scholarly journals PENGARUH TEKNIK PEMBELAJARAN DAN KECERDASAN LINGUISTIK TERHADAP KETERAMPILAN MENULIS TEKS RECOUNT BAHASA INGGRIS

2018 ◽  
Vol 10 (2) ◽  
pp. 65-72
Author(s):  
Oktariyani Oktariyani Yani ◽  
Layni Asra Asra
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Skill Learning ◽  
Teaching Techniques ◽  
Positive Interaction ◽  
Learning Techniques ◽  
Writing Skill ◽  
Learning Technique ◽  
Language Students ◽  
Text Writing

ABSTRACT- This research aimed at finding out the effect of learning technique and linguistic intelligence towards recount text writing skill in SMPN 1 Way Tenong West Lampung. The research used a 2x2 factorial design. The sample was 30 students selected from the students of SMPN 2 Way Tenong West Lampung through multistage random sampling. There were two chosen groups as experimental. The first group taught by using Cooperative Integrated reading Composition (CIRC) learning technique and second group taught by Student Team Achievement Division (STAD) learning technique. The results of this research showed that (1) there is a difference score of the recount text writing skills English language learning among groups of students using learning techniques (CIRC) and a group of students who are learning using learning techniques (STAD) (the score of F = 0.99> F 0.258), (2) there is a positive interaction between teaching technique and linguistic intelligence (high and low) on the results of recount text writing skills in English (F value = 25.50> F = 2.95 for α = 0.05 and α = 0.01) , (3) the students who have high linguistic intelligence, there are differences in the score of the recount text writing skills English language students better use learning techniques (STAD) than the group of students with teaching techniques (CIRC), (Qhit = 7.45> Qtab = 3.15 at level α = 0.05 and α = 0.01). (4) the students who have low linguistic intelligence linguistic, there is a difference in the score of the recount text writing skills English language students better used teaching techniques (CIRC) than the group of students with teaching techniques (STAD), (Qhit = 10.18> Qtab = 3.15 at level α = 0.05 and α = 0.01). Key words: recount text writing skill, learning technique: CIRC and STAD, intelligence linguistic

scholarly journals KONTRIBUSI MOTIVASI BELAJAR DAN PENGUASAAN KOSAKATA TERHADAP KETERAMPILAN MENULIS TEKS EKSPOSISI SISWA SMA

2018 ◽  
Author(s):  
Rita Rozana ◽  
syahrul Ramadhan ◽  
Irfani Basri
Keyword(s):  
Learning Outcomes ◽  
Total Population ◽  
Writing Skills ◽  
Learning Motivation ◽  
Vocabulary Test ◽  
Motivation To Learn ◽  
Learning Skills ◽  
Writing Skill ◽  
Text Writing

This study aims to: (1) explain the contribution of learning motivation to the writing skills of exposition text of class X MAN 1 Bukittinggi students; (2) explain the contribution of vocabulary mastery to the writing skills of exposition text of class X MAN 1 Bukittinggi students; (3) explain the contribution of learning motivation and vocabulary mastery to the writing skills of exposition text of class X MAN 1Bukittinggi students. The sample of the study of the total population in each class is 43 students. The data of this research are the score taken from the result of learningmotivation questionnaire, the score of vocabulary test, and the score of test of exposition text writing skill. Based on the results of the research, it can be concluded that the motivation of learning and mastery of vocabulary can be used as a predictor to improve the results of learning skills of writing exposition text. Therefore, to improve learning outcomes in writing skills, the students are given the motivation to learn writing and mastering vocabulary.

scholarly journals THE EFFECT OF COOPERATIVE LANGUAGE LEARNING AND PERSONALITY TYPES TOWARDS ESSAY WRITING

2018 ◽  
Vol 6 (2) ◽  
pp. 95
Author(s):  
Bejo Sutrisno ◽  
Yumna Rasyid ◽  
Aceng Rahmat
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Interaction Effect ◽  
Personality Type ◽  
Personality Types ◽  
Skill Learning ◽  
Significance Level ◽  
Essay Writing ◽  
Learning Techniques ◽  
Writing Skill

