scholarly journals Teaching strategies and its influence on students’ English writing skills at Secondary School Certificate

2021 ◽  
Vol 38 (1) ◽  
Author(s):  
Qudsia Fatima
Keyword(s):  
Learning Outcomes ◽  
Private Schools ◽  
Teaching Strategies ◽  
English Language ◽  
Writing Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Writing ◽  
Student Centered ◽  
English Writing

Teaching strategies perform a great role in students’ learning at every level of education. This paper presents achievement in English writing skills and the practices of teaching used by teachers. Sequential explanatory design was chosen for this study. Sample was selected from private schools of Lahore city offering SSC. Four private schools were selected through simple random sampling technique. In each school one section of SSC was selected as sample. Students and teachers of the selected classes were included in sample. Research instruments comprised of  test and interview protocol. Essay type test was developed and administered to measure the English writing skills of students. Test was developed by using intended learning outcomes of curriculum of English language. Criteria for developing rubrics for scoring of test was based on the student learning outcomes from curriculum of SSC. Interviews were conducted to explore the teaching strategies for developing writing skills. Findings revealed that teachers of SSC mostly use lecture questioning, feedback, self-review and pair work for developing writing skills. They rely on textbook as an important resource. They do not give emphasis on student centered methods for teaching writing because it takes much time.

scholarly journals A Study on Classroom Discourse in Enhancing Metacognition to Develop Writing Skill in Saudi EFL Students

2021 ◽  
Vol 12 (3) ◽  
pp. 450-463
Author(s):  
Emtenan Agili ◽  
Bhagya Prabhashini C
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Writing Strategies ◽  
Minor Importance ◽  
Cognitive Awareness ◽  
Individual Cognition ◽  
Efl Students ◽  
Efl Classrooms

Generally, learning outcomes are not always as expected; instead, they show a degree of variation depending on various factors. Likewise, despite the fact of providing writing instruments in Saudi EFL classrooms, the outcomes are not always as expected. The reasons may range from classroom atmosphere to individual cognition and many other related variants around. However, it is a small attempt in teachers’ perspective to see if anything is lacking in the implementation of ‘teaching writing strategies’ for EFL classrooms. To verify this assumption between practicality and literature, this paper intends to explore ‘the implementation of writing strategies of faculty’ during teaching writing skills. In addition, this paper also attempts to identify what sort of discourse tools and metacognitive strategies university faculty are incorporating in their teaching, and what is ignored or not used up to the mark while enhancing Saudi EFL students’ meta-cognitive awareness. To collect responses for this study, a survey questionnaire was administered among 36 English language educators of the Jazan region. The results of this study revealed that there is a component that was given minor importance during teaching, though teachers used other strategies and tools extensively. Furthermore, one of the aims of the study is to demonstrate how discourse can be used to offer a solution in the present scenario. In a nutshell, this research recommends the significance of the neglected subcomponent and its importance in improving writing metacognition.

scholarly journals A Study on Classroom Discourse in Enhancing Metacognition to Develop Writing Skill in Saudi EFL Students

2021 ◽  
Author(s):  
Emtenan Agili ◽  
Bhagya Prabhashini C.
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Writing Strategies ◽  
Minor Importance ◽  
Cognitive Awareness ◽  
Individual Cognition ◽  
Efl Students ◽  
Efl Classrooms

Generally, learning outcomes are not always as expected; instead, they show a degree of variation depending on various factors. Likewise, despite the fact of providing writing instruments in Saudi EFL classrooms, the outcomes are not always as expected. The reasons may range from classroom atmosphere to individual cognition and many other related variants around. However, it is a small attempt in teachers’ perspective to see if anything is lacking in the implementation of ‘teaching writing strategies’ for EFL classrooms. To verify this assumption between practicality and literature, this paper intends to explore ‘the implementation of writing strategies of faculty’ during teaching writing skills. In addition, this paper also attempts to identify what sort of discourse tools and metacognitive strategies university faculty are incorporating in their teaching, and what is ignored or not used up to the mark while enhancing Saudi EFL students’ meta-cognitive awareness. To collect responses for this study, a survey questionnaire was administered among 36 English language educators of the Jazan region. The results of this study revealed that there is a component that was given minor importance during teaching, though teachers used other strategies and tools extensively. Furthermore, one of the aims of the study is to demonstrate how discourse can be used to offer a solution in the present scenario. In a nutshell, this research recommends the significance of the neglected subcomponent and its importance in improving writing metacognition.

scholarly journals PENGARUH PEMBELAJARAN MENGGUNAKAN STRATEGI QUANTUM TEACHING DAN MOTIVASI TERHADAP HASIL BELAJAR IPA PESERTA DIDIK KELAS V GUGUS I KECAMATAN PADANG BARAT KOTA PADANG

2018 ◽  
Author(s):  
Firman - Firman
Keyword(s):  
Learning Outcomes ◽  
Teaching Strategies ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Research Data ◽  
Class V ◽  
High Motivation ◽  
Better Than

