scholarly journals Expert Validation and Students’ Initial Field Trial Responses toward M-Write Academic Essay Writing Application

2021 ◽  
Vol 5 (2) ◽  
pp. 204
Author(s):  
Wahyu Kyestiati Sumarno ◽  
Dwi Wahyuningtyas ◽  
Triubaida Maya Ardianti ◽  
Adinda Aulia Rahmawati ◽  
Putri Dian Shafira ◽  
...  
Keyword(s):  
Academic Writing ◽  
Language Use ◽  
English Education ◽  
Digital Learning ◽  
Initial Field ◽  
Essay Writing ◽  
Average Percentage ◽  
Genre Writing ◽  
Computer Science Faculty ◽  
Beta Test

<p class="AbstractText">Proficiency in English academic writing is still a problem for many students. However, there are no such digital learning media that facilitates academic writing practices. Considering these problems, this research tried to develop an M-Write application, a learning media that combine metacognitive and process-genre writing exercises. This study aims to determine the feasibility level of M-Write as a website-based academic essay writing application. The method used in testing the feasibility of this product includes the alpha test and beta test. The alpha test was carried out by three English Education experts; each of them assessed the aspects of the content, language use, and design. While the beta test was carried out by 25 students of the Computer Science Faculty, UPN “Veteran” Jawa Timur. The data collection technique was done by using a questionnaire and interview. Data analysis was carried out using quantitative descriptive techniques. The results of this study indicate that the M-Write application reached appropriate criteria in terms of content, language use, and design aspects. The percentages of each of these aspects are 71.9%, 73.3%, and 71.9%. While the results of the applications usage assessment by students also showed that the application was appropriate to be used with an average percentage of 75.9%.</p>

scholarly journals UTILIZING PEER AND TEACHER FEEDBACK IN ACADEMIC WRITING CLASS

2016 ◽  
Vol 4 (2) ◽  
pp. 161
Author(s):  
Taufiqulloh Yuvita Imam Yuliarto
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Control Group ◽  
Writing Achievement ◽  
Essay Writing ◽  
Central Java ◽  
Writing Class ◽  
Experimental Group

A process approach is usually employed in the classroom instruction of academic writing, particulary essay writing, in the Indonesian colleges or universities. This study investigates the role of teacher and peer feedback inserted in the steps of writing process on students’ writing achievement. It is an experimental research conducted at the English Education Department of Pancasakti University Tegal Central Java Indonesia, in the seven semester of the  academic year 2015/2016. The participants of this study are 40 students who attended essay writing class. The instrument is essay writing test which was administered before and after treatment to both experimental and control group. By using paired-sample t-test and f-test, it was found that the use of teacher and peer feedback were effective to teach essay writing. Such a technique contributed a significant improvemental to the students writing achievement in the experimental group. The result also showed that the writing achievement of the students in the experimental group was better than that of those in the control group. To conclude,  utilizing teacher and peer feedback is considered to be one of the effective ways for the students in learning essay writing. However, some drawbacks were found that need to be taken into account in the next related researches.Keywords: Teacher feedback, peer feedback, essay writing

scholarly journals The Use of Google Drive to Improve Student’s Essay Writing Skill, Faculty of Teacher Training and Education, Pancasakti University of Tegal

2018 ◽  
Vol 12 (2) ◽  
pp. 112-123
Author(s):  
Nur Aflahatun ◽  
Yoga Prihatin
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Learning Model ◽  
Control Group ◽  
Training And Education ◽  
Essay Writing ◽  
Significant Difference ◽  
Writing Skill ◽  
Google Drive ◽  
And Control

Writing an essay requires skill in word choice and good grammar usage. Language, including that in writing, reflects author’s mindset. Therefore, new innovation is necessary in learning model, one of which is made by applying Google Drive based learning media. This experimental research employs true-experimental design with two-group design type (experimental group and control group) and takes 48 fourth-semester English Education students of the academic year 2017/2018 of the Faculty of Teachers Training and Education, Pancasakti University, Tegal as its samples, divided into 2 (two) groups: experiment group with 24 students and control group with 24 students. The research employs t-test for effectiveness test as its data analysis technique. The research results show that the usage of Google Drive based learning model effectively improves students’ essay writing skill. There is significant difference between both groups, that after treatment, the group of students with Google Drive based learning media have better achievement than students with conventional method. The Google Drive based learning media may be applied to academic writing learning process, particularly essay, however, its practice requires intensive interaction between students and lecturer. It is suggested for similar researches to involve larger number of samples

Developing blog for English essay writing class

2021 ◽  
Vol 2 ◽  
pp. 73
Author(s):  
Listiani Listiani
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Learning Needs ◽  
Essay Writing ◽  
Central Java ◽  
Sources Of Knowledge ◽  
Writing Class ◽  
The Subject ◽  
Department Faculty ◽  
Learning English

