scholarly journals THE ANALYSIS OF BRAINSTORMING STRATEGY ON TEACHING WRITING IN THE UNIVERSITY LEVEL

2018 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Elia Puspitasari ◽  
Titik Lina Widyaningsih
Keyword(s):  
Short Story ◽  
Qualitative Methodology ◽  
Qualitative Data ◽  
Teaching Writing ◽  
Writing Assignments ◽  
Writing Class ◽  
University Level ◽  
Teaching Learning ◽  
The University ◽  
Academic Year

This research was aimed to analyze a brainstorming strategy on teaching writing, especially in writing a short story for the second-semester students of the English Department in (STKIP) PGRI Tulungagung in the academic year 2017/2018. This research was conducted using qualitative methodology. The researcher observed and analyzed the writing class where the lecturer was applying a brainstorming strategy. Qualitative data had been collected from observation of the teaching-learning process, interview with the lecturer and the students, and also questionnaire given to twenty students in that class. The data was in the form of observation, interview transcripts, and the results of the questionnaire. In this research, the researcher involved twenty participants to fill the questionnaire. There were six students from those twenty students and the lecturer who were involved in the process of interview. The result of the research showed that implementing a brainstorming strategy in writing class could improve student's skills in writing, especially writing a short story. The brainstorming strategy helped students to generate their ideas and express the ideas into a systematic paragraph. The students also felt that this strategy could improve their writing. When the lecturer applied a brainstorming strategy, the students could do their writing assignments better and also got good results. Thus, the researcher suggested that the lecturer and the students to apply a brainstorming strategy in ordered that the students’ writing skills could be improved.

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF ROBERT FROST’ POETRY IN WRITING CLASS AT MUSAMUS UNIVERSITY

2021 ◽  
Vol 4 (2) ◽  
pp. 115
Author(s):  
Natalia Manuhutu
Keyword(s):  
Undergraduate Students ◽  
Short Story ◽  
Student Evaluation ◽  
English Literature ◽  
Teaching Writing ◽  
Robert Frost ◽  
Writing Classes ◽  
Authentic Material ◽  
Writing Class ◽  
Evaluation Of Teaching

This study investigated the students’ perceptions concerning the use of Robert Frost’s poetry in writing class at English Literature Department of Musamus University which was obtained through a survey. A total of 17 undergraduate students taking writing class participated in this study. The participants responded to a questionnaire and an open-ended questions concerning the two focal points: (1) how the students perceived the use of Robert Frost’s poetry in teaching writing, (2) the implementation of Frost’s poetry in improving students’ writing short story. The results of the study revealed that the implementation of Frost’s poetry helped them to be easier in writing short story. Most of the participants gave positive response to the use of Frost’s poetry in teaching them to write a short story. In addition, they seemed to prefer learning writing short story by using English poetry in writing classes. The concluding discussion addresses suggestion about the need to consider students’ wants and needs by gauging their perceptions as the student evaluation of teaching in order to keep up the better improvement to the teaching writing the texts and the using of authentic material or media in English Literature Department at Musamus University.

scholarly journals Discourse markers in academic and non-academic writings of Thai EFL learners

2021 ◽  
Vol 8 (3) ◽  
pp. 1209-1226
Author(s):  
Sumit Choemue ◽  
Barli Bram
Keyword(s):  
Learning Community ◽  
Discourse Markers ◽  
Primary Data ◽  
Writing Assignments ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Raising Awareness ◽  
Writing Course ◽  
University Level ◽  
The University

The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays.  The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing. 

scholarly journals “Oh This Learning, What a Thing It Is!”—Putting Sustainability First in Teaching Techniques and in Content

2018 ◽  
Vol 10 (8) ◽  
pp. 2803 ◽  
Author(s):  
Joanna Gusc ◽  
Coen Heijes
Keyword(s):  
Management Accounting ◽  
Participant Observation ◽  
Teaching Approach ◽  
Learning Approach ◽  
Teaching Techniques ◽  
University Level ◽  
The University ◽  
Masters Students ◽  
Academic Year

Although sustainability has become a strategic topic at many universities, working towards a learning approach in which sustainability is the fundament underlying and permeating the entire course is hardly straightforward. This paper is a case study on the development, the teaching, and the evaluation of one specific course that aims to achieve this. Based on (participant) observation, documents, and discussion with students and other stakeholders, we describe and analyze the results of the transformation of the course ‘advanced management accounting techniques’ for Masters students at the University of Groningen, in the academic year 2017–2018. We show how the course was transformed in a way to increase both a general, a business, and an accounting awareness of the importance of sustainability, while also applying a new teaching approach, namely lemniscate learning, to support this. Our course was the first in the faculty to make this transformation, and although the majority of the students were enthusiastic, the faculty staff was cautiously positive. In presenting our findings, we aim at supporting educators and other stakeholders at universities, by supplying a case study on the transformation of our course, and by scrutinizing the problems that we encountered, the feedback, both positive and negative, that we received, and the challenges that still face us, both on a course and a university level. Thus, we hope to be a source of inspiration and advice for others and to further advance our understanding of the dilemmas, practicalities, and challenges in working towards sustainability in teaching.