This research is conducted based on low learning outcomes of students especially on science subjects. The low learning outcomes of student,can not be separated from the learningprocess that lasted for this. One effort to overcome these problems is by usingthe Quantum Teaching strategy in learning. The purpose of this study is to reveal the influence of Quantum Teaching strategy and students motivation to increase the learning outcomes of science. This research used Quasi Experiment with 2x2 factorial design. The population in this study were students of class V at Gugus 1 Kecamatan Padang Barat Kota Padang. The sample of thisresearch was chosen by simple random sampling technique. Research data obtained from theresults of test and questionnaire about students motivation. Data analysis was done by using t test technique.The results showed that the science outcomes of students who were taught with Quantum Teaching strategies were better than the students who were taught by using conventional strategy. Learning outcomes of students with high motivation who were taught with Quantum Teaching strategies are better than highly motivated learners taught by conventional strategy. The same thing shown that low-motivated learners who taught with Quantum Teaching strategies are better than low-motivated learners taught by conventional learning strategy

Improving English Writing Skills of Non-Native Undergraduate Learners with The Help Of Movies Supported By Online Technologies

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Aydin Aliyev
Keyword(s):  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Educational Technologies ◽  
Authentic Materials ◽  
Writing Classes ◽  
English Writing ◽  
Online Technologies ◽  
English Classes

The purpose of this study is to find out the effectiveness of integrating into teaching English writing movies whichare supported by online technologies. Using movies in English classes has become the interest of many teachersand educators, as films are believed to be very effective, appealing and motivating authentic materials. Filmicapproach somehow creates a natural English language teaching (ELT) environment in the classroom and makesthe instruction of English enjoyable, particularly in terms of learners. Mixing motion pictures and onlinetechnologies both of which have a very crucial role in students’ life, would be fun and innovative. This studyfocused on teaching writing through the use of films and contemporary educational technologies amongundergraduate learners. The action research was designed at Qafqaz University in Azerbaijan among 32intermediate level students in the School of Languages. The learners were divided into experiment and controlgroups which were almost at the same English proficiency levels. The research involved a questionnaireconsisting of 10 questions with participation of 32 learners. The study is expected to be helpful for Englishteachers in terms of employing movies and online technologies effectively in writing classes, not to mention it islikely be a helpful material for further researchers in this field.

scholarly journals THE STUDENTS’ DIFFICULTIES FACTORS IN SPEAKING

2020 ◽  
Vol 1 (2) ◽  
pp. 115-129
Author(s):  
Santi Andriani Putri ◽  
Samsul Amri ◽  
Ahmad Ahmad
Keyword(s):  
Teaching Strategies ◽  
Qualitative Method ◽  
English Language ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Dominant Factor ◽  
Personal Factors ◽  
Interview Technique ◽  
Descriptive Qualitative

Speaking is a subject matter that must be learned by the students because it is the most important factor in the development of English language skills. However, it is more difficult than another subject because there are some difficulties experienced by students in speaking, such as low vocabulary mastery, the difficulties in pronouncing, confused in arranging words, afraid of making mistake and many another factors that cause of speaking difficulties such as teaching strategy, the curriculum, and the environment. The research purpose is to know the factors of the students' speaking difficulty. The design of the research is descriptive qualitative. The number of population as many as 157 students of eleventh-grade students of SMA Negeri 2 Tembilahan that consist of 6 classes. In taking the sample, the researcher uses a simple random sampling technique. The number of samples is 40 students or 25% of the population. The researcher uses a questionnaire as an instrument as many as 15 items and also uses an interview technique. After analyzing the data by using the descriptive qualitative method, it is known that the four factors of speaking difficulty have a positive value or more than 50%. The values of these four factors were 62.5% for personal factors, 95% for teaching strategies factor, 90% for curriculum factor and 57.5% for the environmental factor. Therefore, it can be inferred that the dominant factor which causes students’ difficulties in speaking is teaching strategies.

scholarly journals Teachers’ Challenges in Teaching English Writing Skills for Visually Impaired Students at Indonesian Special Senior High Schools

ELT-Lectura ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 90-98
Author(s):  
Prih Febtiningsih ◽  
Ardiya ◽  
Agung Prasetyo Wibowo
Keyword(s):  
High Schools ◽  
Visual Impairment ◽  
Visually Impaired ◽  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Teaching English ◽  
English Writing ◽  
Visually Impaired Students

