scholarly journals WRITTEN FEEDBACK APPROACH: AN ALTERNATIVE WAY IN IMPROVING LEARNERS’ WRITING SKILL

2021 ◽  
Vol 4 (1) ◽  
pp. 45
Author(s):  
Ahlan Ahlan
Keyword(s):  
Language Skills ◽  
Writing Skills ◽  
Written Feedback ◽  
Classroom Learning ◽  
Efl Learners ◽  
Alternative Approach ◽  
Writing Skill ◽  
Good Writing ◽  
Teaching Of Writing

The researchers, teachers, and scholars have done many ways to improve learners’ writing skills. Some methods, strategies, and techniques have implemented in the classroom learning in order to improve learners’ writing. The Teaching of writing for EFL learners becomes one of a big challenge for teaching besides three language skills (speaking, reading, and listening). Factually, most of the learners still have difficulties in improving their writing. In this article, the writer recommends and discusses an alternative approach to assist learners in improving their writing. It is written feedback. The written feedback is a guide to lead learners to good writing. The writer discussed “the importance of written feedback, how teacher implements written feedback on learners’ writing skill, and the advantages of written feedback on learners' performance”.

scholarly journals نظريّات أسلوب تعبير الصور في تعليم مهارة الكتابة أحمد جعفر صادق

2018 ◽  
Vol 2 (2) ◽  
pp. 99
Author(s):  
Achmad Ja'far Sodik
Keyword(s):  
Reading Skills ◽  
Language Skills ◽  
Writing Skills ◽  
Listening Skills ◽  
Image Description ◽  
Important Material ◽  
Writing Skill ◽  
Three Stages ◽  
Teaching Of Writing ◽  
Description Technique

Abstract In the language teaching has four language skills are listening skills, speech skills, reading skills, and writing skills. Writing is a fourth skill in terms of ranking in education.Skill writing is the most important material between subjects. This Article discuss what are the theories of the image description technique in the learning of writing skills and how to implement in the learning of writing skills. The description technique in the teaching of writing skill is the technique used to find the idea in the expression of images and to make organizational writing in the teaching of writing skill. There are also types of expression of images, and steps in teaching the skill of writing, the main result is that the implementation of the images description technique in the teaching of writing skill contains three stages is the stage before writing, writing stage, and post-writing. Keyword:  Theories, Technique, Image Description, Writing Skill

scholarly journals THE USE OF FLASHCARDS FOR TEACHING WRITING TO ENGLISH YOUNG LEARNERS (EYL)

2020 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Paramita Kusumawardhani
Keyword(s):  
Action Research ◽  
Writing Skills ◽  
Teaching Writing ◽  
Reading And Writing ◽  
Young Learners ◽  
Writing Skill ◽  
Good Writing ◽  
Classroom Action Research

<p>The aims of this research are to know about the use of flashcards to improve the English Young Learners’ writing skills. English has four skills to be learned; they are listening, speaking, reading, and writing, and writing skill is the most difficult skill to be taught and learnt. Flashcards are one of the ways to improve the learners’ skill, especially EYL writing skill. The participants of this research are English Young Learners (EYL) in of the English Course at Gading Serpong, Tangerang. Classroom Action Research (CAR) was used as the method of the research and the English Young Learners’ (EYL) story paper are used as the instruments of the research. The results of the research are: (1) Most learners were excited when they are asked to see the colorful flashcard; (2) Learners who have good writing skill could make the story by completing the missing words and answer the questions then arrange the answer sentences well and (3) Learners who are not really master in writing, got some difficulties not only in completing the missing words but also answering then arranging the answer sentences well.</p>

scholarly journals THE EFFECT MIND MAPPING TECHNIQUE AND VOCABULARY MASTERY ON STUDENT’S WRITING SKILL

2021 ◽  
Vol 4 (1) ◽  
pp. 1-10
Author(s):  
Megawati Megawati ◽  
Yuliwati Yuliwati ◽  
Eka Rista Harimurti
Keyword(s):  
English Education ◽  
Writing Skills ◽  
Mapping Technique ◽  
Validity And Reliability ◽  
Science Data ◽  
Mind Mapping ◽  
Homogeneous Population ◽  
Writing Skill ◽  
Good Writing ◽  
Social Science Data

