scholarly journals Peer Feedback Technique in Teaching Writing Skill of the Third Semester Students of IAIN Parepare

2018 ◽  
Vol 2 (1) ◽  
pp. 13-19
Author(s):  
Magdahalena Magdahalena ◽  
Rasmah Nursira
Keyword(s):  
Language Learning ◽  
Experimental Research ◽  
Peer Feedback ◽  
Teaching Writing ◽  
Narrative Writing ◽  
The Third ◽  
Writing Skill

Writing is still considered as a difficult skill in language learning by Indonesian students. For that reason, it is urgent for teacher to seek for interesting ways to teach writing in the classroom. This study examines the effectiveness of  the use of peer feedback technique to improve students’ skill in writing descriptive paragraph. Some studies have proved the effectiveness of the technique to improve students’ writing skill. The study employs experimental research in which one class of 20 students is  taught to write narrative paragraph and correct their paragraph using peer feedback technique. The result of the study shows that the technique improves the students writing skill in narrative writing, however the scores are not significant. This suggests that there is a factor that affects the result of the teaching using peer feedback, and it is the less time of treatment which is indicated as the factor.

scholarly journals Developing Students’ Writing Skill through Peer and Teacher Correction: An Action Research

2013 ◽  
Vol 17 (1-2) ◽  
pp. 70-82 ◽  
Author(s):  
Ashok Sapkota
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Writing Skills ◽  
Teaching Writing ◽  
Progress Test ◽  
Test Items ◽  
Correction Technique ◽  
Grammatical Errors ◽  
Writing Skill ◽  
Post Test

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

scholarly journals Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Pop Culture ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Authentic Materials ◽  
Descriptive Case Study ◽  
Writing Skill

Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

scholarly journals The Model of Strategies Employed by English Teachers in Teaching Writing Skill in National Plus Schools

2020 ◽  
Vol 4 (1) ◽  
pp. 59
Author(s):  
Febri Astrini ◽  
Ratminingsih, N.M ◽  
Utami, I. G.A. L.P
Keyword(s):  
Creative Writing ◽  
Teaching And Learning ◽  
Junior High Schools ◽  
Teaching Writing ◽  
Writing Strategies ◽  
English Teacher ◽  
The Third ◽  
Writing Strategy ◽  
Writing Skill ◽  
Research Questions

In teaching writing, there are number of strategies that can be used. This study was intended to explore (1) the teaching writing strategies used by the teacher, (2) the differences in teaching, and (3) the problems encountered by the English teacher in teaching writing skill. This study was a descriptive qualitative study. Teachers from Bintang Mandiri and Widyatmika Junior High Schools were involved as the informant of the study. They were observed during the teaching and learning process and also interviewed. The data taken from observation and interview were analyzed in order to find out the answer the research questions. It was identified that In Bintang Mandiri the teacher used 1 more teaching writing strategy namely creative writing while in Widyatmika, creative writing was not identified. There were three main problems identified from the teachers. The first was students’ difficulties in expressing ideas in English. The second problem was students’ grammar. The third was students’ passiveness in classroom. Suggestions and implications are furtherly discussed.

THE EFFECTIVENESS OF USING FIELD TRIP TECHNIQUE TO THE WRITING SKILL FOR THE SENIOR HIGH STUDENTS

EDUKASI ◽  
2016 ◽  
Vol 14 (1) ◽  
Author(s):  
Saifudin S. Adam
Keyword(s):  
Hypothesis Testing ◽  
Experimental Research ◽  
School Environment ◽  
Field Trip ◽  
Teaching Writing ◽  
Control Group ◽  
Research Subjects ◽  
Significant Difference ◽  
Writing Skill ◽  
Experimental Group

