GENRE-BASED LANGUAGE LEARNING MODEL IN TEACHING WRITING SKILLS FOR ENGLISH DEPARTMENT STUDENTS

Writing is a form of an art and integral part of language learning. The present study concerns with development of writing skills through peer and teacher correction technique. As an action research in nature, the research aimed to test the progress of the students while writing an essay. After the analysis of data collected through test items, it was seen improvement in students writing in post test than in pre-test. The students (Ss1-Ss10) were found using the words in an increased order and grammatically correct sentences in their writing in each test made and committed less grammatical errors in post test than in pre and progress test. Regarding mechanics of writing, their writing was found systematic in case of punctuation, proper use of paragraphs, in coherence and cohesion in writing. The peer correction and teacher correction technique was found productive in teaching writing through action research as a whole. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 70-82 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8094

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Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

English Language Teaching ◽

10.5539/elt.v10n9p208 ◽

2017 ◽

Vol 10 (9) ◽

pp. 208

Author(s):

Tunku Mohani Tunku Mohtar ◽

Charanjit Kaur Swaran Singh ◽

Napisah Kepol ◽

Ahmad Zainuri Loap Ahmad ◽

Sasigaran Moneyam

Keyword(s):

Teacher Beliefs ◽

Language Learning ◽

Instructional Strategies ◽

English Language ◽

Teaching Practice ◽

Writing Skills ◽

Teaching Writing ◽

Language Needs ◽

Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

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A Case Study of Communicative Language Learning in Teaching Writing in a Rural School Environment

Journal of Research in Psychology ◽

10.31580/jrp.v1i4.1001 ◽

2019 ◽

Vol 1 (4) ◽

pp. 1-5

Author(s):

Muhammad Z.M Qaddoura ◽

Rajeh Almasradi

Keyword(s):

Language Learning ◽

School Environment ◽

Writing Skills ◽

Rural School ◽

Teaching Writing

The case study was done at a rural school in Simpang Renggam, Johor. The study aims to identify the effects of using Communicative Language Learning (CLL) on students’ writing skills. CLL is one of the methods commonly used by teachers to teach English at school. This is due to its non-threatening way between the teacher as a counselor and the students as clients. The researchers interviewed the teacher and from the interview, CLL is commonly used. Thus, the researchers also analyzed five essays from each student and identify if they manage to write throughout the whole year of learning using CLL. The results are discussed in the latter section of the paper.

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THE USE DISCOVERY LEARNING METHOD IN TEACHING WRITING RECOUNT TEXT TO THE TENTH GRADE OF SMAN NGAMPRAH

PROJECT (Professional Journal of English Education) ◽

10.22460/project.v3i4.p470-476 ◽

2020 ◽

Vol 3 (4) ◽

pp. 470

Author(s):

Amel Purnamasari ◽

Ningtyas Orilina Argawati

Keyword(s):

Teaching And Learning ◽

Writing Skills ◽

Active Role ◽

Learning Model ◽

Discovery Learning ◽

Teaching Writing ◽

Learning Method ◽

Content Organization ◽

Tenth Grade ◽

Qualitative Descriptive

The purpose of this study was to determine the activities that occur during the teaching process of writing Recount Texts using the Discovery Learning method and to identify the benefits obtained by students from writing the Recount Text using the Discovery Learning method in the 2013 curriculum there is one learning model called Discovery Learning. Discovery Learning can help students to learn better because students can think critically and creative. This research is a qualitative descriptive study. The research respondents were English teachers and the tenth grade students of Ngamprah High School. Data obtained from observations and interviews. The results of the study revealed that the results of this study were positive. Students who are taught by using the method of Discovery Learning play an active role in the teaching and learning process. The composition of their writing also shows good results in terms of content, organization, Grammar,vocabulary, and mechanics. Therefore, it is recommended to apply this learning model to teach writing Recount Texts.Keywords: Discovery Learning, Writing Skills, Recount Text

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“I pictured my little sister when writing” – Teacher and Student Experiences with Training Audience Awareness in a Television Studies Seminar