Learning needs a medium to help learners learning. The medium can provide the learners sources of knowledge and practice. Learning English essay writing subject required its learners to understand and to have essay writing skills of English as a foreign language. The essay writing is a subject conducted by English Education Department, Faculty of teacher training and education, Universitas Muhammadiyah Purwokerto, in Central Java province in Indonesia for preparing its learners to academic writing in the next semester. Blog which can be a learning medium for learning English Essay writing was necessary to be developed for fulfilling the learners’ need. Conducting a research and development was chosen to develop the blog. This study involved 21 students in the fourth semester who took the English essay writing subject. This study took eight months from March to October 2016 in two academic years 2015/2016 and 2016/2017. Questionnaire was used to investigate students’ need on learning media; to know feedback on blog’s content, structure and navigation, and visual design from experts and students; and to find out students’ perception toward the blog developed. Documentation was also used to describe the processes of developing the blog in this research. The results showed that the blog was successfully developed regarding to the learners’ necessity for learning the subject and to the procedure passed in this research. Moreover, the blog was perceived positively (100%) to help the learners to learn the subject of English essay writing.

CORPUS LINGUISTICS, LANGUAGE CORPORA AND LANGUAGE TEACHING

2020 ◽  
Vol 14 (2) ◽  
pp. 75
Author(s):  
Eska Perdana Prasetya ◽  
Anita Dewi Ekawati ◽  
Deni Sapta Nugraha ◽  
Ahmad Marzuq ◽  
Tiara Saputri Darlis
Keyword(s):  
Academic Writing ◽  
Corpus Linguistics ◽  
Language Use ◽  
Language Teaching ◽  
Applied Linguistics

<span lang="EN-GB">This research is about Corpus Linguistics, Language Corpora, And Language Teaching. As we know about this science is relatively new and is associated with technology. There are several areas discussed in this study such as several important parts of the corpus, the information generated in the corpus, four main characteristics of the corpus, Types of Corpora, Corpora in Language Teaching, several types that could be related to corpus research, Applications of corpus linguistics to language teaching may be direct or indirect. The field of applied linguistics analyses large collections of written and spoken texts, which have been carefully designed to represent specific domains of language use, such as informal speech or academic writing.</span>

scholarly journals EFL College Students’ Skill in Using Collocations in Writing Essays

2021 ◽  
Vol 2 (1) ◽  
pp. 6-11
Author(s):  
Dewi Nopita
Keyword(s):  
College Students ◽  
English Education ◽  
Natural Order ◽  
Study Program ◽  
Training And Education ◽  
Essay Writing ◽  
Writing Course ◽  
Efl Students ◽  
Efl College Students ◽  
Academic Year

Collocation is a natural order of words in which one word should be attached to another in a particular context. For students who learn English as a foreign language (EFL students), using collocations has been recognized to become a problem. This article is going to describe EFL college students’ skill in using collocations in writing essays. 42 students from the same class were selected. They were the 4th semester students of English Education Study Program at Teacher Training and Education Faculty of UMRAH who took Essay Writing course in the academic year 2019/ 2020. The students were given a take-home assignment to write essays. Then, the essays were analyzed to find out the students’ skill in using collocations. It was found that in using collocation in writing essays, 5 students had excellent skill, 14 students had good skill, and 23 students had low skill. The incorrect use of collocations consisted of lexical and grammatical collocations. Finally, it is hoped that these findings could be a useful input for future Essay Writing course.

scholarly journals Toward an Intercultural Rhetoric: Improving Chinese EFL Students’ Essay Writing through Outline Writing

2019 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Fang Li ◽  
Yingqin Liu
Keyword(s):  
Academic Writing ◽  
Translation Studies ◽  
Target Language ◽  
Essay Writing ◽  
Intercultural Rhetoric ◽  
Efl Students ◽  
Main Ideas ◽  
English Academic Writing ◽  
Chinese And English

This study explores the effects of teaching EFL students to use an outline in their English essays. The researchers maintain that using outlines can raise students’ awareness of different audience expectations embedded in the rhetoric of the target language (English) and culture and can improve their English academic writing. The study was based on a four-week long case study at a university in Xi’an, China, in which 24 Chinese EFL students at the College of Translation Studies participated. A discourse analysis was conducted by comparing the Chinese EFL students’ English essays produced at the beginning of the study with those produced at the end of the study after learning and practicing outlining for writing the English essays. Email inquiries were used for understanding the participants’ viewpoints on learning how to write English essay outlines. The findings reveal that teaching EFL students to use outlining in their English essays is an effective way to help them improve their essay writing. Not only can it enhance the students’ understanding about using the English thesis statements, but it can also help improve the use of related, logical, and specific detailed examples to support the main ideas in their essays. The email inquiries also revealed that the students believe that outline learning helped them to understand the differences between Chinese and English essay writing. The implications of the study for intercultural rhetoric are also discussed.

scholarly journals Sustainability in English Academic Writing: The Binary Dilemma on Pronoun Utilization

2018 ◽  
Vol 9 (2) ◽  
pp. 40-48
Author(s):  
Erdogan Bada ◽  
Bilal Genc
Keyword(s):  
Academic Writing ◽  
Language Use ◽  
Conceptual System ◽  
Intellectual Activity ◽  
English Academic Writing

