scholarly journals A STUDY OF SCRAMBLE METHOD IN TEACHING ENGLISH FOR SECONDARY STUDENT’S WRITING SKILL

2021 ◽  
Vol 4 (01) ◽  
pp. 13-22
Author(s):  
Suci Ariani
Keyword(s):  
Research Question ◽  
Journal Article ◽  
Teaching Writing ◽  
School Students ◽  
Library Research ◽  
Writing Skill ◽  
Case Writing ◽  
The One ◽  
Generic Structures ◽  
English Subject

In Indonesia secondary school, students are equipped with any English subject to arrange their own writing. In this case, writing is the one of difficult English skill for students. Because of that, to increase students writing skill teacher need a certain method in teaching writing. Based on student’s ability in writing that also suitable with their grades, they were difficult to arrange the sentence to be good paragraph. To solve these problem several teachers had applied a method that called scramble sentence method. This study used qualitative research method with concept analysis method or library research. The data of this study came from eight articles related about scramble method to secondary student’s writing skill. Data had analyzed from reading, reviewing, supporting and contra journal article and concluding. As the result, according to eight articles, the researcher found that scramble method was effective to increased student’s writing skill. Based on the implementation of each articles, scramble method helped students to write. It proven by the improvement of several writing aspects, such as topic sentence, supporting sentence, coherence, organization, generic structures, grammar, vocabulary, content, discourse, syntax, mechanic and language use. From the analysis, the research question of this study had answered. Keyword : Scramble method, writing, library research

scholarly journals Student’s Reading of Thematic Maps from Czech School World Atlas – an Eye-tracking Study

2020 ◽  
Vol 2 ◽  
pp. 1-1
Author(s):  
Marketa Beitlova ◽  
Stanislav Popelka ◽  
Vit Vozenilek
Keyword(s):  
Eye Tracking ◽  
Low Cost ◽  
Research Question ◽  
Empirical Studies ◽  
Eye Tracker ◽  
Thematic Maps ◽  
School Students ◽  
Trial Duration ◽  
Cartographic Visualization ◽  
The One

Abstract. According to the cartographic communication models, the map is intended as a product which helps people to understand the world. Usually, the first systematic cartographic product which pupils and students met in their lives is a school world atlas. In the Czech Republic, these atlases are used in almost every geography lesson. Thus, school atlases should be understandable, well-arranged, intelligible and easy to use by students. However, almost no empirical studies focused on this type of product exist.This presentation summarizes the results of the experiment, where the task was to find some object on the thematic map. The research aimed on two main issues: if the students are able to read thematic maps from school world atlas (Q1) and if the used cartographic visualization methods are properly selected (Q2).For finding answers to these research questions, the eye-tracking study conducted on 30 grammar school students was performed. This study contained ten tasks on the thematic world maps from the Czech school world atlas. Depending on the type of information displayed, visualization method and legend style, the tasks were formulated for each map. Eyemovement data were recorded using low-cost GazePoint eye-tracker with sampling frequency of 60 Hz. The first research question – if students can work with the thematic maps from school world atlas – was analysed using the correctness of answers and Trial Duration – the metric that shows how much time respondents needed to find the answer. For answering the second research question – if the cartographic methods used in the atlas are understandable –qualitative data visualization methods were used.At the beginning of the recorded data analysis, the correctness of answers and trial duration was ïnvestigated. These results helped us to find out, how the students were able to read the maps, if their answers were correct and how much time they needed for task solving. The results showed that generally, the students could read thematic maps (Q1). The most problematic task was the one where students had to estimate the pie-chart value according to the logarithmic scale.In the next step, the behaviour of students while solving each task was qualitatively described and problematic cartographic visualization methods were identified (Q2). For example, in some cases, used symbols were difficult to distinguish. The most serious problems were in the task, where students had to estimate the value of the bar chart. The scale of the legend was designed so that one millimetre of the bar corresponds to 50 million USD of export volume. This cartographic method was hard to understand for the students.The conducted eye-tracking study pointed out to maps where the cartographic methods were misused and caused problems to the students. The results might help the cartographers and map publishers who can modify the maps to be more understandable for the readers.