Journal of Academic Writing ◽

10.18552/joaw.v10i1.611 ◽

2020 ◽

Vol 10 (1) ◽

pp. 171-179

Author(s):

Regina Leonie Schmidt

Keyword(s):

Academic Writing ◽

Writing Skills ◽

Teaching Writing ◽

Student Experiences ◽

Television Studies ◽

English Department ◽

Writing Assignment ◽

Evaluation Of Training ◽

Audience Awareness ◽

Students Success

Training audience awareness is a significant but challenging task for teaching academic writing. To integrate the teaching of television studies with writing skills, I designed a BA seminar when working as a lecturer in the English department of a German university in 2015. I present my experience with and my students’ evaluation of training audience awareness as part of this seminar. The evaluations confirmed students’ increased awareness of the importance of incorporating audience-directed elements in writing, but indicated that the task had created obstacles, for example, regarding students’ reading comprehension. I retrospectively analyze my teaching approach and discuss possible reasons for my students’ success and difficulties with the writing assignment, and make suggestions for changes that may have better supported their learning process. I, therewith, aim to foster the integration of teaching writing within, across, and beyond disciplinary audiences in discipline-specific courses.

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Problem-Based Learning Model for Teaching Writing: A Literature Review

Journal Polingua : Scientific Journal of Linguistics, Literature and Education ◽

10.30630/polingua.v7i2.70 ◽

2019 ◽

Vol 7 (2) ◽

pp. 32-36

Author(s):

Nurul Aryanti ◽

Welly Ardiansyah ◽

Murwani Ujihanti

Keyword(s):

Literature Review ◽

Language Learning ◽

21St Century ◽

Soft Skills ◽

Problem Based Learning ◽

Short Review ◽

Learning Model ◽

Teaching Writing ◽

Hard Skills ◽

Fields Of Study

Many researchers have claimed the success of the application of problem-based learning in many fields of study. This learning model is in line with the constructivist principles, in which students are in the centre of the learning process. Moreover, problem-based learning model provides the opportunity for students not only to develop their hard skills, but also soft skills. In addition, it also strives to help students become independent and self-regulated learners. This is one of the main advantages of applying the learning model. This article attempts to provide a short review of problem-based learning model in teaching writing. Furthermore, the discussion will also focus on the issue by looking at some explanation found in accounting for the needs of the learning model in the 21st century-language learning

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IMPLEMENTING DESIGN MODEL OF TEACHING WRITING THROUGH REFLECTION STRATEGY FOR EFL STUDENTS OF STKIP YPUP

10.31219/osf.io/t382c ◽

2019 ◽

Author(s):

Eny Syatriana

Keyword(s):

Main Idea ◽

Learning Model ◽

Teaching Writing ◽

English Department ◽

Learning Material ◽

Model Design ◽

Writing Ability ◽

Second Stage ◽

Need Analysis ◽

Efl Students

The purpose of the study was to develop a learning model on writing, based on reflection strategy. The strategy would allow the students to read the text then develop the main idea. Therefore the problem of this research : (1) what kind of learning model that can develop the students writing ability? (2) is the using of the strategy effective to develop students competence in writing? (3) in what level are the students interest toward the using of a strategy in writing subject? This development research consisted of some steps, they are (1) need analysis (2) model design (3) implementation (4) model evaluation. The need analysis was applied through discussion among the writing lecturers to create a learning model for writing subject. To see the effectiveness of the model, an experiment would be delivered for one class. The instrument and learning material would be validated by the experts. The research used development design. The researcher would do need analysis, creating prototype, content validation, and limited empiric experiment to the sample. In each step, there should be an assessment and revision to the drafts before continue to the next steps. The second stage, the prototype would be tested empirically to four classes at STKIP YPUP for English Department. Implementing the test greatly was done through the action research and followed by evaluation and validation from the experts.

