scholarly journals Escritura como proceso en la enseñanza de inglés como lengua extranjera

2020 ◽  
Vol 4 (1) ◽  
pp. 49-61
Author(s):  
Jesús Martínez ◽  
Alexander López-Díaz ◽  
Elica Pérez
Keyword(s):  
Action Research ◽  
Academic Writing ◽  
Writing Skills ◽  
Process Writing ◽  
Grammar Instruction ◽  
Writing Teachers ◽  
Writing Students ◽  
Teachers And Students ◽  
Speaking Skills

Writing is, at times, neglected by both teachers and students. Far too often, courses involve an emphasis on speaking skills and direct grammar instruction. These courses, however, pay little attention to writing skills and, most specifically, academic writing. In fact, while addressing writing, teachers may have different approaches, one of which is process writing. The current study explores the implementation of process writing as a tool for developing students’ writing skills in the context of paragraph writing. Students went through four lessons, and a pretest-posttest format was used to conduct research and evaluate data. Action Research was the paradigm used to structure this study. Lastly, the researchers concluded that process writing is conducive to stronger writing skills resulting in more organized and structured paragraphs.

scholarly journals Fostering Narrative Post-writing through Authentic Designed Learning Objects

2018 ◽  
Vol 9 (6) ◽  
pp. 1209 ◽  
Author(s):  
María C. Caro ◽  
Diana A. Parra
Keyword(s):  
Adult Learners ◽  
Research Study ◽  
Developmental Process ◽  
Writing Skills ◽  
Learning Objects ◽  
Language Teachers ◽  
Process Writing ◽  
Writing Difficulties ◽  
Writing Students ◽  
Short Narrative

One of the challenges language teachers face is how to engage learners to empower their writing skills. Teacher’s feedback is a key feature when developing writing, but it seems not to be effective when learners remain having the same difficulties. It is imperative to examine pedagogical actions for motivating and tackling learners post writing difficulties. This action research study states a new alternative in which students autonomously learn and experience strategies to become better writers. The analysis focused on the influence that the process writing approach, focalized on the monitoring strategy of the post-writing stages, and the implementation of authentic designed learning objects (LOs) had on young adult learners’ short narrative compositions. Outcomes indicate that students improved their writing since the tasks responded to their cognitive and affective profiles. Findings also suggested that the PRWRITE LOs clearly guided learners in the developmental process of writing. Students perceived those technological tools as interesting, applicable and motivating for their learning. This pedagogical experience promotes the design of innovative tools based on learners’ needs and goals, which motivate and engage them in an improving process.

scholarly journals Writing a manuscript for publication: An action research study with allied health practitioners

2020 ◽  
Vol 21 (2) ◽  
pp. 1-16
Author(s):  
Desley Harvey ◽  
Ruth Barker ◽  
Elizabeth Tynan
Keyword(s):  
Action Research ◽  
Academic Writing ◽  
Allied Health ◽  
Research Study ◽  
Writing Skills ◽  
Project Planning ◽  
Lead Author ◽  
Primary Role ◽  
Health Practitioners ◽  
Action Research Study

Introduction: Writing a manuscript for publication is a challenge for those health practitioners whose primary role is to provide clinical services. The aim of this study was to increase the capacity of allied health practitioners who are employed in a clinical setting to submit manuscripts for publication in peer-reviewed journals.Methods: An action research study design was used to develop a “Writing for Publication” program for nine allied health practitioners who had not previously published a manuscript as lead author. Between May and November 2018, at a regional public hospital service, three 90-minute writing workshops were offered, which included manuscript plan and preparation guide, academic writing instruction, peer review and mentoring by experienced researchers. Data were collected using participant pre- and post-program surveys, post-workshop focus groups and facilitator reflections.Results: All participants reported that their writing skills had improved. Enablers to completing a manuscript for publication included structured preparation, mentoring, training in academic writing skills, protected writing time and external accountability. Challenges included not knowing where or how to start, competing priorities and distractions within and outside of work hours, inadequate academic writing skills and loss of momentum. Two participants submitted their manuscripts for publication by the end of the study and a further manuscript was submitted by the time of writing.Conclusions: Strategies to ensure publication of allied health practitioner research findings need to be integrated into project planning and monitoring processes embedded within a well-supported health service-wide research culture.

scholarly journals Penerapan Teknik Akrostik Untuk Meningkatkan Keterampilan Menulis Puisi Siswa Madrasah Ibtidaiyah

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Ina Diana ◽  
Nasihudin Nasihudin
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Student Learning ◽  
Research Method ◽  
Writing Skills ◽  
Learning Activities ◽  
Average Score ◽  
Average Value ◽  
Poetry Writing ◽  
Teachers And Students

