scholarly journals Face-to-Face Peer Review as a Technique to Develop Students' Writing Skill in Producing Narattive Text

2018 ◽  
Author(s):  
Yessi Christina Fentar
Keyword(s):  
Peer Review ◽  
English Education ◽  
Narrative Text ◽  
Education Department ◽  
Christian University ◽  
Instructional Process ◽  
Face To Face ◽  
Writing Class ◽  
Writing Skill ◽  
Field Notes

This article examined the use of face-to-face peer review in writing class to develop students’ writing skill especially in writing a narrative text. The research was categorized as classroom action research and conducted at English Education Department at Tentena Christian University. The subject of the research were 16 students who enrolled writing 3 course. The aim of the research was to develop writing skill of English education department students at Tentena Christian University. Face-to-face peer review is the type of peer review in which the participants take turns to give comments and corrections toward each other writing and discuss it orally to avoid misunderstanding. The research consisted of two cycles where every cycles consisted of five meetings; four meetings for the instructional process and one meeting for the test. The data of the research were collected from observation sheets, field notes, questionnaires and students’s test achievement. The result of the research showed that face-to-face peer review was effective in developing the student’s skill in writing narrative text.

scholarly journals AN ANALYSIS ON FACTORS INFLUENCING THE STUDENTS’ WRITING SKILL

ELT-Lectura ◽  
2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Herdi Herdi
Keyword(s):  
Classroom Management ◽  
English Education ◽  
Education Department ◽  
Classroom Activities ◽  
Class A ◽  
Factors Influencing ◽  
Writing Skill ◽  
Field Notes ◽  
Second Year

The problem of the research is factors that influencing the students’ writing skill. This research wasconducted at English Education Department FKIP Lancang Kuning University, Pekanbaru. Using DescriptiveResearch focusing on the second year students of class A consisting of twenty five students. This research tries to explain the factors influencing the improvement of the students’ writing skill. The instruments of this research were observation, field notes, and interview. After analyzing the data, it was found that factors influence the improvement of the students’ writing skill were material, media, classroom activities, classroom management, teacher’s strategy, and teacher’s approach. In conclusion, materials, media, classroom activities, classroom management, teacher’s strategy, and teacher’s approach are factors that influence the students’ writing skill.

Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design

2019 ◽  
Vol 3 (2) ◽  
pp. 27
Author(s):  
Siti Sarah Fitriani ◽  
Nira Erdiana ◽  
Iskandar Abdul Samad
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Visual Representations ◽  
Narrative Text ◽  
Primary Students ◽  
Education Department ◽  
Language Background ◽  
Multimodal Text ◽  
Language Visualisation ◽  
Do So

Visualisation has been used for decades as a strategy to help readers construct meaning from reading passages. Teachers across the globe have introduced visualisation mostly to primary students with native language background. They used the strategy to understand their own language. Little is known how this strategy works for university students who learn foreign language. Visualisation can be done internally (by creating mental imagery) and externally (by drawing visual representation). The product of visualising texts by using both models can be further investigated to find out if the meaning represented is appropriate to the meaning written in the text. This study therefore aims at exploring meaning by analysing the visual representations drawn by 26 English Education Department students of Syiah Kuala University after they read a narrative text. The exploration was conducted by looking at the image-word relations in the drawings. To do so, we consulted Chan and Unsworth (2011), Chan (2010) and Unsworth and Chan (2009) on the image-language interaction in multimodal text. The results of the analysis have found that the equivalence, additive and interdependent relations are mostly involved in their visual representations; and these relations really help in representing meanings. Meanwhile, the other three relations which are word-specific, picture specific and parallel are rarely used by the students. In addition, most students created the representations in a form of a design which is relevant to represent a narrative text. Further discussion of the relation between image-word relations, types of design and students’ comprehension is also presented in this paper.

scholarly journals Blended Learning in Research Statistics Course at The English Education Department of Borneo Tarakan University

2020 ◽  
Vol 15 (07) ◽  
pp. 61 ◽  
Author(s):  
Ridwan Ridwan ◽  
Hariaty Hamid ◽  
Irianto Aras
Keyword(s):  
Blended Learning ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
English Education ◽  
Education Department ◽  
Training And Education ◽  
Face To Face ◽  
Statistics Course ◽  
Information And Communication ◽  
Face To Face Learning