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A SURVEY ON THE TEACHING OF WRITING AT SENIOR HIGH SCHOOLS IN RIAU PROVINCE

International Journal of Educational Best Practices ◽

10.31258/ijebp.v2n2.p63-74 ◽

2018 ◽

Vol 2 (2) ◽

pp. 63

Author(s):

Eliwarti Eliwarti ◽

Rumiri Aruan

Keyword(s):

High Schools ◽

Teaching Methods ◽

Writing Skills ◽

Teaching Writing ◽

English Department ◽

Sentence Structure ◽

Knowledge And Skills ◽

Research Questions ◽

Second Year ◽

Teaching Of Writing

Abstract: Teaching writing in senior high schools provides students with knowledge, experience and strategies of writing simple texts to more complex ones. This research aims at looking at how writing skills are taught at senior high schools in Riau Province-Indonesia. Specifically, the research answers the research questions about teaching materials, methods/strategies used by English teachers in the teaching of writing and students’ attitude towards writing skills. The samples are second year English Department students of FKIP Riau University coming from different cities and regencies in Riau Province. The data were collected through distributing a set of questionnaire. The results show that most writing materials consist of linguistics knowledge such as sentence structure, vocabulary and punctuation and lack of writing skills and strategies like brainstorming, drafting, revising and editing. Moreover, most teachers are product oriented in their teaching of writing. Finally, most students (65.9) have low attitude towards writing skills. From these findings, it can be concluded that: writing materials need to be focussed on writing skills and strategies, teachers’ knowledge and skills on teaching methods/strategies need to be upgraded and students’ attitude towards writing skills needs to be improved. These findings can be used as a reference to do some improvement in the teaching of writing in senior high schools in Riau province.

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An Exploration on Issues and Challenges in Teaching Writing Skills to Tertiary-Level Learners

Innovations and Technologies for Soft Skill Development and Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-3464-9.ch012 ◽

2020 ◽

pp. 98-107

Author(s):

Jefferson K. ◽

Ramya Sri R. ◽

Radhakrishnan V.

Keyword(s):

Language Learning ◽

Language Proficiency ◽

English Language ◽

Writing Skills ◽

Language Teachers ◽

Teaching Writing ◽

Tertiary Level ◽

Inappropriate Use ◽

Area Of Concern ◽

Esl Classroom

Writing is considered a very important skill in language learning yet a very challenging task for students to master it. It is also a required skill for students to score good grades in their academics. Inappropriate use of words, incorrect, and illogical sentence structures and grammatical mistakes while writing, reflect poorly on the language proficiency of learners. This also creates issues later in their professional life. Addressing these challenges at the tertiary level has been an area of concern to English language teachers. The prime aim of this study is to explore the challenges and problems encountered by teachers in teaching writing skills to learners in the ESL classroom. This chapter also proposes a process-product based effective pedagogic practice which was experimented in the ESL classroom while teaching writing. The approach employed facilitated learners to overcome issues by making learners use the language in context rather than merely based on grammar structure.

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PENERAPAN MODEL PROJECT BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN MENULIS SISWA

Arabi Journal of Arabic Studies ◽

10.24865/ajas.v2i2.57 ◽

2018 ◽

Vol 2 (2) ◽

pp. 186

Author(s):

Syamfa Agny Anggara

Keyword(s):

Language Learning ◽

Action Plan ◽

Writing Skills ◽

Arabic Language ◽

Learning Model ◽

Project Based Learning ◽

Writing Ability ◽

Methods And Techniques ◽

Close Relationship ◽

Model Project

The learning process has a close relationship with the influential elements that such as approaches, methods, and techniques. The purpose of this study is to describe objectively, (a) the application of writing learning using project-based learning model in the learning of Arabic in grade VII Madrasah Tsanawiyah Nurul Huda Malang, (b) the result of improving the writing ability of Arabic language by applying project based learning model to the students class VII Madrasah Tsanawiyah Nurul Huda Malang. This study used a classroom action plan. The results showed that the application of Arabic language learning with project-based learning model can improve the writing skills of grade VII of Madrasah Tsanawiyah Nurul Huda Malang.

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