Carlos Fuentes on Politics, Language, and Literature

Worldview ◽  
1980 ◽  
Vol 23 (9) ◽  
pp. 5-7
Author(s):  
Jose Anadón
Keyword(s):  
Short Story ◽  
Carlos Fuentes ◽  
Language And Literature ◽  
University Of Notre Dame ◽  
Story Writer ◽  
The University ◽  
Academic Year

Carlos Fuentes, Mexico s former ambassador to France and famed novelist, short story writer, and essayist, spent the 197980 academic year teaching at Princeton. While Fuentes was visiting the University of Notre Dame at the invitation of the Spanish Department, Jose Anadbn had the opportunity to ask him several ques tions, as did some of the students.

scholarly journals THE APPLICATION OF THINK-TALK-WRITE STRATEGY TO IMPROVE THE TENTH GRADE OF SMA SANTO YOSEPH MEDAN STUDENTS’ SKILL IN WRITING RECOUNT TEXT

2020 ◽  
pp. 26-37
Author(s):  
Tio Devianta br Sembiring ◽  
Novalina Sembiring ◽  
Fiber Yun A. Ginting
Keyword(s):  
Learning Strategy ◽  
Teaching Writing ◽  
English Teacher ◽  
Learning Behavior ◽  
Writing Skill ◽  
Tenth Grade ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year ◽  
Better Than

The aim of this study is to find whether Think – Talk – Write Strategy works effectively on improving the tenth grade students’ achievement in writing recount texts and to know the students’ responses after being taught by using Think – Talk – Write Strategy . in order to  achieve the objectives of study, a classroom action research was designed and carried out in this study. The subjects of this study were 32 students of class X- MIA2  OF SMA Santo Yoseph Medan in academic year 2018/2019. Test, observation sheet, and field notes were used as a instruments for collecting data. The results of the study showed significant improvement of the students’ skill in writing. It is proved by the students’ mean score of each test: pre-test was 57,5%, formative test was 67,22% and post-test  was 83,88% . In addition, the, the analysis result of the observation sheet and field notes showed Think – Talk – Write Strategy channge the students’ learning behavior being better than before. They were more enthusiastic during the teaching learning process in each cycle. The analysis result of questionnaire showed that Think – Talk – Write Strategy was useful to most of students to improve their learnig interest in writing recount text. Based on the results of those study instruments, it can be concluded that Think – Talk – Write Strategy as learning strategy gives the improvement to students’ skill in writing recount text. It is recommended for English teacher to apply Think – Talk – Write Strategy in teaching writing skill in order to improve students’ skill in writing expecially recount text. 

scholarly journals Using Emoji to Improve Female Students' Coherence in Writing at Qassim University

2020 ◽  
Vol 10 (4) ◽  
pp. 57 ◽  
Author(s):  
Huda Suleiman Al Qunayeer ◽  
Enas Abdelwahab Eltom RahmtAllah
Keyword(s):  
Writing Skills ◽  
Public University ◽  
Female Students ◽  
Teaching Writing ◽  
Control Group ◽  
Parallel Structures ◽  
Significant Difference ◽  
University Level ◽  
The University ◽  
Experimental Group

Writing is considered a very important learning tool for all content areas. There is no doubt that writing skill is essential for any kind of learning either at the school or the university level. Therefore, the present study attempted to explore the possibility of improving university students’ one of writing sub-skills, known as coherence through emoji. Coherence in the students’ writing was measured according to the students ability to a) use repetition to link ideas, sentences, and paragraphs, b)use transitional expressions to link ideas, sentences, and paragraphs, c) use pronouns to link sentences, d)use synonyms to link ideas and create variety, e) use parallel structures to link ideas, sentences, and paragraphs. The sample of this study was randomly selected from the Third Level female students joining the Department of English at one Saudi public university. The selected subjects were assigned randomly into control group and experimental group. After administrating the pretest for the two groups, the experimental group was given a six-week treatment of emoji meant for improving the writing sub-skill, while the control group was taught writing without using emoji. One week after the treatment, a posttest was administered to the two groups. Results revealed significant difference between the students’ scores in writing in favor of using emoji to improve students’ writing skills. Thus, the findings show the effectiveness of using emoji in improving students’ coherence in writing. The results were used to draw some conclusions and to suggest some recommendations for teaching writing using emoji. The results also recommend further researches to be done on using emoji to improve other language skills and sub-skills.

