scholarly journals KEMAMPUAN MENULIS AKADEMIK GURU MATA PELAJARAN NON-BAHASA DI JAWA BARAT

LITERA ◽  
2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Riswanda Setiadi
Keyword(s):  
Teacher Certification ◽  
Academic Writing ◽  
Writing Skills ◽  
Language Teachers ◽  
Assessment Scale ◽  
Test Results ◽  
West Java ◽  
Writing Test ◽  
Good Writing ◽  
The Mean

This study aims to: (a) assess the academic writing skills of non-language teachers, (b) analyze mistakes in their academic writing test results, and (c) identify factors causingthe difficulties they encounter in developing their academic writing skills. The subjectswere 126 non-language teachers who had participated in the teacher certification programfrom 14 regencies/cities in West Java Province. The findings show that on the whole theiracademic writing mean score is 57.2 of a total score of 100. Referring to an academicwriting assessment scale, the mean score is fairly good. Writing experiences, training, andacademic atmosphere are important factors that have contributions to teachers’ academicwriting skills.

scholarly journals The Application of Multimedia Humor in Malay Language Narrative Writing

2019 ◽  
Vol 8 (2S2) ◽  
pp. 427-429
Keyword(s):  
Writing Skills ◽  
Visual Images ◽  
Test Design ◽  
Narrative Writing ◽  
Single Group ◽  
Writing Test ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
The Mean

By adopting a Dick and Carey model, thepurpose of this study was to develop a multimedia humour model for the teaching of Malay narrative writing and test the effectiveness of the model in the classroom. This study was conducted to a group of 29 students at SekolahMenengahKebangsaan Syed Mashor, Batang Kali, Selangor. The research design was quasi experimental involving single group pre-test and post-test design. Following this design, participants were selected, pre-tested, and exposed to the multimedia video (animation) and then post-tested. The instrument used in this research was the writing test on Malay narrative focusing on cleanliness. Descriptive quantitative analysis was employed on the findings (frequency, percentage and mean) followed by a comparison of pre-test and post-test. The findings show that there were significant differences between the pre and post-test. In the post-test, the mean score for the participants after receiving the intervention were higher than the mean scores for the pre-test. The findings also reveal that the use of visual images (animation), sound and graphic through multimedia video for teaching Malay narrative writing help the students to improve their vocabularies and writing skills. Thus, teachers may also adopt this type of learning approach to attract student’s attention towards the subject and hence, improve their academic performance of a particular subject.

scholarly journals PENGGUNAAN TEKNIK SHOW NOT TELL DALAM MENINGKATKAN KEMAMPUAN MENULIS TEKS ANEKDOT

2020 ◽  
Vol 6 (1) ◽  
pp. 24-33
Author(s):  
Irpan Maulana ◽  
Desti Kusmayanti
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Writing Skills ◽  
Test Results ◽  
Design Data ◽  
Average Value ◽  
Writing Test ◽  
Assessment Of Learning ◽  
Writing Tests ◽  
Text Writing

The ability of students in writing is still low, especially in writing anecdotal texts, so we need a learning innovation that can improve students' abilities through the use of show not tell techniques. This study aims to improve students 'anecdotal text writing skills by applying the Show not tell technique, as well as describing the improvement in students' anecdotal text writing skills by applying the show not tell technique. The population in this study were all grade X students of SMA Negeri 1 Ciasem. The research method used was a pre-experimental design with One-Group Pretest-Posttest Design. Data collection techniques used in this study were writing tests. The data form of this research is in the form of an assessment of learning outcomes that illustrate the skills of students in writing anecdotal texts. Data analysis of test results is done by collecting data writing anecdotal texts, correcting, determining values ​​and processing values. The results showed a significant increase in anecdotal text writing test scores with pretest and posttest. Overall pretest results of students obtained an average value of 59.09 while the overall posttest results of students scored with an average of 78.27. Thus it can be concluded that the learning outcomes of writing anecdotal texts by using show not tell technique increases.   Keywords: Writing, Anecdotal Text, Show Not Tell Technique

scholarly journals Teaching Indonesian-English Combined Task to Improve Students’ Skills in Writing English Sentences

LETS ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 1-13
Author(s):  
Muhajirah Idman ◽  
Mustaqimah Mustaqimah
Keyword(s):  
Data Collection ◽  
Writing Skills ◽  
Paired Sample ◽  
Know How ◽  
Writing Test ◽  
Good Classification ◽  
Post Test ◽  
Sample Test ◽  
The Mean ◽  
Academic Year