The purposes of this research is to know the effect mind mapping technique and vocabulary mastery on students’writing skill. Also how the implementation mind mapping technique on students’writing skill. Students need vocabulary mastery to arrange the sentences for getting a good paragraph and mind mapping technique is one of the technique that use to treat students for getting writing well. This research use experiments method. There were 40 students chosen at random from fourth grade semester English Education at STKIP Kusuma Negara Jakarta.Collecting data use test writing skill. Research of instrument has tested and tried by the validity and reliability test used the SPSS (Statistic Program Social Science). Data analyzed by using kolmogorv Smirov, know data was normality.The text analysis is to test the data homogeneity  by using Levenu’s test, to see if the population was derived from homogeneous population. The result of this research concluded  that 1) Using Mind Mapping Technique has significant effect on student’s writing skill. Result  F for mind mapping (A) Fo=290.285 and sig.= 0.000<0.05, then the conclusion is that there is significant effect between mind mapping technique  (X1) on student’s writing skills. 2). Vocabulary mastery gave the significant effect to the student’s writing skill. Result research F for vocabulary mastery (B) Fo=91.401 and sig.= 0.000<0.05. It has shown that there is significant effect vocabulary mastery (X2) on student’s writing skills. 3) There is significant effect interaction between mind mapping and vocabulary mastery on student’s writing skill. Result of this research F from mind mapping (A) and vocabulary (B) Fo=5.274 and sig.=0.028<0.05. Using mind mapping technique in learning give effect in students’writing skill. Students who have rich vocabulary mastery can get good writing English.Keywords: Podcasts, Promote, Speaking, Online Learning

scholarly journals Strategi Multitalenta untuk Mengaktifkan Siswa dalam Pembelajaran Menulis Naskah Drama

2021 ◽  
pp. 142-152
Author(s):  
Masyithah Maghfirah Rizam ◽  
Kristanti Ayuanita ◽  
Hesty Kusumawati
Keyword(s):  
Qualitative Research ◽  
Everyday Life ◽  
Language Skills ◽  
Writing Skills ◽  
Innovative Strategies ◽  
Writing Skill ◽  
Descriptive Qualitative

Language skills that are important and used in everyday life, one of which is writing skills. This writing skill is a form of active productive skill because the writer actively produces or expresses his ideas. This research is a descriptive qualitative research that aims to describe a multitalented strategy to activate students in learning to write drama scripts. Innovative strategies are needed in learning to write drama scripts so that students are encouraged to be active, critical, and creative students. Multitalented Strategy is a strategy in which each student mobilizes all his talents in writing drama scripts.

scholarly journals Book Review: Integrated Language Skills: Writing

BELTA Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 43-45
Author(s):  
Takad Ahmed Chowdhury
Keyword(s):  
English Language ◽  
Language Skills ◽  
Intermediate Level ◽  
Learning And Teaching ◽  
English Writing ◽  
Language Studies ◽  
Writing Skill ◽  
Language Courses ◽  
Teaching Of Writing

Integrated Language Skills: Writing is a resourceful book for learning and teaching of writing skill by Dr. Naginder Kaur and Ms. Noorazalia Izha Haron, two lecturers at the Academy of Language Studies, Universiti Technologi MARA (UiTM). The book is tailor made for students pursuing pre-intermediate or intermediate level English language courses and a practical guide for anyone who wants to teach English writing skill at the pre-intermediate or intermediate level.

scholarly journals استراتجية " Every one is a teacher here"لترقية تعليم مهارة الكتابة

2017 ◽  
Vol 2 (3) ◽  
pp. 103-113
Author(s):  
M. Bashori
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
Language Skills ◽  
Writing Skills ◽  
Arabic Language ◽  
Learning Activities ◽  
Writing Ability ◽  
Writing Skill ◽  
Teachers And Students

Keterampilan Menulis adalah salah satu keterampilan bahasa yang penting dalam kegiatan pembelajaran bahasa Arab. Fakta di lapangan menunjukkan bahwa proses belajar mengajar antara guru dan siswa mengalami kesulitan karena mereka masih kurang dalam kemampuan menulis bahasa Arab. Untuk itu, Pembelajaran Bahasa Arab membutuhkan adanya peningkatan untuk memberikan ketertarikan pada materi keterampilan Menulis. maka dipilihlah strategi Everyone Is A Teacher Here sebagai strategi pembelajaran untuk meningkatkan keterampilan menulis. Penelitian ini dilakukan dengan tujuan untuk mengetahui Penerapan strategi Everyone Is A Teacher Here dalam Meningkatkan Keterampilan Menulis. Writing Skills is one of the important language skills in Arabic learning activities. The facts on the ground show that the learning process between teachers and students is difficult because they are still lacking in Arabic writing ability. For that reason, Arabic Language Learning requires an improvement to give an interest in writing skills. the strategy of Everyone Is A Teacher Here is chosen as a learning strategy to improve writing skills. This research was conducted with the aim to know Application of Everyone Is A Teacher Here strategy in Improving Writing Skill

scholarly journals THE ANALYSIS OF THE PROPORTION OF LANGUAGE SKILLS IN ENGLISH TEXTBOOK GRADE XI PUBLISHED BY KEMENDIKBUD 2014

2019 ◽  
Vol 2 (3) ◽  
pp. 40-49
Author(s):  
Yuni Wulandari ◽  
Indah Damayanti ◽  
Alamsyah Harahap
Keyword(s):  
High School ◽  
Quantitative Method ◽  
Language Skills ◽  
Writing Skills ◽  
Senior High School ◽  
Writing Skill