scholarly journals Teaching Simple Present in Writing Through Short Story on Youtube To Accounting Students at University of Bina Sarana Informatika

2021 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Paramita Kusumawardhani
Keyword(s):  
Short Story ◽  
Qualitative Method ◽  
Teaching Writing ◽  
Accounting Students ◽  
Auxiliary Verbs ◽  
The Media ◽  
Present Tense ◽  
Teaching Learning ◽  
Auxiliary Verb ◽  
Writing Technology

<p><span lang="EN-US">This research discusses the use of short story on YouTube in teaching simple present tense to Accounting students. The development of technology has influenced in English teaching learning ways. There are some skills that should be mastered by the learners in learning English, they are listening, speaking, reading and writing. Technology can be used in all English skills, such as the use of YouTube in teaching writing. There are many short stories on YouTube that can be used as one of the media in teaching writing. Simple present is used to show the activity which is done repeatedly. It is also used to show about general truth or fact. It is chosen as the students, especially Accounting students, still have difficulties in implementing simple present in the sentence. The method used in this research was descriptive qualitative method and the participants of this research were the students from Accounting Department, 1st semester of University Bina Sarana Informatika. The results of the research are: (1) most students have understood about the pattern of the verb used in simple present tense; (2) most of them have known about using verbs or auxiliary verbs; and (3) some of them made mistakes of the writing of the verb and auxiliary verb.</span></p>

scholarly journals Using Technology in English Teaching of Pre-Service Teachers in 4.0 Industrial Revolution Era

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Maria Yosephin Widarti Lestari ◽  
Siti Musarokah ◽  
Asysyifa Dinar Prashanty
Keyword(s):  
Learning Process ◽  
Qualitative Data ◽  
Industrial Revolution ◽  
Study Program ◽  
English Teaching ◽  
Know How ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teaching Learning ◽  
Academic Year

The study aims at knowing the use of technology in teaching learning process of pre-service teachers of English Study Program of Universitas PGRI Semarang. The subjects of the study are the eight semester students which are Pre-service teachers of the English Study Program of Universitas PGRI Semarang in the academic year 2018/2019. The instrument used in the study is questionnaire. The techniques used in the study are sharing the questionnaire to the eight semester students through WhatsApp to know what kinds of technology used by them are and interview to know how their perception of the use of technology in teaching learning process is. The qualitative data are analyzed by reducing the data, classifying the data and drawing conclusion. The result of the study shows that Pre-service teachers tend to use same kinds of technology in teaching learning process, and they have an opinion that technology is really important for the teachers and for students.

scholarly journals Developing a Literature-Based Instructional Material for Essay Writing Course

2020 ◽  
Vol 4 (1) ◽  
pp. 22
Author(s):  
Lestari Setyowati ◽  
Sony Sukmawan ◽  
Ana Ahsana El-Sulukkiyah
Keyword(s):  
Instructional Material ◽  
Teaching Writing ◽  
Essay Writing ◽  
Content Organization ◽  
Writing Class ◽  
Writing Course ◽  
Thinking Ability ◽  
Five Elements ◽  
Based Instruction ◽  
Academic Year

<p class="abstract">The inclusion of literature for language teaching is not something new.  Nowadays, the use of literature is becoming quite common for teaching language skills.  The purpose of this study is to develop an instructional material by using literature-based instruction for essay writing course in University of PGRI Wiranegara, Pasuruan.   The research used Gall, Borg, &amp; Gall research and development procedure with some adaptations. The instruments used in the study were questionaires, interview, and tests. The instructional material was tried out and tested to students who joined essay writing class in the academic year 2018-2019.  The students’ essays were analyzed by using Jacobs ESL Composition profile covering five elements, namely content, organization, vocabulary, language and mechanics. The result of the study shows that the instructional material was proven to be adequately successful to be used for essay wrting course. The use of literature for teaching writing gives benefits for the students, not only in terms of their writing skills, but also sharpen their critical thinking ability.</p>

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