This research aimed to find out the effectiveness of Teaching Indonesian-English Combined Task to improve students’ skills in writing English sentences. It was undertaken in PDF Ulya As’adiyah Putri Sengkang in Academic Year 2016/2017. It applied pre-experimental method. Writing test was employed as the instrument of the research. The population of this research was 16 students. The technique of data collection involved giving pre-test to know the writing skills gained previously of the students and post-test after giving the treatment to know how the skills of the students in writing English sentences by using Indonesian-English combined task. The result of the calculation of the students’ score indicated that the mean score of the students’ pre-test was (55.25) which was classified as fair classification and the mean score of the students’ post-test was (73,93) as good classification. The value of paired sample test for post-test was greater than the t-table (10,239>2.131). In short, teaching Indonesian-English combined task is effective to improve students’ skills in writing English sentences.

scholarly journals PELATIHAN PENULISAN OPINI UNTUK GURU BAHASA INDONESIA MA NU TASYWIQUTH THULLAB SALAFIYYAH KUDUS

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Muhammad Noor Ahsin ◽  
Eko Widianto
Keyword(s):  
Community Development ◽  
Community Service ◽  
Writing Skills ◽  
Language Teachers ◽  
Writing Ability ◽  
Asset Based Community Development ◽  
Good Writing ◽  
Popular Writing ◽  
And Training ◽  
Bahasa Indonesia

Writing opinions for teachers is very important. To improve the competence of teachers, it is necessary to write popular writing such as writing articles or opinions. Therefore, teachers in high school / MA equivalent schools are required to be able to create interactive learning media, including teachers at MA NU Tasywiquth Thullab Salafiyyah (TBS) Kudus. The problem is, not all teachers can write well. There are many Indonesian language teachers in the school. However, not many who have good writing skills. In other words there is still much to learn and practice writing directly. Based on interviews, Indonesian language teachers at MA NU TBS, writing for them is very important. Moreover, the demands of the 2013 curriculum. However, in these schools, teachers still have difficulty making good opinion writing. Based on this greeting, community service was carried out in the form of mentoring and training to write opinions for Indonesian language teachers at MA NU TBS Kudus. This community service is carried out using the asset based community development (ABCD) approach. This activity was carried out well. After training and mentoring the teacher's ability to write opinions becomes better. Other indicators of community coding are the results of the assisted subjects, most of whom stated that the teacher's writing ability was improved and the training was very useful. 

scholarly journals Development and Validation of Academic Writing Textbook Based on Process Genre Approach for University Students

2021 ◽  
Vol 13 (2) ◽  
pp. 1068-1079
Author(s):  
Helaluddin Helaluddin ◽  
Mohammed H. Al Aqad ◽  
Hengki Wijaya ◽  
Jusmianti Anwar ◽  
Nyayu Lulu Nadya ◽  
...  
Keyword(s):  
Academic Writing ◽  
Development Process ◽  
Writing Skills ◽  
Student Writing ◽  
Test Results ◽  
Validity And Reliability ◽  
Tertiary Institutions ◽  
Assessment Design ◽  
Expert Input ◽  
Development And Validation

The textbook is a practical learning tool for improving student writing skills; however, not all students learn from a textbook. For this reason, a lecturer must be able to design a textbook according to the needs of students. This paper describes developing and validating academic writing textbooks with a process genre approach in tertiary institutions. This research is part of the research development process, which consists of three phases: need assessment, design, and validation. Five experts were appointed to validate this academic writing textbook. Content Validity Index (CVI) is used to calculate the validity of textbooks quantitatively, with a score above 0.79 considered to meet the criteria. The validity test results state that the CVI of an academic writing textbook is 0.9, with a few revisions based on expert input and suggestions. These findings indicate that this textbook has good validity and reliability and can be used to write in college.

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 PELATIHAN PENINGKATAN KETERAMPILAN MENULIS DENGAN MENGGUNAKAN ASSOZIOGRAMM BAGI GURU BAHASA JERMAN

2021 ◽  
Vol 3 (1) ◽  
pp. 110-114
Author(s):  
Wilma Akihary ◽  
Patresya S. Apituley ◽  
Carolina Lestuny ◽  
Piet Soumokil
Keyword(s):  
Blended Learning ◽  
Writing Skills ◽  
Language Education ◽  
Language Teachers ◽  
German Language ◽  
Test Model ◽  
Study Program ◽  
Writing Ability ◽  
Writing Test ◽  
Language Writing