This study is aimed to find out the effect of Cooperative learning techniques and personality types on English essay writing skill. This study was conducted at STIBA � IEC Jakarta for the fourth semester in the academic year 2016/2017. It was an experimental study with the factorial design 2 x 2 at 0.05 significance level. The sample was 32 students and divided into two groups which each group was 16 students. The research reveals that: (1) students� English essay writing skill taught with Think-Pair-Share (TPS) technique was� higher than with Student Team Achievement Division (STAD) technique; (2) English essay writing skill on introvert personality type was higher than extrovert personality types; (3) there was interaction effect between learning techniques and personality type toward English essay writing skill; and (4) students with introvert type taught with TPS technique was higher than those taught with STAD technique. There is an interaction effect between learning techniques and personality types on English essay writing skills. Keywords: cooperative learning, essay writing skill, learning technique, personality type

scholarly journals Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 12-21
Author(s):  
Nurhardiyanti Adam ◽  
Abid Abid ◽  
Yusna Bantulu
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
English Writing ◽  
Writing Skill ◽  
English Language Teachers

Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.

scholarly journals VOCABULARY MASTERYAS A FACTOR THAT INFLUENCE ABILITY TO WRITE EXPOSITION TEXT

2017 ◽  
Author(s):  
Trisna Helda ◽  
Rahayu Fitri
Keyword(s):  
Random Sampling ◽  
Writing Skills ◽  
Correlation Method ◽  
Sampling Technique ◽  
Writing Ability ◽  
Independent Variables ◽  
Average Value ◽  
Writing Skill ◽  
Independent Variable ◽  
Text Writing

The research is motivated by the following cases. First, students vocabulary deficiencies in writing so have difficulty in presenting ideas into a text. Second, the students do not understand about exposition text. Third, students difficult to differentiate exposition text with other text. Fourth, students difficult to develop ideas in writing, so that the resulting of their text is not in accordance with the idea that their think. Fifth, students difficult to write cohesion and coherence paragraphs. This type of this research is quantitative with correlation method. The population in this research is students of class X SMA Negeri 1 2x11 Enam Lingkung Padang Pariaman District with 281 students. In this research, the sampling technique is proportional random sampling with 27 students. In this research, there are two variables, are independent variable and the dependent variable. The independent variables are vocabulary mastery (X) and the dependent variable is the exposition text writing skills (Y). Conclusions of this research are as follows. First, vocabulary mastery of class X SMA Negeri 1 2x11 Enam Lingkung Padang Pariaman District with an average value of 73,17 which are in the category Lebih dari Cukup. Second, the writing skills exposition text of class X SMA Negeri 1 2x11 Enam Lingkung Padang Pariaman District with an average value of 70,98 which are in the category Lebih dari Cukup. Third, there is a relationship between the vocabulary mastery with writing skill exposition text of class X SMA Negeri 1 2x11 Enam Lingkung Padang Pariaman District because tcount>ttable. The conclusion of this research is the vocabulary mastery is a factors that influence significantly the writing ability exposition text of class X SMA Negeri 1 2x11 Enam Lingkung Padang Pariaman District.

scholarly journals MENUMBUHKAN KEMAMPUAN MENULIS AKADEMIK DENGAN TEKNIK IN STAGES GUIDANCE

2021 ◽  
Vol 17 (2) ◽  
pp. 193-202
Author(s):  
Dedi Heryadi
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Field Testing ◽  
Initial Model ◽  
Scientific Publications ◽  
Learning Techniques ◽  
Learning Technique ◽  
Skills Testing ◽  
Research Procedure ◽  
Academic Year

