The Student's Guide to Good Writing: Building Writing Skills for Success in College

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.

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

JEES Journal of English Educational Study ◽

10.31932/jees.v4i1.793 ◽

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

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

InEJ: Indonesian Engagement Journal ◽

10.21154/inej.v2i1.2130 ◽

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.

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

INFERENSI ◽

10.18326/infsl3.v15i1.163-184 ◽

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.

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Embedded writing instruction in the first year curriculum

Journal of Learning Development in Higher Education ◽

10.47408/jldhe.v0i0.186 ◽

2012 ◽

Author(s):

Paula Bernaschina ◽

Serengul Smith

Keyword(s):

University Students ◽

Writing Instruction ◽

Writing Process ◽

Science And Technology ◽

Writing Skills ◽

Employability Skills ◽

First Year ◽

Good Writing

For many university students writing is a struggle and this may be more pronounced for students studying the sciences and technology. They may not foresee the need for good writing skills for their future employability. This case study discusses and critically analyses progress so far with integrating the writing process into the wider employability skills framework devised by the School of Science and Technology (S&T) at Middlesex University. It discusses areas of the thinking and writing process and highlights issues that have come to the forefront as a result.

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Comments on Manuscript Preparation

Technical Writing, Presentational Skills, and Online Communication ◽

10.4018/978-1-4666-0237-3.ch005 ◽

2012 ◽

pp. 50-72

Keyword(s):

New Products ◽

Writing Skills ◽

Manuscript Preparation ◽

Related Field ◽

Technical Writers ◽

Job Growth ◽

Good Writing ◽

Grant Proposals ◽

Professional Writers ◽

Year 2000

According to one study of the fastest growing areas of employment, desktop publishing was going to experience a 67% increase in the number of employees from the year 2000 to the year 2010, adding about 25,000 new workers (Bear, 2010). And, in an update of that study, it was noted that job growth in this field has slowed some in part because many employers expect all employees to possess good writing skills. There is a great demand for good writers and specifically technical writers. Among other things, professional writers inform people about new products, produce documentation for software, edit manuals, write books, and develop grant proposals. Nearly all people who work in a science-related field or with computers write a great deal. Since writing is a large facet of many jobs, it is important to write well and efficiently. This chapter will help to improve one’s writing skills and writing habits.

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Writing in the Accounting Curriculum: A Review of the Literature with Conclusions for Implementation and Future Research

Issues in Accounting Education ◽

10.2308/iace-50491 ◽

2013 ◽

Vol 28 (4) ◽

pp. 823-871 ◽

Cited By ~ 15

Author(s):

Tracey J. Riley ◽

Kathleen A. Simons

Keyword(s):

Writing Skills ◽

Writing To Learn ◽

Professional Organizations ◽

Future Research ◽

Successful Implementation ◽

Review Of The Literature ◽

Accounting Faculty ◽

Accounting Curriculum ◽

Good Writing ◽

Accounting Practitioners

ABSTRACT Accounting practitioners, faculty, and professional organizations agree that good writing skills are imperative to success in accounting, yet successful implementation of writing in the accounting curriculum continues to be a concern. Accounting faculty can benefit from an overview of the literature addressing writing in the accounting curriculum. Thus, this review of the literature is offered to assist both faculty who wish to implement or enhance such a writing program, and researchers who wish to further contribute to this discussion. We have read, categorized, and summarized over 100 published articles. In this paper, we review survey data among practitioners, academics, and students that examine the extent to which writing skills are important, or perceived to be important, to practicing accountants, and how effectively those skills are being addressed in the curriculum. We then review articles discussing writing within and across the accounting curriculum. We have categorized these articles into three sections: writing to learn versus learning to write, types of assignments, and implementation considerations. Throughout, we offer research questions and suggestions for future research. We conclude with a discussion and critical analysis of the current state of writing within the accounting curriculum and suggestions for where we go from here.

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FbG as an around the clock support for an essay writing course amidst the pandemic

EduLite Journal of English Education Literature and Culture ◽

10.30659/e.6.2.238-255 ◽

2021 ◽

Vol 6 (2) ◽

pp. 238

Author(s):

Tono Suwartono

Keyword(s):

Learning Process ◽

Writing Skills ◽

Traditional Classroom ◽

Descriptive Statistics ◽

Essay Writing ◽

Writing Portfolios ◽

Writing Course ◽

Good Writing ◽

Traditional Classroom Instruction ◽

Analyse Data

This study aimed to explore the potential of Facebook Group (FbG) for teaching essay writing skills in the period of social distancing due to covid-19 pandemic. The study involved three groups of students who had been attending Essay Writing Course. Data was collected through questionnaires, interview, home assignments, and documents. Questionnaires were distributed via Google Form. Interviews were conducted with students through WhatsApp chats and calls. Descriptive statistics were used to analyse data obtained from closed questionnaires, home assignments, and mid-term test. Data from open questionnaires, interviews, and documents was analysed using qualitative inductive approach to identifying themes � topics, ideas, and patters of meaning. Study findings indicated that FbG has been an appropriate place for developing essay writing skills amidst the pandemic. FbG as networking site has made possible an effective, efficient, and practical essay writing learning for the following reasons.� Firstly, FbG discussion forum provided invaluable learning input. Secondly, FbG was easy to operate. The students could learn independently at their own pace.� Lastly, use of FbG brought them convenience and raised confidence to better engage in learning online. FbG has supported students� essay writing learning process that has led to good writing performance. This can be seen not only from the conducive learning process in comparison to traditional classroom instruction prior to the pandemic, but also from learning outcome apparently observed in writing portfolios as well as mid-term test.