The development of information technology that is very rapidly grown nowa-days, particularly the development of information and communication technology enriches the development of the concept of learning based on blended learning. The characteristics of its apparatus, which can always be accessed anytime, any-where, multiuser and offers all its simplicity have made blended learning as a me-dium of instruction which is very appropriate for the development of education. One of the courses considered essential to utilize the information and communica-tion technology is a research statistics because the process of learning, this course has two fundamental parts which cannot be separated to one another, namely the-ory and practice. Thus, it needs a plan of learning activities which combine face-to-face learning and online-based learning interaction. The research was required to conduct to develop blended learning on research statistics course for the stu-dents of English Education Department of Teacher Training and Education Facul-ty of Borneo Tarakan University under a Research and Development by using the ADDIE’s model. The evaluation which was conducted to find out validity, prac-ticality, and effectiveness of blended learning drew three main conclusions: First, the design and development of learning devices were appropriate to be used as guidelines in implementing the learning process. Second, the process of learning was implemented in accordance with the plans and learning devices as well as a learning setting. Third, the students’ learning achievement was classically com-pleted. Thus, the blended learning was found to be valid, practical, and effective for the development of learning

scholarly journals The Effect of A Process Approach Using Report Writing Frame on Students’ Writing Achievement

2017 ◽  
Vol 6 (1) ◽  
pp. 49-64
Author(s):  
Khoiriyatul Hariro
Keyword(s):  
Experimental Design ◽  
Academic Writing ◽  
English Education ◽  
Process Approach ◽  
Writing Achievement ◽  
Education Department ◽  
Report Writing ◽  
The Third ◽  
Writing Class ◽  
Quasi Experimental

This study is aimed at investigating the effect of process approach using Report Writing Frame on students’ writing achievement. The design of this study was quasi-experimental design. The subjects of this study were the third-semester students of Academic Writing class of English Education Department of Brawijaya University of Malang. The result of t-test showed that the students who were taught using Report Writing Frame have better writing achievement than those who were taught without using Report Writing Frame. Besides, from the five categories or aspects which were scored; organization, content, grammar, vocabulary, and mechanic, it indicated that the students who were taught using Report Writing Frame had more significant improvement in term organization, content, and vocabulary.

scholarly journals The Effectiveness of Written ‘Peer Review’ Towards English 3 Students’ Writing Skill

2017 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Ma’rifatul Fadhilah
Keyword(s):  
Action Research ◽  
Peer Review ◽  
English Department ◽  
Generic Structure ◽  
Writing Ability ◽  
Writing Improvement ◽  
The Social ◽  
Writing Class ◽  
Writing Skill ◽  
Write Text

<p>The writer conducted this research because the students of the non-English department, FITK UIN Semarang could not write text well. They still wrote text with random way, and they did not understand the social function, the generic structure and the language feature of the text. Using peer review in writing class, the writer intended to improve students' writing especially recount, descriptive, procedure, and cause and effect texts. The had two problems: 1). How is the implementation of ‘peer review' writing for the FITK students of 2014/2015?; 2). How is the writing improvement of FITK students of 2014/2015 after applying ‘peer review’ writing? There are some texts introduced to the FITK students. The students are expected to be able to write text. Through classroom action research implementing peer review, the students’ writing ability had been improved well.</p>

scholarly journals THE IMPROVING STUDENTS’WRITING SKILL THROUGH CLUSTERING TECHNIQUE

2019 ◽  
Vol 3 (2) ◽  
pp. 47-56
Author(s):  
Megawati Megawati
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Research Method ◽  
English Education ◽  
Average Score ◽  
Education Department ◽  
Clustering Technique ◽  
Vocabulary Building ◽  
Writing Skill ◽  
The Subject

Students four grade semester English Education Department have difficult in writing. They have  limitation in English vocabulary building, students didn’t understand  systematically in writing. They usual use common words in writing English so that they weak in writing skill. Lecturer choose clustering technique to improve students’writing skill. The advantages this technique can mapp students’mind, an idea or theme with symbols and diagram after that they can improve become written or text. Furthermore all of the content in which they want to write based on the outline. This research aim to know improving students’writing skill  through clustering technique on students STKIP Kusuma Negara, Jakarta. It is qualitative research using classroom action research method. It was conducted two cycle. Each of cycle consist of four steps. There are planning, acting, observing and reflecting. This research was conducted with the subject twenty five students in fourth semester English Education STKIP Kusuma Negara Jakarta. Data were collected  through interview, observation and test. The result of this research is improving students’writing skill through Clustering Technique showed an increasing percentage and average score. Cycle I was  32 % students pass in writing skill or the average score is 73.28, in Cycle II was 88 % students pass in writing skill or the average score is 81.6. The students given positive responses, they were enthusiastic and motivated when they written in English by Clustering Technique. Based on the result, it  can be concluded Clustering Technique could improve the students’writing skill on STKIP Kusuma Negara.

scholarly journals OPTIMIZING CRITICAL THINKING SKILL THROUGH PEER EDITING TECHNIQUE IN TEACHING WRITING

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Nur Muthmainnah Yusuf
Keyword(s):  
Critical Thinking ◽  
Qualitative Method ◽  
English Education ◽  
Teaching Writing ◽  
Education Department ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Peer Editing ◽  
Writing Class ◽  
The Mean