Abstrak   Pelatihan yang berbasis blended learning  ini diselenggarakan oleh Program Studi Pendidikan Bahasa Jerman bagi guru bahasa Jerman  bertujuan untuk meningkatkan kemampuan menulis guru bahasa Jerman pada level B1 dengan menggunakan teknik Assoziogramm. Dalam pelatihan ini guru diberikan pengenalan tentang model tes menulis bahasa Jerman level B1 yang sesuai Gemeinsamer europäischen Referenzrahmen (GER),  dan  juga penggunaan teknik Assoziogramm untuk mengembangkan keterampilan menulis baik secara kelompok maupun individu. Sebanyak 18 guru  bahasa Jerman yang telah memiliki ijasah  level  A1-B1 turut serta  dalam pelatihan ini. Metode yang digunakan adalah metode eklektik.  Hasil akhir pengabdian ini adalah adanya output dalam bentuk  hasil kerja kelompok berupa Assoziogramm  dan juga karangan tentang Umweltschutz  serta hasil kerja pribadi berupa Assoziogramm dan karangan tentang Online-Lernen.   Kata Kunci: Assoziogramm,  keterampilan menulis     Abstract   Training which is based on blended learning organized by the German Language Education Study Program for German language teachers  aims to improve the writing ability of German teachers at level B1 by using the Assoziogramm technique. In this training, the teacher is given an introduction to the German language writing test model level B1 which is suitable for the Gemeinsamer europäischen Referenzrahmen (GER), and also the use of the Assoziogramm technique to develop writing skills both in groups and individually. A total of 18 German teachers who already have A1-B1 level certificates participated in this training. The method used is the eclectic method.  The final result of this training is the output of group work in the form of an Assoziogramm and also an essay on Umweltschutz as well as personal work in the form of Assoziogramm and essays about Online-Lernen.   Keywords: Assoziogramm, writing skills

scholarly journals Conflicting Expectations by Lecturers and Students Regarding the Production of Good Academic Writing: A Case Study at the University of Rwanda

2020 ◽  
Vol 1 (1) ◽  
pp. 65-75
Author(s):  
Innocent Twagilimana ◽  
Devika Naidoo
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Academic Literacies ◽  
Case Study Methodology ◽  
Academic Context ◽  
Recent Developments ◽  
Good Writing ◽  
Conception Of Teaching

In the academic context, lecturers often describe students’ academic writing as very poor whereas the students themselves affirm not to understand the lecturers’ expectations with regard to ‘good writing skills’. This is a report on a study conducted in Rwanda to explore students and lecturers’ expectations of good academic writing. The investigation is underpinned by recent developments in academic writing theories. Based on a qualitative approach and a case study methodology, data were collected by analysing key teaching materials, visiting classes and interviewing academics and students. The findings revealed that lecturers’ conception of teaching and learning academic writing is underpinned by an autonomous view - based on discrete skills. It is recommended that the lecturers’ understanding of the academic literacies approach should be properly developed to meet the expected literacy competence goals. Key words: ESL, Writing skills, Academic writing, Literacies, Conceptualisation

scholarly journals Improving Arabic Academic Writing Skills Through Contextual Teaching And Learning Approach

ALSINATUNA ◽  
2018 ◽  
Vol 3 (2) ◽  
pp. 183
Author(s):  
Muhammad Kamal Abdul Hakim
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Average Score ◽  
Learning Approach ◽  
State University ◽  
The Mean ◽  
Contextual Teaching ◽  
Department Faculty ◽  
Academic Year

The aim of this study is to examine the effect of contextual teaching and learning approach to the Arabic academic writing skills students of Education Arabic Department Faculty of Language and Arts State University of Jakarta. The research was conducted at the second semester in 2015/2016 academic year starting from February up June in 2016. The study design used Elliot’s procedure, which comprised seven phases, namely: (a) identifying the initial ideas, (b) finding and analyzing the facts, (c) general planning, (d) Implementing, (e) observing, (f) evaluating, and (g) revising. The data were taken by observation, interview, and test. The results of the study found that the mean of the pre-test was 65,30, the average score results of the test at the first cycle were 73,25, the average score of the test at the second cycle was 77,40, and the average score of the test at third cycle was 84.1. It concluded that contextual teaching and learning approach could improve the student’s skill in Arabic academic writing.

scholarly journals A review on the use of English language as an important factor in academic writing

2021 ◽  
pp. 367-381
Author(s):  
VASAVI CHITHANURU
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Academic Language ◽  
Writing Skills ◽  
Present Situation ◽  
International Mobility ◽  
Research Papers ◽  
Scholarly Journals ◽  
Good Writing ◽  
Young Researchers

Rao.et.al. (2018). In the present situation, English is one of the significant tools in academics. English as the global academic language facilitates the international mobility of young researchers. English has been the language of choice for many international scholarly journals. Academic writing is complex, formal, objective, explicit, hedged, and responsible. In most cases research papers are often rejected due to lack of good writing skills in English language and lack of using appropriate words/vocabulary or sentence structures.

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