ABSTRAKPenelitian ini bertujuan untuk mengetahui keefektifan teknik pembelajaran in Stage Guidance dalam menumbuhkan kemampuan menulis akademik mahasiswa.Dalam menguji keefetifan teknikpembelajaran tersebut, dikaji dengan menggunakan metode Penelitian dan Pengembangan (Rsearch Development)pada mahasiswa semester lima di Universitas Siliwangi tahu akademik 2018/2019. Prosedur penelitian yang ditempuh melalui tahapan (1) pemmbentukan model awal/konseptual, (2) pengujan lapangan model awal, (3) revisi model awal, (4) Pengujian lapangan model hasil revisi, (5) validasi model, (6) diseminasi model baik melalui forum ilmiah seperti seminar, maupun melalui publikasi ilmiah. Melalui tahapan tersebut diketahui bahwa model pembelajaran menulis akademik berbasis in stages guidance teruji keefetifannya dalam menumbuhkan kemampuan menulis akademik para mahasiswa. Peneliti merekomendasikan kepada para dosen unuk mencoba menggunakan teknik pembelajaran ini sebagai upaya mengkaji lebih dalam tentang  keterujian  keefektifannya.  Kata Kunci  : menulis akademik, in stages guidance, mahasiswa ABSTRACTThis research aimed to determine the effectiveness of in-Stage Guidance Learning Techniques in improving students' academic writing skills. Testing of the effectiveness regarding learning technique used the Research and Development method on fifth-semester students at Siliwangi University academic year 2018/2019. The research procedure was carried out through the stages (1) formation of the initial/conceptual model, (2) field testing of the initial model, (3) revision of the initial model, (4) field testing of the revised model, (5) model validation, (6) model dissemination either through scientific forums such as seminars or through scientific publications. Throughout these stages, it would be known that the in-stage guidance-based academic writing learning model has proven its effectiveness in improving students' academic writing skills. Therefore, the researcher recommended that lecturers try to use this learning technique to examine its effectiveness in depth.Key words: academic writing; in stage guidance; students

Using Images to Facilitate Writing for Skills Assessment: A Visual PELA

2017 ◽  
Vol 46 (2) ◽  
pp. 160-172
Author(s):  
Craig Baird ◽  
Patricia Dooey
Keyword(s):  
English Language ◽  
Tertiary Education ◽  
Writing Skills ◽  
Language Instruction ◽  
Literacy Skills ◽  
Student Writing ◽  
Additional Tool ◽  
Writing Skill ◽  
Visual Learners ◽  
Writing Tests

Determining the writing skill level of students commencing tertiary education is a key element in predicting their likely study success and in providing appropriate writing development opportunities. Writing tests constructed around written instructions often assume high levels of reading and comprehension skills, which in some instances impose difficulties for students who have varying levels of comprehension and writing skills as shaped by their cultural and ethnic, learning journey experiences and previous formal English language instruction. Many universities have now established Post-Entry Language Assessment (PELA) tools as a means to determining student language skills at the commencement of their studies. Discussed here is a Visual PELA (VP) intended to stimulate student writing of a small passage of text for the purpose noted above. The visual nature of this instrument is intended to provide an alternative approach for visual learners, or those for whom written instructions pose difficulties, to demonstrate their literacy skills. This paper describes the development and initial testing of a VP with a view to it becoming an additional tool for determining writing skills levels for commencing students. A trial of this VP took place with a cohort of mostly international students having English as an Additional Language/Dialect (EAL/D) undertaking higher degree by research studies in an Australian university. The VP used here was founded on the idea of using images to stimulate the writing of a short passage of text where students can find their own context and ideas to write in an imaginative way and thus demonstrate their writing skill on entry to their tertiary studies.

scholarly journals Different Reasons to Play Games in an English Language Class

2016 ◽  
Vol 5 (1) ◽  
pp. 84 ◽  
Author(s):  
Julia Sevy-Biloon
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
English Language ◽  
Skill Learning ◽  
English Language Learning ◽  
Listening Skills ◽  
College Age ◽  
Language Class ◽  
Hard Time ◽  
Language Students

English language students at the Universidad Nacional de Educacion (UNAE) in Ecuador tend to have various learning styles and have a hard time being motivated to not only learn, but also remember the correct form of English language being taught in the classroom. It is mandatory for these students to learn English; therefore many do not have intrinsic reasons for wanting to study English. This study focused on a group of 30 fourth semester beginner EFL university students studying to be elementary school teachers. Through the research conducted, the author investigated how game play in the classroom could intrinsically motivate, promote different learning styles and advance English language learning when students do not have an initial want or understanding of the need to learn the language other than the fact that it is a mandatory subject in their university. Games were used throughout the course to reinforce grammar and vocabulary, promote multiple skill learning while using diverse teaching styles to create an environment, which independently motivated the pupils of the class to not only want to learn, but also to internalize the language. Students were given various questionnaires, an online quiz and assessment materials to assist the teacher in finding the results for the study. Through the findings of the study these tools produced results that demonstrated the importance of games as a strategy to use in a language class, with college age students in UNAE. Games helped students increase their speaking, reading, writing and listening skills and at the same time increased their motivation to want and appreciate learning English. They were a specifically useful strategy with this group, because it also aided in authentic learning and made fundamental English language learning more enjoyable.

