scholarly journals From Picture to Text: the Use of Picture in ELT Writing Class

2018 ◽  
Vol 18 (2) ◽  
pp. 291
Author(s):  
Ika Apriani Fata ◽  
Syamsul Bahri ◽  
Muridhal Muridhal
Keyword(s):  
Writing Assessment ◽  
Group Discussion ◽  
Point Of View ◽  
Teaching Writing ◽  
Assessment Process ◽  
English Teacher ◽  
Efl Learners ◽  
Writing Class ◽  
Efl Students ◽  
Field Notes

Having students to produce an organized and neat piece of writing has always been the life-long dream and goal of all EFL teachers. Thus, many studies have been conducted under quantitative study as like experimental research, to fill in this gap this study focused on figuring out the teacher’s point of view toward the use of picture as media, what are the target and how are the students’ participations toward it based by using qualitative design. The instruments applied are interview, observation and field notes, as triangulation data. One English teacher and 36 EFL learners participated as informants in this research. It turned out that the findings showed that based on interview of the teacher, it is believed that media as alternative to assist teacher in teaching writing. Besides, the teacher seems confident to teach writing by using the picture. Furthermore, the English teacher believed that students developed their writing skill by using picture. Meanwhile, based on observation and field notes, the EFL students seem enthusiast to learn writing especially it is combined with group discussion techniques. As further studies, it is best to look at the students writing assessment process through picture strategies in EFL class.

scholarly journals The Role of Individual Difference Factors in Writing Feedback Use and Involvement: A Qualitative Study of Iranian EFL Learners’ Perceptions

2017 ◽  
Vol 20 (4) ◽  
pp. 82-106
Author(s):  
Mahboobeh Saadat ◽  
Saeed Mehrpour ◽  
Yaser Khajavi
Keyword(s):  
Teaching Writing ◽  
Efl Learners ◽  
Writing Class ◽  
Different Types ◽  
Efl Students ◽  
Group Interviews ◽  
Writing Feedback ◽  
To Receive

The purpose of the present study was to investigate individual factors that mediate Iranian EFL students’ engagement with feedback they receive on their writing. In fact, the purpose behind such a consideration was to identify the factors that may contribute to students' using or ignoring feedback as well as the emotions they may have during or after receiving feedback. A convenient sample of 10 students was recruited from an intact writing class in which students were usually provided with different types of feedback in both oral and written forms. The study enjoyed a qualitative case study design. The findings of the focused-group interviews revealed that students favored selective, individual and dialogic feedback by the teacher. In addition, they ignored feedback when they were not interested to learn or when the person providing it was not of interest to them. Finally, they liked to receive feedback and anxiety reduced their uptake from the received feedback. The findings are discussed and implications are suggested in relation to teaching writing.

scholarly journals Utilization of Edmodo as an Online Tool in EFL Writing Class to Increase Students’ Writing Ability

2018 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
M. Zaini Miftah
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Efl Writing ◽  
Online Tool ◽  
Writing Ability ◽  
Qualitative And Quantitative ◽  
Writing Class ◽  
Efl Students ◽  
Field Notes ◽  
Writing Task

This article reports the results of investigation on the utilization of Edmodo as an online tool in EFL writing class to increase the students’ ability in producing an argumentative essay. Classroom Action Research was applied in the study. 15 Indonesian EFL students who enrolled in the course of Argumentative Writing became the participants of the study. Observation, writing task, questionnaire, and field notes were used for the data collection. The data obtained were categorized into qualitative and quantitative data. The collected data were then analyzed for the conclusion drawn. The results show that the utilization of Edmodo in EFL writing class could significantly increase the students’ ability in producing an argumentative essay in the Cycle 2. The Appropriate teaching procedures are; prepare the teaching materials, introduce Edmodo, guide students to get ready to use Edmodo, give an opportunity to students to get in the Edmodo group, train students to use Edmodo group, group students in the small group via Edmodo, give students writing tasks through Edmodo, provide a guideline and tell students to follow the guideline to access their small group, ask students to post their first drafts of an argumentative essay on their small groups, ask students to give feedback on their peers’ works, ask students to revise their drafts of the argumentative essay based on the their peers’ feedback and teacher, and ask students to post their final products of an argumentative essay on their Edmodo account.Keywords: Edmodo; Online tool, EFL writing class, Writing ability, Argumentative essay

scholarly journals Exploring Efl Students’ Descriptive Paragraph Writing Ability Through Critical Assessment Process

