Investigating and examining the structure and the difficulties of tertiary learners in essay writing

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Nurhayati Sitorus ◽  
Eva Fitri Y. Siregar ◽  
Beslina Afriani Siagian ◽  
Febrika Dwi Lestari ◽  
Harpen Silitonga
Keyword(s):  
First Language ◽  
Research Writing ◽  
Essay Writing ◽  
Writing Test

Rhetorical approach is a tool that can be used to analyze essay writing. Not only to analyze but also to help us making an essay. By using rhetorical, the writer can narrate, describe, classify, and give example. This research discusses about the structure and the difficulties of tertiary learners in essay writing based on rhetorical approach. The sample of this research was tertiary learners and they became the source of the data in the research. Writing test was used as the instrument in the research. Here, the researcher asked the tertiary learners to write an essay. Then, analyzing the data based on rhetorically approach. The result of the study showed that 55,56% tertiary learners are able in writing an essay based on the rhetorically approach. And Based on the analysis, the researcher found tertiary learners’ difficulties in essay writing, namely grammar, vocabulary, cohesion and coherence, misspelling, developing and organizing idea, and arranging or building sentences are still based on first language.

scholarly journals The limitations of conducting collaborative argumentation when teaching argumentative essays in Malaysian secondary schools

2021 ◽  
Vol 8 (3) ◽  
pp. 1111-1122
Author(s):  
Aireen Aina Bahari ◽  
Haddi Junaidi Kussin ◽  
Raja Nor Safinas Raja Harun ◽  
Misrah Mohamed ◽  
Norfaizah Abdul Jobar
Keyword(s):  
Secondary Schools ◽  
Time Pressure ◽  
First Language ◽  
Thinking Skills ◽  
Class Discussion ◽  
Esl Teachers ◽  
Essay Writing ◽  
Five Factors ◽  
Collaborative Argumentation ◽  
Argumentative Essays

The writing of argumentative essays promotes higher-order thinking skills amongst students regardless of their level of studying only when it involves collaborative argumentation. Hence, argumentation researchers recommend that teachers use group argumentation to teach argumentative essays since Vygotsky’s sociocultural theory believed that group argumentation improves students’ writing skills. The study’s objective is to explore the use of group argumentation during the teaching of argumentative essays in English as a Second Language (ESL) classrooms in Malaysia. Hence, the involvement of practitioners is significant so that the full extent of the problem is known rather than being interpreted solely by researchers. This qualitative study was conducted on nine ESL teachers through convenience sampling. Data was collected through online interviews and analyzed using thematic analysis. The findings demonstrated that ESL teachers did not practice group argumentation when teaching argumentative essays. They resorted to the whole-class discussion instead. Five factors contribute to the negligence of group argumentation in ESL classrooms, that is, time, pressure to deliver curriculum, students’ attitude, students’ speaking skills, and the use of the first language (L1). The findings indicated that it is necessary to promote the teaching of argumentative essay writing using group argumentation as one of the teaching approaches in secondary schools to ensure students reap the benefits of collaborative learning to improve their argumentation skills.

The Effects of Formula Instruction on Knowledge and Use of the Target Formulas

2014 ◽  
Vol 1 (3) ◽  
pp. 71-78
Author(s):  
Nor Ashikin Ab Manan ◽  
Ambigapathy Pandian
Keyword(s):  
Direct Instruction ◽  
Academic Writing ◽  
Objective Test ◽  
Writing Performance ◽  
Essay Writing ◽  
Writing Test ◽  
Writing Class ◽  
Research Questions

This study was conducted to explore the benefits of formula instruction in an academic writing class. Its main objective is to determine whether the students’ knowledge of the target formulas can be enhanced through direct instruction of the target academic formulas (DIAF) chosen from the academic formula list (AFL).In this study, twenty  five formulas were selected from the Academic Formula List (Simpson-Valch & Ellis, 2010) as target formulas and were directly taught to a group of students attending an academic writing class. After five weeks of instruction, their knowledge of the target formulas was tested using an objective test and an academic essay writing test. This paper discusses the result of the study by addressing four research questions:  (1) What are the effects of formula instruction on the students’ knowledge of the target formulas? (2)  What are the effects of formula instruction on the students’ academic writing performance? (3) What are the effects of formula instruction on the use of the formulas in the academic essay? (4) What is the effect of target academic formula use on the scores of the academic essay writing test?

scholarly journals Hurdles faced by researchers while writing and publishing academic papers in English

2021 ◽  
pp. 280-302
Author(s):  
SANTHAKUMARI S
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
First Language ◽  
Academic Research ◽  
Research Writing ◽  
English Writing ◽  
Writing Skill

This paper is a systematic literature review that gives the significance of having English writing skill in academic research writing for research scholars, students and teachers. In this regard, writing in English is very challenging for students, teachers, and research scholars, people whose first language was not English. Sermsook, K., & et al. (2017).