Abstract Discussion on sexism regarding language focuses on how women are discriminated against in our daily language and in academic writing. Although we are against any kind of discrimination, when it comes to dealing with this phenomenon in language and language use, we should be more careful. Language is not only a symbolic means whereby humans interact, it is also a product of human intellectual activity imbued with various experiences of our past and recent ancestors. Thus, it is also a reflection of our society’s conceptual system through which we interpret physical and mental phenomena. In this paper, we have analyzed views regarding sexism and language; tried to display how improving the so-called injustices in language would result in some dire situations which may have never been foreseen. We finally put forth our own solutions to overcome the problems of sexism in academic writing.

scholarly journals A Model of Research Paper Writing Instructional Materials for Academic Writing Course: Needs & Documents Analysis and Model Design

2016 ◽  
Vol 9 (3) ◽  
pp. 1 ◽  
Author(s):  
M. Ali Ghufron ◽  
Mursid Saleh ◽  
. Warsono ◽  
Ahmad Sofwan
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Lesson Plan ◽  
Model Development ◽  
Research Paper ◽  
Instructional Materials ◽  
Needs Analysis ◽  
Model Design ◽  
Writing Teachers ◽  
Writing Course

<p>This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve students’ skill in writing research paper which is one of the prerequisite tasks before graduating from university. The steps of this research and development consist of needs analysis, document analysis, model design, model development, and model experimentation. The researchers conducted needs analysis to the fifth semester students and three academic writing teachers, in order to generate information dealing with the students’ needs in academic writing course materials. The needs analysis and documents analysis were dug up through questionnaire, interview, and discussion among students and academic writing teachers. The documents analyzed in this study were syllabus, lesson plan, and the existing textbook. The model design used is derived from Borg and Gall (1983) and Sukmadinata (2008), in which there are four steps, i.e. (1) exploration phase; (2) model development phase; (3) model experimentation phase; and (4) dissemination and model implementation phase. The results of needs analysis questionnaire reveal that students need to be taught how to write academic writing in terms of journal article since it will be the final project of the students at the end of their study in university. Instructional materials with different strategies focused on research paper writing are needed by the students.</p>

scholarly journals Linguistic Markers and Stylistic Attributes of Hedging in English Academic Papers Written by Native and Non-Native Speakers of English

MANUSYA ◽  
2015 ◽  
Vol 18 (1) ◽  
pp. 1-22
Author(s):  
Amara Prasithrathsint
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Language Use ◽  
Native Speakers ◽  
Linguistic Features ◽  
Linguistic Markers ◽  
Native Speakers Of English ◽  
English Academic Writing ◽  
The Impact

Hedging means mitigating words so as to lessen the impact of an utterance. It may cause uncertainty in language but is regarded as an important feature in English academic writing. The purpose of this paper is to analyze the style of academic writing in English with particular reference to the significant role of hedging and the linguistic features that mark it. The data was taken from academic articles in the humanities written by native speakers of English, Filipino speakers of English, and Thai speakers of English. It is hypothesized that speakers of English as a foreign language use fewer and different hedging devices than native speakers of English. The result of the analysis shows that the prominent linguistic markers of hedging are the auxiliaries may, might, could, the verbs suggest, appear, seem, and the adverbs perhaps and often. They are divided into three groups according to their stylistic attributes of hedging; namely, probability, indetermination, and approximation. The use of hedging found in the data confirms what Hyman (1994) says; i.e., that hedging allows writers to express their uncertainty about the truth of their statements. It is also found that English native speakers use hedges most frequently. The Filipino speakers of English are the second, and the Thai speakers of English use hedges the least frequency. This implies that hedging is likely to be related to the level of competence in English including knowledge of stylistic variation, and that it needs to be formally taught to those who speak English as a second or foreign language.

The Effects of Formula Instruction on Knowledge and Use of the Target Formulas

2014 ◽  
Vol 1 (3) ◽  
pp. 71-78
Author(s):  
Nor Ashikin Ab Manan ◽  
Ambigapathy Pandian
Keyword(s):  
Direct Instruction ◽  
Academic Writing ◽  
Objective Test ◽  
Writing Performance ◽  
Essay Writing ◽  
Writing Test ◽  
Writing Class ◽  
Research Questions

This study was conducted to explore the benefits of formula instruction in an academic writing class. Its main objective is to determine whether the students’ knowledge of the target formulas can be enhanced through direct instruction of the target academic formulas (DIAF) chosen from the academic formula list (AFL).In this study, twenty  five formulas were selected from the Academic Formula List (Simpson-Valch & Ellis, 2010) as target formulas and were directly taught to a group of students attending an academic writing class. After five weeks of instruction, their knowledge of the target formulas was tested using an objective test and an academic essay writing test. This paper discusses the result of the study by addressing four research questions:  (1) What are the effects of formula instruction on the students’ knowledge of the target formulas? (2)  What are the effects of formula instruction on the students’ academic writing performance? (3) What are the effects of formula instruction on the use of the formulas in the academic essay? (4) What is the effect of target academic formula use on the scores of the academic essay writing test?

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