2021 ◽  
Vol 2 (2) ◽  
pp. 51-57
Author(s):  
Ida Bagus Nyoman Mantra ◽  
◽  
Anak Agung Putu Arsana ◽  
I Gusti Ayu Putu Tuti Indrawati ◽  
Anak Agung Rai Laksmi ◽  
...  
Keyword(s):  
Educational Institution ◽  
Written Language ◽  
Assessment Process ◽  
Writing Ability ◽  
Efl Learners ◽  
Intensive Training ◽  
Writing Skill ◽  
Efl Students ◽  
Improvement Programs ◽  
Visual Depiction

Writing is a visual depiction of thoughts, feelings, and ideas using the written language for communication purposes or conveying certain messages. Having the ability to write, of course, allows humans to communicate ideas, appreciation, and experiences to others. Writing skill is possessed through intensive training and guidance which must be trained continuously to gain excellent writing skill. This study explores EFL learners’ writing ability in actualizing their skill in writing a descriptive paragraph. The study revealed that EFL learners’ writing ability is under expected skill. Therefore, this study implies that intensive improvement programs should be conducted by the educational institution to maximize learners’ writing skills

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. 

Teaching and Learning to Write

2015 ◽  
pp. 115-129
Author(s):  
Abraham Panavelil Abraham
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Writing Skills ◽  
Teaching Writing ◽  
Efl Learners ◽  
Efl Teacher ◽  
Challenging Tasks ◽  
Efl Students

Teaching writing is one of the most challenging tasks an EFL teacher has to face, and students find writing a difficult skill to develop. This chapter, however, focuses on Task-Based Language Teaching (TBLT) as a successful tool for tackling this problem. It defines TBLT and examines its importance for enhancing the writing skills of the EFL students, giving examples of tasks that have been successfully tried out in the classroom. The chapter also examines the use of various strategies for increasing EFL learners' involvement in reading-to-writing activities.

scholarly journals The implementation of small group discussion in teaching writing recount text for the tenth grade students of SMKN 1 Bendo

2019 ◽  
Vol 7 (1) ◽  
pp. 20
Author(s):  
Intan Dwi Lestari
Keyword(s):  
Small Group ◽  
Lesson Plan ◽  
Group Discussion ◽  
Social Situation ◽  
Point Of View ◽  
Teaching Writing ◽  
Small Group Discussion ◽  
Simple Explanation ◽  
Additional Time ◽  
Advantages And Disadvantages

The goals of this research are to describe the implementation, advantages and disadvantages, and the solution of disadvantages in teaching writing Recount text by using Small Group Discussion. The research uses descriptive qualitative research as approach and type of research. The sources of data are social situation, participant or informant, and document. The technique of collecting data uses observation, interview, and documentation. To know the validity of the data, the researcher uses triangulation. The technique of data analysis are data condensation, data display, conclusion and verification. The result of the research are (1) The implementation of Small Group discussion in teaching writing Recount text divided into (a) Pre-activity which covers greeting, praying, checking attendance list and explaining the purpose of the learning, (b) Whilst-activity covers the explanation the stages of the technique, (c) Post-activity include reviewing and making resume of the material, (2) The advantages are easy to implement in the class and can be understood well by the students, effective to teach types of text, increased participation, make student more intimate with their friend, (3) The disadvantages are student need more times to write, they are difficult in translate the word, disability of implementing correct structure makes some of students did not participate, students’ motivation of writing is still low, take long time because there are four stages that should be done by the students, (4) The solution of the disadvantages are teacher gives clear and simple explanation about the material, asks students to bring the dictionary, explains the role of each member of group clearly, makes the activity into simple one, gives additional time, student aware to other students, and teacher gives a bit of joke or humour and motivation in the process of learning. Based on the result, the conclusion of this research are suitable with the lesson plan, observation, and teaching process in the class. The suggestions are presented for teacher should have variety of strategy in teaching writing, students are suggested to increase their vocabulary, and other researcher are suggested to fulfil the need of the knowledge from other point of view.

scholarly journals THE IMPLEMENTATION OF THE WRITING PROCESS IN TEACHING WRITING FOR YOUNG LEARNERS

2018 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Hertiki Hertiki
Keyword(s):  
Writing Process ◽  
Teaching Writing ◽  
Teaching Techniques ◽  
Young Learners ◽  
Teaching Aids ◽  
Writing Class ◽  
Field Notes ◽  
Teaching Learning ◽  
Participant Observer ◽  
Reading Activities