scholarly journals Facebook Utilisation to Enhance English Writing Skill

2019 ◽  
Vol 12 (8) ◽  
pp. 37
Author(s):  
. Sabaruddin
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Practice ◽  
School Context ◽  
Teaching Writing ◽  
School Students ◽  
Writing Ability ◽  
English Writing ◽  
Writing Skill ◽  
Secondary High School

This paper aims to investigate the use of Facebook in enhancing English writing skill of Indonesian students in the secondary high school context. The result of this research is hopefully beneficial to overcome English writing difficulties of secondary high school students in Indonesia. The discussion informs that Facebook utilisation in teaching writing improves learners motivation to write in English, increases grammar mastery of the students, and provides abundant learning materials for the learners to develop their English writing ability. The result of this study will be useful as a reference for English teachers to adjust Facebook use into their teaching practice in order to help students in improving their English writing skill.

scholarly journals The Enactment of Portfolio Assessment in Teaching Writing

2018 ◽  
Vol 5 (3) ◽  
pp. 264
Author(s):  
Lia Elyani Sukawatie
Keyword(s):  
High School Students ◽  
Portfolio Assessment ◽  
Opportunity To Learn ◽  
Teaching Writing ◽  
English Teacher ◽  
School Students ◽  
Student Center ◽  
The Right ◽  
Teacher's Perspective ◽  
English Subject

The application of curriculum 2013 in Indonesia becomes controversy in Indonesia. For senior high school students, the 2013 curriculum gives them opportunity to learn another subjects from the other major such as science students can learn about economics. This is also happened to English subject. There are two types of English subject; cumpulsory English and supplementary English. Both of them have different sylabus and assessment. The important of assessment is to show how the students’ understanding and the teacher’s perspective to the curriculum. In this research, the researcher observes SMA Negeri 2 Semarang and it is spesify to X grade science. This research focus on portfolio assessment especially in writing. It is chosen because writing can reflect the grammar understanding which is very important to do the cumpulsory test such as final term test and Nasional Examination. Besides, the assessment can reflect the teacher’s method effectivenes. The writer collected the data by using observation, interview, and documentation. The data was collected in March 2018 with the English teacher of grade X. The interview involved the English teacher, the principal, and the vice principal of curriculum. The documents are syllabus, lesson plans, and the students’ assessment. The research shows that the implementation of 2013 curriculum by the English teacher can be seen from the assesment of the students. The students’ skill as targeting in 2013 curriculum is achieved. This happened since the student center method applied in the class. So, the students are more active rather than the teacher. The barriers are finding the right method and the right instrument of authentic assessment. They both are important to support the success of Core and Basic Competence realization in the learning.

scholarly journals The Effect of Mind Mapping Techniques on Writing Text Descriptions for Grade 7 Junior High School Students

Academia Open ◽  
2021 ◽  
Vol 6 ◽  
Author(s):  
Edo Wartadinata ◽  
Dian Rahma Santoso
Keyword(s):  
High School Students ◽  
Junior High School ◽  
English Education ◽  
Research Question ◽  
Teaching Writing ◽  
Mapping Technique ◽  
School Students ◽  
Mind Mapping ◽  
Writing Ability ◽  
Mapping Techniques

Teaching subject of English is a compulsory. English as a subject in school immediately improved all four of the abilities. The four abilities are: speaking, listening, reading and writing. Nevertheless, there are still a lot of students of 7th Grade in SMPN 1 Jabon Sidoarjo, especially at 7 E Class, who cannot reach minimum passing grade (KKM) caused by some lack in English lesson, specifically in writing ability of Descriptive text. Common obstacles students are facing are for example: Students cannot create their writing concept of descriptive about people, thing, places, and animals. This study attempted to answer the following research question (1) is there any significant effect of mind mapping technique on students’ writing of descriptive text at seventh grade of SMPN 1 Jabon Sidoarjo. In carrying this research, the researcher formulated the objectives of the study as follows: To find out the effect of mind mapping technique on students’ writing of descriptive text at 7th grade of SMPN 1 Jabon Sidoarjo. Research method: The research design is pre-experimental research with quantitative approach, The population of this research were all students of 7E SMPN 1 Jabon Sidoarjo, The sample was seventh E class consisting of 32 students, The research instrument used in this research was test and the data collected through test was analyzed using T-test formula. The result showed that different of mean score of students’ writing before being taught using mind mapping technique was 57. Meanwhile, the mean score of students’ writing after being taught using mind mapping technique was 86,59. The finding showed that the mind mapping technique was effective to use in teaching writing descriptive text for it could improve students’ writing ability. This research has benefit in English Education study, especially for further research to enrich the resource

scholarly journals Teaching Media “Powtoon” to Assist Students’ Writing Narrative Text