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Analisis Kesulitan Guru SD di Lombok Utara dalam Penyusunan Karya Ilmiah

SAP (Susunan Artikel Pendidikan) ◽

10.30998/sap.v5i3.7692 ◽

2021 ◽

Vol 5 (3) ◽

Author(s):

Arif Widodo ◽

Awal Nur Khalifatur Rosyidah ◽

Ida Ermiana ◽

Ashar Pajarungi Anar ◽

Linda Feni Haryati ◽

...

Keyword(s):

Professional Development ◽

Survey Methods ◽

Writing Skills ◽

Scientific Work ◽

Descriptive Statistics ◽

Contributing Factors ◽

Low Intensity ◽

Analysis Technique ◽

Scientific Papers ◽

Good Writing

Professional teachers are not only required to teach well but also must possess good writing skills. Scientific work for teachers is part of professional development. However, not a few teachers still have difficulty writing scientific papers. This study intends to analyze the difficulties of teachers in compiling scientific papers. This research utilized descriptive quantitative. The research took place at SDN 1 and SDN 5 Pemenang Barat, North Lombok district. The research was conducted from August to September 2020. The number of teachers being the research sample was 20 teachers. Data collection used survey methods. The instruments were in the form of an open questionnaire and a closed questionnaire. The data analysis technique used descriptive statistics. The results showed that most teachers found it difficult to compile scientific papers. The contributing factors included lack of motivation, lack of understanding of the concept of scientific work, the feeling of not having time, and the low intensity of writing scientific papers.

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KONTRIBUSI PENGETAHUAN PARAGRAF TERHADAP KETERAMPILAN MENULIS ARGUMENTASI MAHASISWA

Dialektika Jurnal Bahasa Sastra dan Pendidikan Bahasa dan Sastra Indonesia ◽

10.15408/dialektika.v6i2.9045 ◽

2020 ◽

Vol 6 (2) ◽

pp. 139-149

Author(s):

Hidayati Azkiya ◽

Romi Isnanda

Keyword(s):

Research Method ◽

Writing Skills ◽

School Of Education ◽

Argument Writing ◽

Correlational Design ◽

Good Writing ◽

Bahasa Indonesia

Abstract: The purpose of this study is to know the contribution of paragraph knowledge to the skill of argument writing. Because at this time it appears that knowledge of the writing or paragraph less attention in writing. Though good writing is also seen from the writing or knowledge of paragraphs are good as well. While in the skill of argumentation writing, the student still difficulties in giving opinion or opinion of phenomenon that happened and actual moment at this time. This research method using descriptive correlational design. The population of this study are students of Indonesian Education Studies Program BP 20016/2017 which amounted to 30 people. Based on the result of research that the average knowledge of paragraph is 32,25. And the contribution of paragraph knowledge to argumentation writing skills is 12%. So it can be concluded that the knowledge of paragraphs affect the skill of writing argumentation of students of Bung Hatta University School of Education, but the knowledge of the paragraph is very less that seen from the average class.Abstrak: Tujuan penelitian ini adalah untuk mengetahui kontribusi pengetahuan paragraf terhadap keterampilan menulis argumentasi. Karena pada saat ini terlihat bahwa pengetahuan terhadap tata tulis atau paragraf kurang diperhatikan dalam menulis. Padahal tulisan yang baik itu juga dilihat dari tata tulis atau pengetahuan terhadap paragraf yang baik pula. Sedangkan pada keterampilan menulis argumentasi, mahasiswa masih kesulitan dalam memberikan opini atau pendapat fenomena yang terjadi dan teraktual pada saat sekarang ini. Metode penelitian ini menggunakan rancangan deskriptif korelasional. Populasi penelitian ini adalah mahasiswa Program Studi Pendidikan Bahasa Indonesia BP 20016/2017 yang berjumlah 30 orang. Berdasarkan hasil penelitian bahwa rata-rata pengetahuan paragraf adalah 32,25. Serta kontribusi pengetahuan paragraf terhadap keterampilan menulis argumentasi sebesar 12%. Maka dapat disimpulkan bahwa pengetahuan paragraf berpengaruh terhadap keterampilan menulis argumentasi mahasiswa Program Studi Pendidikan Bahasa Indonesia Universitas Bung Hatta, akan tetapi pengetahuan terhadap paragraf sangat kurang yang dilihat dari rata-rata kelas.

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