scholarly journals A comparative study on the challenges of developing the writing skill: english language and nahuatl language

2021 ◽  
pp. 16-25
Author(s):  
Edgar ROMÁN ◽  
Verónica RODRÍGUEZ ◽  
Jorge MARTÍNEZ ◽  
Karla MATA
Keyword(s):  
English Language ◽  
Qualitative Case Study ◽  
Writing Skills ◽  
Research Work ◽  
Future Studies ◽  
Endangered Language ◽  
English Class ◽  
Writing Skill ◽  
Teaching Learning

The aim of this research work is to detect challenges that English and Nahuatl learners face when developing writing skills during first level in order to suggest strategies for implementing in future studies. The importance of comparing both languages is because Nahuatl is considered as an endangered language and English has significant pedagogy for the teaching-learning process. Therefore, it is expected that some methodologies can complement each other. The following results were obtained using a qualitative case study since it is allowed to explore and identify different factors that have the same purpose. In this case, there was a comparison between English and Nahuatl learners to determine the main challenges in both situations. Hence, 2 groups were selected for being observed and interviewed: an English class and a Nahuatl class. In addition, this research was designed for being carried out online due to the Covid-19 situation that is being lived currently.

scholarly journals Sociocultural Based Descriptive Writing Skill Learning Module for Elementary School Students

2019 ◽  
Author(s):  
Ali Mustadi ◽  
Murtiningsih Murtiningsih ◽  
Dyah Puji Lestari ◽  
Eva Amalia
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Writing Skills ◽  
Fourth Grade ◽  
T Test ◽  
Skill Learning ◽  
School Students ◽  
Learning Module ◽  
Writing Skill ◽  
Descriptive Writing

Writing skill of the elementary school students becomes the scholar concern due to its important role in promoting students’ literacy in the early ages. In fact, there is a problem in the process of teaching and learning in the elementary school classrooms, especially the lact of appropriate learning modules accommodating sociocultural aroundthestudents.Thisstudyaimstoproducesocioculturalbaseddescriptivewriting skill learning module for elementary school students and to know the effectiveness of the learning module to descriptive writing skill of the fourth grade elementary school students. It used R&D model from Borg & Gall. The subjects were students and teachers of grade IV in SD Negeri Ngablak and SD Negeri Banyakan, Bantul. The data were collected through interview and observation, product validation, teacher and student response questionnaires, and descriptive writing skills test. Data analysis techniqueusedanindependentsamplet-testandpairedsamplet-testwithsignificance level 0.05. The results show that sociocultural-based descriptive writing skill learning module is valid and effective to improve descriptive writing skills of the fourth grade students. It can be seen from: 1) the material expert judgment with the value of ”B”, categorized as ”good” and the media expert, with ”A”, categorized as ”very good”, 2) the response of the students and teachers are “A”, categorized as “excellent”, and 3) the effectiveness test result using independent sample t-test and paired sample t-test on descriptive writing skill of students with p value<0.05. It means that the learning moduls is valid and effective in improving descriptive writing skills of grade IV elementary school students.

scholarly journals The Use of Rhetorical Strategies in Argumentative Essays

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Zulaikha Khairuddin ◽  
Noor Hanim Rahmat ◽  
Maizura Mohd Noor ◽  
Zurina Khairuddin
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Rhetorical Strategies ◽  
Writing Skill ◽  
Argumentative Essays

The most challenging skill perceived by students when they learn the English language is the writing skill. This recent study would like to identify the rhetorical strategies used by good writers and poor writers. Two participants were selected, and written essays was the instrument employed for this study. Both participants were required to write an essay on ‘Should examinations be abolished?’ The essays written were analysed using a coding technique. The findings indicated that both writers utilised the three elements, Logos, Ethos and Pathos, differently. Both were considerate to the readers when they wrote the essays and presented their message, which was also heavily emphasised. However, they did not focus on their roles as writers. Based on the findings, it can be concluded that teachers need to help students familiarise themselves with rhetorical strategies. As for students, they should be aware of the rhetorical strategies to enhance their writing skills to write argumentative essays.

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