The objective of this research is to find out whether there is significant difference in teaching writing skill between the second grade students of  senior high school who are taught by using field trip technique and those who are not taught by using field trip technique.The effect   field trip technique in teaching writing descriptive text is hoped to build students background knowledge through the real situation such bringing students outside the classroom so that the students can explore their mind through what they see and face directly. Field trip technique in teaching writing skill is an activity which involves students to share ideas through the school environment in order the students can achieve learning goal.This research is an experimental research which was held at SMA N 3 Kota Ternate. The experimental research involved two groups of students, they are experimental group and control group. The research subjects are the second year students of science class at SMA N 3 Kota Ternate. The sample of this research was taken randomly. The the experimental group belong to experimental group included of 30 students while the students of control group belong to control groupwas 30 students. Both classes were given pre-test at the beginning. Then, the students of experimental group were taught by using field trip activity while the control group is taught without field trip  activity.The research findings indicated the results of the research, as follows:  The analysis result of experimental class shows that the mean score of pre-test in experimental classis 45.47 and the means score of post-test is 71.82. It shows that the experimental class experiences improvement in their writing test, and the hypothesis testing indicates that the score of the experimental class students are higher than the control class. It can be seen that the value of p is 0.000 lower than the value at the significant level 0.5. or 0.000<0.05.Andvalue of p is 0.183. It is higher than 0.05 (0.1830>0.05). So the hypothesis testing indicates that the score of the experimental class students are significantly higher than that of the control class. It can be said that using field trip    teaching writing descriptive  is effective. Keywords: Outdoor Classroom Activity, Writing Skill and Descriptive Text.

COMMUNITY LANGUAGE LEARNING METHOD TO DEVELOP STUDENTS CRITICAL THINKING IN WRITING SKILL

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Yudhie Indra Gunawan
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Direct Method ◽  
Teaching Writing ◽  
Teaching Methodology ◽  
First Semester ◽  
Writing Class ◽  
Writing Students ◽  
Writing Skill ◽  
Community Language

ABSTRACTAs foreign language, English is not easy to learn by the students. One of the basic skills in English is writing activity. For the students, writing activiy is difficult to try. Naturally, they feel confused on the rule, like: grammar, vocabulary, pronunciation, and fluency. Some of the students are afraid to expressing their ideas, opinion and argument. This phenomenon makes many students have low scores in writing class. The English teachers state the most of the students complain that they do not understand how to useEnglish correctly. They say that learning English is confusing activity. It is caused by the teaching technique which is applied by them. The English teacher still implements the direct method, which places the teacher as a center of the class, while the students are less active. The teacher also not makes a good interaction with the students in teaching writing process.In teaching english as forein language in indonesia, teachers can use lot of teaching methodology. Those teaching methodology can help the students to learn english especially in writing. One of the methodology is Community Language Learning. Students can express their opinion and argument, when they have some place and time to share their argument to their classmate. Not only that, by using Community Language Learning the students can sharing each other, valuing each other,lowering the defense that prevent interpersonal interaction, reducing anxiety, and constituting a supportive community.After compiling the discussion, can be concluded that, using Community Language Learning in teaching writing for the first semester of Budhi Dharma University proven well. In using this metholodogy, the writing students can be able to write critically, correctly and brave to express their feeling. CLL is valuable method for teaching writing in the first semester. Keywords: Community Language Learning, Critical Thinking, Writing Skill

scholarly journals The Effect of Video in Teaching Writing Skill across Different Personality

2019 ◽  
Vol 4 (1) ◽  
pp. 61
Author(s):  
Noor Faridha
Keyword(s):  
Experimental Research ◽  
Conventional Technique ◽  
Teaching Writing ◽  
Control Group ◽  
Authentic Materials ◽  
Significant Difference ◽  
Writing Skill ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Experimental Group

This research aims to investigate: firstly, whether there is the effect of videos as the authentic materials on the student’s achievement writing recount paragraph between two groups. Secondly, conducted to know whether there is different in the achievement writing recount paragraph of students’ introvert and extrovert and the thirdly, the basic interaction form of learning tough using video and students personality in writing recount paragraph. This study uses quasi-experimental research design. The population of the research was the eighth grade students of PLUS ISYHAR Junior High. The students of class 8-1 consist of 30 students as the experimental group, and the students of class 8-3 consist of 32 students as the control group. The result of the research showed several results. First, there is significant difference in the students’ writing recount paragraph taught by using video as the authentic materials and conventional technique. Second, the result of the research showed that extrovert and introvert students’ had the same result of writing paragraph recount. Third, there is no interaction between students taught using video and students’ personality in writing recount paragraph.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

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