scholarly journals Interference of First Language in Secondary School Students

2019 ◽  
Vol 8 (6S3) ◽  
pp. 675-681
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
First Language ◽  
Writing Skills ◽  
Writing Strategies ◽  
L2 Acquisition ◽  
School Students ◽  
Essay Writing ◽  
Upper Secondary ◽  
Support Students

First language (L1) interference is inevitable in second language (L2) acquisition. The research was carried out to investigate types of students writing approach that relates to first language interference among upper secondary students and the level of first language interference in L2 written essays among lower secondary students in Malaysia. The participants in this research were 50 students currently studying Form Four in a state-funded school, Akademi Menara Gading, Pahang. The data was collected using the Student L1 Interference Tendency Questionnaire [SLITQ], and analysis of students’ essay writing samples. After triangulating the data, the result indicated that most students positive they have under-differentiation in their essay writing, and analysis of the student's written essays showed that there is less evidence of L1 interference. In conclusion, teachers and schools should acknowledge L1 interference in students’ writing skill and promote a variety of writing strategies to support students existing writing skills.

scholarly journals The influence of vocabulary skills and sentence structure with the ability to write a paragraphs description of vocational students

2019 ◽  
Vol 1 (1) ◽  
pp. 61-67
Author(s):  
Rahmawati Rahmawati
Keyword(s):  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Research Data ◽  
Sentence Structure ◽  
Essay Writing ◽  
Average Value ◽  
Writing Test ◽  
Vocabulary Skills ◽  
Data Source ◽  
Structure Class

The research aims to determine: (1) the ability to use vocabulary and sentence structure class X SMK Purnama 2 Jakarta-Selatan. (2) the ability to write a paragrafh description and (3) the effect of the ability to use vocabulary and sentence structure to the ability to write a paragrafh description class X SMK Purnama 2 Jakarta-selatan. The research data such as the results of tests of vocabulary and sentence structure in the form of written tests of vocabulary and sentence structure of each of 50 numbers and descriptions essay writing test. The data source is a class X student of SMK Purnama 2 Jakarta-Selatan. Data were analyzed using multiple linear regression analysis. The results showed that (1) the ability to use the vocabulary class X SMK Purnama 2 Jakarta - Selatan and average value is 38.27, while the ability to use sentence structure average rating: 37.86. (2) The ability to write essays description of the class X SMK Purnama 2 Jakarta-Selatan average value is 38.92 and (3) no effect between the ability to use vocabulary and sentence structure to the ability to write a paragrafh description of the class X SMK Purnama 2 Jakarta- Selatan.

scholarly journals The Impact of the Application of Lexical Approach on Developing Students’ Writing Skills at a University Level

2017 ◽  
Vol 13 (32) ◽  
pp. 130
Author(s):  
Hassan Basil Abdulqader ◽  
Ivan Hasan Murad ◽  
Marwah Ihsan Abdulghani
Keyword(s):  
Dependent Measure ◽  
Control Group ◽  
Significant Gain ◽  
Essay Writing ◽  
Gain Scores ◽  
Writing Test ◽  
Post Test ◽  
Lexical Approach ◽  
The Impact ◽  
Intervening Variables

This paper aims at investigating experimentally the effect of applying the Lexical Approach (henceforth LA) on the achievement of third-year University students of English in the cause and effect essay writing. It examines theoretically and practically the LA and the notion of lexical units in English along with explaining some other relevant points. The two groups, pre-test and post-test experimental design were adopted to ensure groupmatching control over the intervening variables. After six weeks of instruction based on the LA, the results revealed that the experimental group had statistically significant gain scores between their pretests and posttests in the essay-writing test. The control group, however, did not have statistically significant gain scores on the dependent measure. The LA was beneficial to the third-year students. Consequently, the major findings validated the hypothesis of the study. In view of the findings obtained, application of the LA has been recommended and a number of pedagogical implications have been presented.

scholarly journals The Influence of Cooperatif Learning Model and Critical Thinking on Essay Writing Skills (Experiment Study)

2017 ◽  
Vol 7 (2) ◽  
pp. 22
Author(s):  
Febriyantina Istiara ◽  
Ninuk Lustyantie
Keyword(s):  
Critical Thinking ◽  
Research Finding ◽  
Writing Skills ◽  
Learning Model ◽  
Reading Test ◽  
Experiment Study ◽  
Essay Writing ◽  
Writing Test ◽  
Level 2 ◽  
Better Than

The purpose of this research was to find out whether there is any influence on cooperative learning model and criticalthinking on English essay writing skills. The data was collected through (1) multiple choice reading test of criticalthinking instrument and (2) essay writing test. The research used treatment by level 2 x 2 design. The technique ofanalysis data used two ways ANOVA. The research finding shows that: 1) it is significant between English essaywriting skill between students that was learned by task-based learning and think talk write learning, it is Fh (bk) =9.93 and Ft (0,05(1,40) = 4.08. So, Fh(k) > Ft that is interaction. English essay writing skills have studied usingtask-based learning was better than think talk write learning in high critical thinking with Qaccount 12,91. English essaywriting skills have studied using think talk write learning was better than task-based learning in low critical thinkingwith Qaccount 14.1.