2021 ◽  
Vol 1 (4) ◽  
pp. 416-422
Author(s):  
Ai Siti Nur Fauziah ◽  
Lilies Youlia Friatin ◽  
Aa Surahmat
Keyword(s):  
Classroom Interaction ◽  
Narrative Text ◽  
Teaching Writing ◽  
Vocational School ◽  
English Teacher ◽  
School Students ◽  
Self Confidence ◽  
Writing Skill ◽  
Tenth Grade ◽  
Qualitative Descriptive

This research explores teaching media “Powtoon” to assist students’ writing narrative text. This research aims to investigate strategies used by the teacher in using media “Powtoon” to assist students’ writing narrative text and to know how the students perceive about the use of media “Powtoon”. It was argued that the use of media “Powtoon” would provide students with powerful tool to use in the classroom. Bowman (2013) arguessthat “Powtoon offers teachers more creativity and flexibility in students instruction to help introduce, develop, and reinforce key education concept”. So, this strategy is appropriate for the teacher to invite students’ motivation and participation in learning English especially in assessing writing skill. A qualitative descriptive research was used in this research, and this research was conducted at the tenth grade of Vocational School in Karawang, and took an English teacher who teaches writing class and 18 students as samples which were chosen purposively as the sample of the study. The data were collected by using classroom observation, and interview. The result from this study showed a positive perception through strategies which were used by the teacher and help the students in improving their self confidence in practicing writing. Beside that, the students’ spelling, grammar, content and vocabulary improved because the students feel free in conveying and expressing their idea and some sentences in writing the script of the story helped them in arranging the sentences to make a good sentences. Therefore, the researcher analyzed the students’ interview. The data were displayed in four questions.The dominant answer of the students’ interview indicates that they enjoyed and motivated in following teacher’s instruction in every stages of learning process. Based on these research findings, it is recommended that the teacher can use media Powtoon in teaching writing narrative text to Vocational School students. Furthermore, this strategy was not only increasing students’ writing skill, but also increase students’ technology skill through the use of media Powtoon and classroom interaction strategies. In addition, this study also suggests that English teacher to use media Powtoon

scholarly journals Teaching Writing by Using Social Media for High School Students in Indonesia

2018 ◽  
Vol 5 (1) ◽  
pp. 98-112
Author(s):  
Syofianis Ismail ◽  
M. Zaim ◽  
Nurhizrah Gistituanti
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Research Question ◽  
Teaching Writing ◽  
School Students ◽  
Writing Ability ◽  
Preliminary Study ◽  
Set Up ◽  
Senior High School Students

The purpose of the research is to find out the students’ ability in writing, especially writing recount text by using Facebook as a medium of discussion. In the classroom students set up their Cellphone to write and discuss a recount text. The research question is “Is there any significant effect on students writing recount text by using face book as medium for discussion on Senior High School students?” In the preliminary study it was found that the students’ writing ability was low. Hence, the writer is interested in trying to solve the students’ problem by using Facebook as a medium of discussion. The design of this research was an experimental research. The sample for this research consisted of 25 students. The result of this research found that Facebook as medium for discussion significantly affect the students writing ability. Keywords: facebook, recount text, and medium  

scholarly journals اهمية الجوانب فى تعليم الكتابة العربية

2014 ◽  
Vol 15 (1) ◽  
pp. 1
Author(s):  
Fajrul Hadi
Keyword(s):  
Language Learners ◽  
Language Skills ◽  
Writing Skills ◽  
Arabic Language ◽  
Teaching Writing ◽  
Library Research ◽  
Writing Skill