In writing class, young learners need the guidance from the teacher to express their ideas to do the writing task. This study is intended to observe how the teacher implemented the writing process in teaching writing. The implementation of the writing process includes three important things - the techniques, teaching aids, and the teaching procedures. This study was a case study. It was conducted in twelve meetings at Primary 3 Class where the researcher was the non-participant observer so she did not take any participation in the teaching-learning activities. The researcher obtained the data from classroom observations, pictures taking, field notes, and interviews. The results showed that the teacher implemented the writing process in teaching writing by using seven kinds of teaching techniques, eight kinds of teaching aids and different teaching procedures for each technique. The seven techniques were brainstorming, mind mapping, drawing, reading activities, browsing on the internet, pair or group work, and individual writing. The techniques were supported by eight kinds of teaching aids such as storybooks, journal books, whiteboard, workbooks, some stationary items, computers, a laptop, and a LCD projector. The reason for using the techniques, the teaching aids and the procedures were to guide and motivate the students to write better in class. In conclusion, the teaching techniques, teaching aids, and teaching procedures used by the teacher made the students become more active and the students were encouraged to express their ideas in the written work in class

Promoting Flipped Classroom Model in Teaching Writing of Efl Learners

2017 ◽  
Vol 1 (3) ◽  
pp. 279 ◽  
Author(s):  
Khoiriyah . ◽  
Mahendra Puji Permana Aji
Keyword(s):  
Flipped Classroom ◽  
Significant Contribution ◽  
Group Learning ◽  
Teaching Writing ◽  
Efl Learners ◽  
Classroom Activities ◽  
Class Time ◽  
Writing Class ◽  
Written Form

<p>Teaching writing requires interactive and motivating activities in EFL classroom. Usually, EFL learners lost their interest and get discouraged in writing class so they tend to avoid writing activities and exercises. The reasons are they get difficulties in exploring their ideas in written form and they cannot consult and meet the teacher individually during class time because of limited time for teaching. Thus, EFL learners need motivation in triggering themselves to write. Teachers have very significant contribution to improve quality of learning and support the learners to maintain their motivation by applying interactive teaching model. Therefore, flipped classroom is alternative model that could be utilized in managing inside or outside classroom activities. It is a digital technology used to shift direct instruction outside of the group learning to individual learning, usually via videos. This article aims to share the practice and challenges of applying flipped classroom model in teaching writing.</p><strong>Keywords: </strong><em>Flipped Classroom, Teaching Writing</em>

scholarly journals Practicing English through Lesser Strategy by Teaching Reducing Apprehension

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Apraza Pino Abda ◽  
Hervina Asty
Keyword(s):  
High School ◽  
Writing Process ◽  
Senior High School ◽  
Teaching Writing ◽  
English Teacher ◽  
Writing Class

Lesser strategy is a strategy that helps students manage their thinking or ideas when they want to write some paragraphs in writing process. Not only manage students’ ideas but also explore students’ ideas in making longer writing based on their thinking. Thus, this strategy also guides students how to make list based on students’ thinking before they start writing. It is hoped that after the readers read this paper, the readers are able to use this strategy in the classroom, especially in writing class. Lesser strategy gives concrete procedures of constructing an essay. That is why the writer would like to give some suggestions for English teacher, and also candidates of teacher. For English teacher, it is very useful to introduce and to apply lesser strategy in teaching writing at Senior High School because this strategy can help English teacher and also the students to understand the main point of an essay in order to help the students are able to write by using the lesser strategy’s steps, because it has simple steps that is easy to be implicated for all the students in writing class.

scholarly journals The Use of Social Media in Designing The Writing Assessment for EFL Students

2019 ◽  
pp. 26
Author(s):  
Rita Suswati ◽  
Syarbaini Saleh
Keyword(s):  
Social Media ◽  
Writing Assessment ◽  
Educational Program ◽  
Writing Skills ◽  
State University ◽  
Writing Class ◽  
Efl Students ◽  
Use Of Social Media ◽  
Method R ◽  
Program Data

This research investigates social media as the assessment for EFL students at State University of Medan (UNIMED) of second semester English educational program. This research focuses on how social media influences the students’ competences in writing skills. The problems are how it influences their ability to develop their ideas in writing; develop the reading & writing materials; change the students’ opinion on social media in writing class. Questionnaire was designed to get the students’ thought on social media matter, their intention of social media for study, particularly in reading and writing topic and the influence of social media on their ability in developing the idea in writing class. The instruments used in this research were social media as Facebook, WhatsApp and Instagram as a text in reading & writing class. The population consisted of 80 students from two classes of English educational program. Data was analyzed using Research & Development Method (R&D) and the Linkert Scale to get the percentage of students’ perception. The findings of this paper indicate that students more enjoy and engage in writing class using social media as their assessments; using social media to develop ideas on a topic; and being more creative in writing skills. However, control and development are still needed on this topic.

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