scholarly journals Enhancing Learners’ Writing Performance through Blog-Assisted Language Learning

2019 ◽  
Vol 14 (09) ◽  
pp. 61 ◽  
Author(s):  
Teguh Sulistyo ◽  
Nur Mukminatien ◽  
Bambang Yudi Cahyono ◽  
Ali Saukah
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Education ◽  
Collaborative Action Research ◽  
Writing Performance ◽  
Essay Writing ◽  
Efl Learners ◽  
Writing Test ◽  
Writing Class

ABSTRACT-The present study aims at investigating how Blog-Assisted Language Learning (BALL) can enhance EFL tertiary learners’ writing performance covering complexity, accuracy, and fluency through collaborative action research while at the same time it seeks to discover new knowledge that can inform the implementation of BALL in a writing class. This study employed Collaborative Classroom Action Research conducted in one cycle in one consecutive semester intended to make improvement in the teaching and learning of writing using BALL. There were 30 students of a university level majoring in English Education Department who joined Advanced Essay Writing Class in this study. The data were collected through interview, open-ended questionnaire followed by in-depth interview, and writing test. The findings showed that EFL learners improve their writing performance and they become more active in online class condition with two atmospheres: collaboration and competition among the learners. Keywords: BALL, EFL Learners, writing performance, action research.

scholarly journals PENGARUH KEMAMPUAN KOSAKATA DAN STRUKTUR KALIMAT TERHADAP KEMAMPUAN MENULIS PARAGRAF DESKRIPSI SISWA SMA

2016 ◽  
Vol 16 (1) ◽  
pp. 78
Author(s):  
Munirah Munirah ◽  
Hardian Hardian
Keyword(s):  
Regression Analysis ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Research Data ◽  
Sentence Structure ◽  
Essay Writing ◽  
Average Value ◽  
Writing Test ◽  
Data Source ◽  
Structure Class

Abstract The research aims to determine: (1) the ability to use vocabulary and sentence structure class X SMA Negeri 2 Bantaeng District Bantaeng, (2) the ability to write a paragrafh description Bantaeng, and (3) the effect of the ability to use vocabulary and sentence structure to the ability to write a paragrafh description class X SMA Negeri 2 Bantaeng District Bantaeng. The research data such as the results of tests of vocabulary and sentence structure in the form of written tests of vocabulary and sentence structure of each of 50 numbers and descriptions essay writing test. The data source is a class XI student of SMAN 2 Bantaeng District Bantaeng. Data were analyzed using multiple linear regression analysis. The results showed that (1) the ability to use the vocabulary class X SMA Negeri 2 Bantaeng District Bantaeng and average value is 38.27, while the ability to use sentence structure average rating: 37.86. (2) The ability to write essays description of the class X SMA Negeri 2 Bantaeng District Bantaeng average value is 38.92 and (3) no effect between the ability to use vocabulary and sentence structure to the ability to write a paragrafh description of the class X SMA Negeri 2 Bantaeng District Bantaeng. Keywords: vocabulary ability, sentence structure, and the ability to  write a paragraph description  AbstrakPenelitian bertujuan untuk: (1) Mengkaji kemampuan menggunakan kosakata dan struktur kalimat siswa kelas X SMA Negeri 2 Bantaeng Kabupaten Bantaeng, (2) Mengetahui kemampuan menulis paragraf deskripsi Bantaeng, dan (3) mengetahui pengaruh kemampuan menggunakan kosakata dan struktur kalimat terhadap kemampuan menulis paragraf deskripsi siswa kelas X SMA Negeri 2 Bantaeng Kabupaten Bantaeng. Data penelitian berupa hasil tes kosakata dan struktur kalimat dalam bentuk tes menulis kosakata dan struktur kalimat masing-masing sebanyak 50 nomor dan tes menulis karangan deskripsi. Sumber data penelitian ini yaitu siswa kelas X.I SMA Negeri 2 Bantaeng Kabupaten Bantaeng. Data yang diperoleh dianalisis dengan menggunakan analisis regresi linear berganda. Hasil penelitian ini menunjukkan bahwa (1) Kemampuan menggunakan kosakata siswa kelas X SMA Negeri 2 Bantaeng Kabupaten Bantaeng dan nilai rata-ratanya yaitu 38,27, sedangkan kemampuan menggunakan struktur kalimat nilai rata-ratanya:37,86. (2) Kemampuan menulis karangan deksripsi siswa kelas X SMA Negeri 2 Bantaeng Kabupaten Bantaeng nilai rata-ratanya yaitu 38,92 dan (3) terdapat pengaruh antara kemampuan menggunakan kosakata dan struktur kalimat terhadap kemampuan menulis paragraf deskripsi siswa kelas X SMA Negeri 2 Bantaeng Kabupaten Bantaeng.Kata kunci : kemampuan kosakata, struktur kalimat, dan kemampuan menulis paragraf deskripsi

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