Arabic writing is the most difficult of language skills. There are many problems that will be faced by Arabic language learners in terms of writing special words form from right to the left. They must understand nahw and ṣarf. A reader can not get a true information from the text if there is wrong writing. Hence there are grammars, steps and rules that must be known by Arabic language learners. In this article, the author also suggests some goals of learning Arabic. In the end, he writes some sorts of teaching writing skill, grammatical and application, vocabularies and application, and some Arabic writing styles. This study using library research by analyzing some books related for this discussion. Keywords: Instruction; Writing Skills; Arabic Language

scholarly journals MicroMundo@UPorto: an experimental microbiology project fostering student's antimicrobial resistance awareness and personal and social development

2021 ◽  
Author(s):  
Patrícia Antunes ◽  
Carla Novais ◽  
Ângela Novais ◽  
Filipa Grosso ◽  
Teresa G Ribeiro ◽  
...  
Keyword(s):  
Antimicrobial Resistance ◽  
Service Learning ◽  
University Students ◽  
School Students ◽  
Socially Responsible ◽  
Soil Microbial Diversity ◽  
Soil Microbial ◽  
Societal Challenge ◽  
The One ◽  
Scientific Skills

Abstract Antimicrobial resistance (AMR) is a global societal challenge requiring the contribution of professionals along with general community citizens for their containment. Portugal is one of the European countries where a lack of knowledge on the correct use of antimicrobials and AMR problematic is preeminent. Moreover, youth demotivation to pursue science careers is emerging. To address these problems an innovative experimental service-learning pedagogical strategy, MicroMundo@UPorto, was implemented in Portugal during 2018 through University of Porto as a partner of the global Citizen Science project ‘Tiny Earth’ responding to the AMR crisis. In this first edition of MicroMundo@UPorto, university students (n = 41; Pharmaceutical Sciences and Nutrition Sciences) organized in eight teams tutored by university professors/researchers (n = 13) on Microbiology and AMR theoretical and practical aspects as well on communication skills to enable their guidance of younger school students (n = 140/3 schools) in experiments to discover antimicrobial-producing microorganisms while exploring the soil microbial diversity. Post-survey-based evaluation revealed that this project allowed university students to acquire diverse personal, social and scientific skills while increasing AMR awareness, in the One-Health perspective, and interest for science in school students. This University to Society approach can be successfully extended across Portugal and for education in Microbiology in general, with benefits for the future generations contributing to socially responsible and scientifically-literate citizens.

scholarly journals Are Cross-Border Classes Feasible for Students to Collaborate in the Analysis of Energy Efficiency Strategies for Socioeconomic Development While Keeping CO2 Concentration Controlled?

2021 ◽  
Vol 13 (3) ◽  
pp. 1584
Author(s):  
Roberto Araya ◽  
Pedro Collanqui
Keyword(s):  
Energy Efficiency ◽  
Socioeconomic Development ◽  
Concept Maps ◽  
Research Question ◽  
Co2 Concentration ◽  
Asia Pacific ◽  
School Students ◽  
Improve Energy Efficiency ◽  
Cross Border ◽  
Science Classes

Education is critical for improving energy efficiency and reducing CO2 concentration, but collaboration between countries is also critical. It is a global problem in which we cannot isolate ourselves. Our students must learn to collaborate in seeking solutions together with others from other countries. Thus, the research question of this study is whether interactive cross-border science classes with energy experiments are feasible and can increase awareness of energy efficiency among middle school students. We designed and tested an interactive cross-border class between Chilean and Peruvian eighth-grade classes. The classes were synchronously connected and all students did experiments and answered open-ended questions on an online platform. Some of the questions were designed to check conceptual understanding whereas others asked for suggestions of how to develop their economies while keeping CO2 air concentration at acceptable levels. In real time, the teacher reviewed the students’ written answers and the concept maps that were automatically generated based on their responses. Students peer-reviewed their classmates’ suggestions. This is part of an Asia-Pacific Economic Cooperation (APEC) Science Technology Engineering Mathematics (STEM) education project on energy efficiency using APEC databases. We found high levels of student engagement, where students discussed not only the cross-cutting nature of energy, but also its relation to socioeconomic development and CO2 emissions, and the need to work together to improve energy efficiency. In conclusion, interactive cross-border science classes are a feasible educational alternative, with potential as a scalable public policy strategy for improving awareness of energy efficiency among the population.

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