The purpose of this study was to determine students' poetry writing skills before the application of acrostic techniques, the process of applying acrostic techniques in each cycles, and the increase produced after applying the acrostic technique. The research method used is Classroom Action Research (CAR), consisting of planning, implementing, observing, and reflecting. Based on data analysis, it was concluded that 1) the students' poetry writing skills before applying the acrostic technique obtained an average score of 46.87. 2) The application of acrostic techniques goes well according to the stages. The activity of teachers and students has increased dramatically, in the first cycle the teacher's activity gained a percentage of 64.15%, in the second cycle teacher activity increased to 89.1%. Student learning activities in the first cycle reached 61.65%, in cycle II it increased by 87.5%. 3) Students' poetry writing skills after applying acrostic techniques have increased. In the first cycle, the average score of students was 69.45, and the percentage of learning completeness was 51.75%. In cycle II the average value of students skill increased sharply to 89.37, and the percentage was 91%. Thus, the CAR carried out has been completed with the expected goal of improving poetry writing skills in Indonesian Language Subjects.

scholarly journals THE DEVELOPMENT OF LEARNING MATERIALS-BASED GUIDED NARRATIVE WRITING SKILLS WRITING IN ELEMENTARY SCHOOL

2019 ◽  
Author(s):  
Firman - Firman
Keyword(s):  
Writing Skills ◽  
Test Validity ◽  
Response Sheet ◽  
Narrative Writing ◽  
Learning Materials ◽  
Class V ◽  
Writing Students ◽  
Teachers And Students ◽  
Guided Writing ◽  
D Model

Effected by the use of materials that are less able to attract students and writing less in accordance with the process of writing (pramenulis, saatmenulis, and pascamenulis). The goals achieved in the efforts of the development of these materials is to produce learning materials to write a narrative-based Guided Writing for teachers and students of class V SD a valid, practical, and effective. This type of research is research development. This research uses a 4-D model which consists of 4 stages: stage define, design, develop, and disseminate. Test the validity of the data obtained through the assessment of the response sheet teacher and students. The effectiveness of the activity seen from the students, assessment processes and results of narrative writing students. Based on the results of test validity, practicalities, and effectiveness of the materials obtained a valid, practical, and effective, as well as being able to enhance the narrative writing skills of students. It can be concluded that the materials to write a narrative using Guided Writing developed can be used in learning to write narratives in class V primary school.

scholarly journals MVR ABBAS: MULTIMEDIA VIRTUAL REALITY GAME BERBICARA BAHASA ARAB UNTUK SISWA JENJANG MENENGAH PERTAMA

2019 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Novita Kusumadewi ◽  
Aziz Fajar Nurizki ◽  
Andri Bekti Pratama ◽  
Zukhaira Zukhaira
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Writing Skills ◽  
Intercultural Education ◽  
Listening Skills ◽  
Teachers And Students ◽  
Arabic Speaking ◽  
Speaking Skills

Language learning must be carried out hierarchically from listening skills to writing skills. Although learning Arabic in Indonesia has been going on for centuries, learning listening skills and speaking Arabic still lacks adequate attention and focus. This happens because there is no proper language learning media available. Teachers rarely use and even never use media in learning Arabic, especially speaking skills. Based on the above problems, a solution is needed in the form of a variety of learning media that can be used by teachers and students in speaking learning, namely MVR Abbas (Multimedia Virtual Reality Arabic Speaking Game), an Arabic Speaking Game which not only teaches and trains related speaking skills only, but also has the contents of the material based on intercultural education considering learning languages will not be separated from learning the culture of the language.

scholarly journals The Development of Learning Materials-Based Guided Narrative Writing Skills Writing in Elementary School

2019 ◽  
Vol 1 (1) ◽  
pp. 155-161
Author(s):  
Lika Apreasta
Keyword(s):  
Writing Skills ◽  
Test Validity ◽  
Response Sheet ◽  
Narrative Writing ◽  
Learning Materials ◽  
Class V ◽  
Writing Students ◽  
Teachers And Students ◽  
Guided Writing ◽  
D Model

Abstract___ effected by the use of materials that are less able to attract students and writing less in accordance with the process of writing (pramenulis, saatmenulis, and pascamenulis). The goals achieved in the efforts of the development of these materials is to produce learning materials to write a narrative-based Guided Writing for teachers and students of class V SD a valid, practical, and effective. This type of research is research development. This research uses a 4-D model which consists of 4 stages: stage define, design, develop, and disseminate. Test the validity of the data obtained through the assessment of the response sheet teacher and students. The effectiveness of the activity seen from the students, assessment processes and results of narrative writing students. Based on the results of test validity, practicalities, and effectiveness of the materials obtained a valid, practical, and effective, as well as being able to enhance the narrative writing skills of students. It can be concluded that the materials to write a narrative using Guided Writing developed can be used in learning to write narratives in class V primary school.

