in academic year 2018/2019.The result shows that the previous strategies give little significant impact toward the students’ writing skill progress. For the reasons, new strategies were designed and recommended to be continuously implemented for teaching and learning writing courses and involved in curriculum at English Study Program, Cordova University. Those strategies are (1) Collaborative Writing Strategy. (2) Combining Diary and Guided Writing Strategy. (3) Additional credit hours for writing course classes (4). Graded writing course classes need to be continuously taught by the same lecturer

scholarly journals The Picture Word Inductive Model: Its Effectiveness to Teach Writing Viewed from Students' Interest

2018 ◽  
Vol 2 (3) ◽  
pp. 248-258
Author(s):  
Rahayu Meliasari ◽  
Ngadiso Ngadiso ◽  
Sri Marmanto
Keyword(s):  
Experimental Study ◽  
Data Collection ◽  
Random Sampling ◽  
Sampling Technique ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Strategy ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
Cluster Random Sampling

Picture Word Inductive Model is an inquiry-oriented strategy for teaching writing that uses picture containing familiar objects to fully lead students into inquiring about words, adding words to their writing, and ultimately developing the title, sentences, and paragraphs about their picture. This experimental study aimed to find out the effectiveness of PWIM to teach writing viewed from students’ interest in the eighth grade of MTs. ASWAJA Pontianak. Sampling technique was through cluster random sampling resulting 2 classes which consist of 26 students of each class contributed to the study. Technique of data collection encompassed writing test and questionnaire. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey’s HSD Test. The result revealed that: (1) Picture Word Inductive Model(PWIM) is more effective than Controlled-Writing Strategy (CWS) to teach writing; (2) students having high interest have better writing skill than those having low interest. (3) there is an interaction between teaching strategies and the level of interest on students’ writing skill.

scholarly journals THE EFFECTIVENESS OF DICTOGLOSS IN TEACHING WRITING SKILL VIEWED FROM STUDENTS' MOTIVATION

2018 ◽  
Vol 7 (1) ◽  
pp. 61-74
Author(s):  
Dian Pertiwi
Keyword(s):  
Direct Instruction ◽  
Teaching Writing ◽  
Homogeneity Test ◽  
Islamic School ◽  
Writing Test ◽  
Writing Skill ◽  
Multifactor Analysis ◽  
High Motivation ◽  
And Control ◽  
Cluster Random Sampling

This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta. The sampling used in this research was cluster random sampling with two classes as sample, namely experimental class taught using Dictogloss and control class taught using Direct Instruction. The collect the data, there were two instruments used in this research namely, writing test and motivation questionnaire. Writing test was used to find out students’ writing skill, while motivation questionnaire was conducted to know students’ motivation levels. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing; (2) Students having high motivation have better writing skill than those having low motivation.

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