This study analyzed the proportion of language skills in English textbook using descriptive quantitative method. This study aimed to find out the proportion of language skills in English textbook grade XI published by Kemendikbud 2014, and to find out the suitability of language skills in English textbook grade XI published by Kemendikbud 2014 and the goal of English subject's syllabus for Senior High School. The object of this research was English textbook for grade XI (Senior High School) published by Kemendikbud 2014 (1st and 2nd semester). The instrument used was evaluation checklist to collect the data about the proportion of language skills. The result showed that the textbook focuses more on writing skills (35%), grammar (32%), speaking (25%), reading (7%), and listening had the lowest proportion of (1%). The result of the evaluation showed that this textbook represent the writing skill that integrated with other skills. This textbook has the appropriate proportion on  two  skills (writing and speaking) however, it has inappropriate proportion on other two skills (listening and reading).

scholarly journals Interactional Approach in Improving Students’ Writing Skills as A Strengthening of The Ability of Religious Moderation at State Islamic Institute of Kediri

INFERENSI ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 163-184
Author(s):  
Sri Wahyuni
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Direct Writing ◽  
Writing Test ◽  
Religious Books ◽  
Significant Difference ◽  
Writing Skill ◽  
Good Writing ◽  
Quasi Experimental ◽  
Experimental Group

This article aims at investigating the effect of interactional approach in improving students’ writing skill as a strengthening of the ability of religious moderation at State Islamic Institute of Kediri. By employing a quasi experimental research design, two groups of students participated in this study. The experimental group was taught by using interactional approach, then the control group was taught by using non interactional approach (self-correction). Direct writing test was used to collect the data, and ANCOVA was used to analyze the data. The finding shows that both approaches can improve students’ writing skill. It can be seen from the improvement of students’ writing mean score from pretest to posttest. The experimental group got 19.18 improvement, and the control group got 16.45 improvement. It seems that the experimental group achieved higher improvement. However, based on the result on ANCOVA calculation, the sig.value obtained was 0.418; it was higher than the significant level (0.05). It means that there was not enough evidence to reject the null hypothesis. There was no significant difference on writing skill between the both groups. Those approaches affect on improvement of students’ writing skill. The implication is that both approaches can be used to improve students’ writing skill. By having good writing skill, they have more chances to do religious proselytizing (dakwah) through producing or writing religious books or written products in English that can be read by many people in the world, and as the form of religious moderation in Islamic higher education.

scholarly journals Difficulties of Learning EFL in KSA: Writing Skills in Context

2016 ◽  
Vol 6 (3) ◽  
pp. 105 ◽  
Author(s):  
Taj Mohammad ◽  
Zoheb Hazarika
Keyword(s):  
Data Analysis ◽  
Language Use ◽  
Writing Skills ◽  
Writing Strategies ◽  
Remedial Measures ◽  
Contrastive Analysis ◽  
Efl Learners ◽  
Writing Problems ◽  
Writing Skill ◽  
Preparatory Year

<p>This study is an in-depth effort to investigate issues usually faced by EFL learners in writing skills. Fifty students of Preparatory Year Program (from different sections) Najran University were randomly selected to illicit their opinion on writing skill using Likert’s 5 scale (always, usually, sometimes, rarely never) questionnaire. In addition, fifty writing samples from first and second midterms of PYP were also selected. The study analyses the writing samples mainly focusing on with special reference to capitalization, punctuation, language use (grammar) and spelling and their impact on other items of language like articles, preposition, coherence, cohesion etc. Contrastive analysis of students’ writing samples and questionnaire prove that students commit mistakes, though unconsciously, in writing. While conducting data analysis using students’ writing samples, it was observed that students used ways to pass an exam i.e. memorize the writing answer(s)/paragraph(s) rather than the proper approaches to developing/learning most common writing strategies when writing an answer. In the end, this study offers some remedial measures for writing problems of Arab EFL learners.</p>

scholarly journals Students Ability in Constructing Paragraph of Recount Text

2019 ◽  
Vol 6 (1) ◽  
pp. 32-40
Author(s):  
Fadlia Ramadhani Samsur ◽  
Rizqi Claudia Wardani ◽  
Nursalim Nursalim
Keyword(s):  
Language Skills ◽  
Writing Skills ◽  
Past Time ◽  
The Past ◽  
Writing Skill

Writing skills is one type of language skills which should be controlled by the student. The students must be familiar with English especially to writing skill which write about their experience at the past time or to write recount text. For this reason, the researcher intended to investigate the students’ ability in constructing paragraph of recount text. The objective of this research is to measure students’ ability in constructing paragraphs and find out the causes of error made by the students. The design of this research is quantitative decriptive to measure students ability in constructing paragraphs at recount text. The population was students Madrasah Aliyah Negeri Model Sorong Grade XII. The technique of collecting data, the students were assigned to write the paragraphs in personal recount text based on their experiences in 60 minutes so the students decided the theme by themselves. The result of this research shows that 10 students score 43,4 % in good, then the students category of average was 9 students (39,1 %), and the students category of excellent was 4 students (17,1 %). The writer concluded that the students ability in constructing paragraph was average.

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