Teaching English at Indonesian special senior high schools is applied based on the curriculum determined by the government. However, there were some problems found in English language teaching for visually impaired students especially in writing. This research aimed to investigate the teachers’ challenges in teaching English writing for visually impaired students. The respondents were taken purposively, namely the English teachers at Indonesian special senior high schools for visually impaired students namely SLB Sri Mujinab, SLB Negeri Pembina and SLB Kasih Ibu. The data for the research were collected from semi-structured interview conducted to get specific information about what challenges encountered by the English teachers teaching writing skills for students with visual impairment. The challenges encountered by the teachers in teaching writing were inappropriateness of curriculum and syllabus with the students’ need, time constraint of teaching,  lack of learning media, lack of teaching strategy, inappropriateness of teacher’s qualification, and students’ attitude problem. These challenges made the teachers difficult in teaching English writing.   Keywords: Teaching Writing, Visual Impairment, Teachers’ Challenges, English Language Teaching

scholarly journals The Impact of Lerntagebuch on Learning Outcome of German Writing Skills Through Freizeit Theme

2021 ◽  
Vol 13 (3) ◽  
pp. 2631-2638
Author(s):  
Ellychristina D. Hutubessy ◽  
Santiah Santiah ◽  
Nastasha Hera Pramesya
Keyword(s):  
Learning Outcomes ◽  
Degrees Of Freedom ◽  
Writing Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Control Group ◽  
Control Group Design ◽  
Significance Level ◽  
And Control ◽  
The Impact

This study aims to determine the effect of Lerntabeguch on learning outcomes of German writing skills using the freizeit theme. The method used in this study is a quantitative method with a research design of Pretest Posttest Control Group Design. The research was conducted at State Senior High School 31 Jakarta. The research sample was taken by a simple random sampling technique. Data were collected through documents and writing tests. Validity tests were using Pearson Product Moment and reliability using Cronbach Alpha. While the data analysis technique used a t-test. The results showed that the t-count Pretest in the experimental class and control class was 1.108 with t-table at a significance level of = 0.05 and degrees of freedom (DK) = 34. While the results of the t-count Posttest in the experimental class and control class were 3,485. So, there is an effect of using Lerntagebuch on learning outcomes of German writing skills for class XII students related to the topic of Free Time Activities (Freizeit).

scholarly journals Portfolio System in Teaching Writing: EFL Students' Perceptions

2020 ◽  
Vol 8 (2) ◽  
pp. 159
Author(s):  
Tungga Pramudya Utama
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Teaching English ◽  
School Students ◽  
Writing Ability ◽  
English Writing ◽  
Teachers And Students

The portfolio system appears as one alternative answer for such a challenge encountered by an English teacher. The research about the portfolio system that focused on students' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the students' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to high school students. The participants of this research were four students of high school. In conducting this case study, the researcher collected data from the interview. This research found that the students favored implementing a portfolio system to improve their English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in secondary education. It can use the teacher to facilitate the students by giving feedback on their writing to encourage their writing performance.

Pengaruh Pembelajaran Daring Berbantuan Laboratorium Virtual Terhadap Minat dan Hasil Belajar Kognitif Fisika

2020 ◽  
Vol 3 (2) ◽  
pp. 351-359
Author(s):  
Egidius Dewa ◽  
Maria Ursula Jawa Mukin ◽  
Oktavina Pandango
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Virtual Labs ◽  
A Value ◽  
Virtual Lab ◽  
Learning Interest

Abstrak: Tulisan ini bertujuan untuk mengetahui pengaruh pembelajaran daring berbantuan laboratorium virtual terhadap minat belajar fisika peserta didik dan mengetahui pengaruh pembelajaran daring berbantuan laboratorium virtual terhadap hasil belajar kognitif fisika peserta didik. Jenis penelitian ini adalah quasi eksperimen dengan desain eksperimen one group pretest posttest. Sampel penelitian ini adalah peserta didik kelas X MIPA 1 yang berjumlah 33 orang yang ditentukan dengan teknik simple random sampling. Instrumen yang digunakan dalam penelitian ini adalah tes hasil belajar kognitif dan angket minat belajar peserta didik. Hasil analisis data dapat disimpulkan bahwa ada pengaruh pembelajaran daring berbantuan laboratorium virtual terhadap minat belajar peserta didik dengan nilai sig (2-tailed) lebih kecil dari 0,05 (0,0063 < 0,05) dan ada pengaruh pembelajaran daring berbantuan laboratorium virtual terhadap hasil belajar kognitif peserta didik dengan nilai sig (2-tailed)  lebih kecil dari 0,05 (0,000 < 0,05) Abstract: This article aims to determine the influence of online learning with virtual labs on the learning interest of students ' physics and to know the influence of online learning with virtual labs on cognitive learning outcomes of student physics. This type of research is a quasi experiment with the experimental design of one group Pretests posttest. This research sample is a student of class X MIPA 1 which amounted 33 people determined with simple random sampling technique. The instruments used in this study are cognitive learning results test and Angket learning interest learners. Data analysis results can be concluded that there is a virtual lab-assisted online learning influence to the learning interest of learners with a value of sig (2-tailed) smaller than 0.05 (0.0063 < 0.05) and there is a virtual lab-assisted online learning influence to the outcome of the students ' cognitive learning with a sig (2-tailed) value smaller than 0.05 (0.000 < 0.05).

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

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.

Sign in / Sign up

Export Citation Format

Share Document