The objective of the research was to know the description of how critical thinking skill can be optimized in teaching writing using peer editing technique.  Critical thinking skill should be strengthened in writing class to elicit the writing class problem. Applying peer teaching technique was assumed can optimize the critical thinking skill in writing class. This research used descriptive qualitative method. It was conducted to the students of English Education Department students in paragraph based writing class. The writer took one of six classes as the sample of the research. The researcher used observation and documentation to know the description of the class situation. The data which was collected are in form documentation, observation and interview result and students writing and peer editing form which is analyzed descriptively. After the research conducted it can be drawn a conclusion that teaching writing using peer editing can optimize the students’ critical thinking skill. It was proven with the minimal error that was produced in the next writing produced and the increasing score of students’ writing. The mean score in the pre-research was 68.62, after the treatment conducted the mean score increased up to 72.90.

scholarly journals AN ANALYSIS OF ERRORS ON THE USING SIMPLE PAST IN WRITING A NARRATIVE TEXT

2018 ◽  
Vol 6 (2) ◽  
pp. 41
Author(s):  
Umar Umar
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
English Education ◽  
Narrative Text ◽  
Learning Problems ◽  
Past Tense ◽  
Education Department ◽  
Narrative Texts ◽  
Insight Into ◽  
Shed Light

This study aimed to examine errors on past tense in a writing a narrative text of by 12 participants. The participantswere second semester students of English Education Department of STKIP Paracendekia NW Sumbawa in theacademic year 2014/2015. This research was a descriptive qualitative research. The instrument used for this studywas participants’ written narrative texts. The results of the study show that there were errors committed by theparticipants on using past tense. All of the errors on using past tense in the written narrative texts was identified andclassified; these were addition, omission, and misformation.These aspects of writing in English pose the most difficultproblems to participants. This study has shed light on the manner in which students internalize the rules of the targetlanguage, which is English. Such an insight into language learning problems is useful to lecturers because it providesinformation on common trouble-spots in language learning which can be used in the preparation of effective teachingmaterials.

scholarly journals ENHANCING WRITING SKILL THROUGH WRITING PROCESS APPROACH

2015 ◽  
Vol 5 (1) ◽  
pp. 9 ◽  
Author(s):  
M. Zaini Miftah
Keyword(s):  
Action Research ◽  
Writing Process ◽  
Process Approach ◽  
Essay Writing ◽  
Writing Class ◽  
Writing Skill ◽  
Field Notes ◽  
Writing Process Approach ◽  
Set Up ◽  
Writing Task

<p>The study is aimed at developing the implementation of Writing Process Approach (WPA) to enhance the students’ skill in writing essay. The study employed Classroom Action Research. The subjects of the study were 15 university students enrolled in the writing class. The data were gained from writing task, observation and field notes. The findings show that the implementation of WPA with the proper model procedures developed can enhance the students’ skill in writing essay. Before the strategy was implemented, the percentage of the students achieving the score greater than or equal to C (56-70) was 40.00% (6 students of the class). However, after the strategy was implemented in Cycle I, it enhanced enough to 60.00%<strong> </strong>(9 students of the class), but this result did not meet the criteria of success set up in the study. Next, in Cycle II it increased slightly to 86.67%<strong> </strong>(13 students of the class). Thus, the enhancement of the students’ skill in writing essay can be reached but it should follow the proper model procedures of the implementation of WPA developed.</p><p><strong>Keywords</strong>: <em>writing</em><em> process approach, writing skill, essay writing</em><em></em></p>

scholarly journals ARE PEER FEEDBACK ACTIVITY ESSENTIAL IN ONLINE ARGUMENTATIVE WRITING?

2019 ◽  
Vol 5 (1) ◽  
pp. 101
Author(s):  
Elda Yulia Ryandini
Keyword(s):  
English Education ◽  
Peer Feedback ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Argumentative Writing ◽  
Education Department ◽  
Writing Class ◽  
Research Problems ◽  
Thesis Statement

ABSTRACT: The purposes of this research were to investigate and classify peer feedback activity in online argumentative writing and to probe the essence of getting peer feedback. This research used qualitative approach to respond the research problems. The  subjects  of  this  study  were 3 students from a writing  class of English Education  Department at Islamic University in East Java. Data were collected through observation and semi-structured interview. The findings of this research showed that there were various feedback given by peers such as no thesis statement in introduction, short sentences in body and conclusion paragraphs, incomplete ideas in introduction, error grammars and sentence structures, no clear counter arguments and refutations in body paragraphs, no refutation in body paragraph, not cover idea of body paragraph in conclusion, not debatable title, and not confusing position whether agree or disagree with the topic. The result also indicated that the essence of getting peer feedback in online argumentative writing were positive proved by the students’ enthusiastic derived from interview.

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