scholarly journals Using Communicative Games in Improving Students’ Speaking Skills

2016 ◽  
Vol 10 (1) ◽  
pp. 63 ◽  
Author(s):  
Ratna Sari Dewi ◽  
Ummi Kultsum ◽  
Ari Armadi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Collaborative Action Research ◽  
Teachers And Students ◽  
Post Test ◽  
Speaking Skill ◽  
Teaching Learning ◽  
Speaking Skills

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score’s pretest reached of 60.42 to 69.02 and post test’s score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students’ enthusiasm and motivation. Clearly, It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.

scholarly journals FROM BOTH SIDES OF THE CLASSROOM: PERSPECTIVES ON TEACHER FEEDBACK ON ACADEMIC WRITING AND FEEDBACK PRACTICE

2018 ◽  
Vol 6 (1) ◽  
pp. 151
Author(s):  
Alvin Ping Leong ◽  
Hwee Hoon Lee
Keyword(s):  
Focus Group ◽  
Academic Writing ◽  
Student Writing ◽  
Educational Setting ◽  
Personalized Feedback ◽  
Writing Teachers ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Teachers And Students ◽  
The Individual

Research on feedback on student writing has investigated numerous aspects over the years. However, focused studies involving perspectives of both teachers and students in a particular educational setting are rare. This study investigated the views of teachers and students from a university in Singapore regarding feedback on academic writing and feedback practice. Nine experienced writing teachers and eight undergraduates participated in focus-group discussions in separate sessions. Discussions covered topics on the purpose of feedback and the specific areas that feedback should cover. Both teachers and students agreed that the purpose of feedback should be to help students become reflective and independent learners. The teachers tended to use feedback to justify the grades awarded to the assignments, and tailored their feedback to the requirements of the respective courses. The students, however, felt that the feedback needed to be more detailed. The individual needs of the students were also not always met. We propose recommendations to create a dialogic environment between teachers and students, and so facilitate the provision of personalized feedback on academic writing.

scholarly journals The Effects of Task-Based Process Writing Approach on the Academic Writing Skills among Second Language Tertiary Learners

2018 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Siti Katijah Johari
Keyword(s):  
Second Language ◽  
Academic Success ◽  
Academic Writing ◽  
English Language ◽  
Writing Skills ◽  
Real Life ◽  
Process Writing ◽  
Group Project ◽  
Important Place ◽  
Higher Institution

Academic writing occupies a very important place in the English language syllabus at tertiary level. Where higher institution writing is concerned, it is not enough that students have to write in traditional essay or report formats; their writing must be appropriate to the discipline – yet deal with the multitude of genres expected of them. Additionally, academic writing skill is considered an essential skill for academic success and a requirement for many occupations and professions. However, it is a skill that a number of second language tertiary students find most difficult to acquire and only a few of them fully master it. This study, therefore, embarks on the theory that task-based approach together with the exposure of process writing would have a significant influence on the development of students’ academic writing skills. In this study students were made to work in groups on real-life tasks which relate to their field of study or future employment. In the midst of pursuing the group project, the students will have to write their group proposal and individual writing assignment. This will be the stage where the process writing techniques are put into practice. This paper will illustrate an eclectic pedagogic intervention in the teaching of academic writing skills to second language tertiary students.  Keywords: academic writing, task-based approach, process writing approach, tertiary learners

scholarly journals Penerapan Model Concept Sentence untuk Meningkatkan Keterampilan Menulis Karangan Narasi Siswa

2021 ◽  
Vol 7 (1) ◽  
pp. 59-66
Author(s):  
Shofia Salsabila ◽  
Asis Saefuddin ◽  
Heri Hidayat
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Writing Skills ◽  
Learning Activities ◽  
Model Concept ◽  
Essay Writing ◽  
Local Language ◽  
Writing Students ◽  
Classroom Action Research

This research was motivated by a lack of students' vocabularies so that they have difficulty narrating ideas into their writing. Students also often repeated the same words and used the local language. The purpose of this study was to determine students' narrative essay writing skills before the use of the concept sentence model, as well as student's learning activities using the concept sentence model at MI Al-Khoiriyyah III Garut Regency. This research was a Classroom Action Research consisted of two cycles. The results showed the activities of students before the concept sentence model was still lacking (43.04%), and the average of learning outcomes was only (48.69). The use of the concept sentence model run according to its stages, the activities, and students' learning outcomes have increased in every cycle. In the first cycle, the students' activities reached 66.85% and then increased in the second cycle by 78.81%. While students' learning outcomes in the first cycle of action I reached 62.82 then increased in action II by 69.35. As for the second cycle of action I students' learning outcomes reached 75, and for the action II reached 82.61 by very good criteria.

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