scholarly journals NUNNIYA VAASIPPU ANUKUMURAIYAI PAYANPADUTTI KATTURAI EZUTHUM THIRANAI MEEMPADUTHUTHAL [IMPROVE ESSAY WRITING SKILLS BY USING CRITICAL READING APPROACH]

2021 ◽  
pp. 113-125
Author(s):  
M.MENU
Keyword(s):  
Secondary School ◽  
Writing Skills ◽  
Critical Reading ◽  
Multiple Forms ◽  
Writing Quality ◽  
Essay Writing ◽  
Writing Ability ◽  
Standard Curriculum ◽  
Bloom’S Taxonomy ◽  
Post Test

Based on the Secondary school Tamil language standard curriculum form 2 students must eventually become capable of creating multiple forms of writing. Thus, this study has been conducted to evaluate students' writing ability through the Bloom's Taxonomy 1956 theory using a critical reading approach. This study is based on three objectives that assessing students’ essay writing quality before critical reading, assessing students' writing quality after critical reading, and examining the perspective of critical reading approach. All data were collected and analysed from a test sheets, questionnaire and essay marking scheme. The students were evaluated by a post test to determine the effectiveness of the teaching of learning about critical reading applications in essay writing at the end of this study it was realized that critical reading approach can improve essay writing.

scholarly journals CRITICAL READING AS AN APPROACH TO ENHANCE ESSAY WRITING IN TAMIL AMONG FORM 2 STUDENTS

2021 ◽  
pp. 119-126
Author(s):  
RATHNESWARY RAJENDRAN ◽  
MENU MOHAN ◽  
SUJETHA PONNAMPALAM
Keyword(s):  
Writing Skills ◽  
Critical Reading ◽  
Intermediate School ◽  
Writing Quality ◽  
Teaching Process ◽  
Test Sheet ◽  
Essay Writing ◽  
Writing Ability ◽  
Bloom’S Taxonomy ◽  
Post Test

This study was conducted to evaluate respondents' writing ability through the Bloom’s Taxonomy 1956 theory using a critical reading approach. This study was based on three objectives: assessing respondents’ essay writing quality before introducing critical reading, assessing respondents' writing quality after critical reading exposure, and examining the perspective of exposing the critical reading approach. There were 10 form 2 students from an intermediate school located in Negeri Sembilan who were enrolled in the study. All data was collected and analysed from a test sheet, questionnaire and essay marking scheme. There are four reading passages used from form one and two textbooks. The respondents were evaluated by a post test to determine the effectiveness of the teaching of learning about critical reading applications in essay writing. This teaching process has been conducted for four weeks and the respondents have improved their essay writing skills with a critical reading approach. At the end of this study it was realized that critical reading approach can improve essay writing.

The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students

2020 ◽  
pp. 000283122094526 ◽  
Author(s):  
Yong Wu ◽  
Christian D. Schunn
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Writing Skills ◽  
Peer Feedback ◽  
Writing Quality ◽  
School Students ◽  
Writing Performance ◽  
Writing Ability

Research has shown that engaging students in peer feedback can help students revise documents and improve their writing skills. But the mechanistic pathways by which skills develop have remained untested: Does receiving and providing feedback lead to learning because it produces more extensive revision behavior or is such immediate implementation of feedback unnecessary? These pathways were tested through analyses of the relationships between feedback provided and received, feedback implemented and overall revisions, and improved writing quality in a new article. Overall, the number of revisions predicted growth in writing ability, and both amount of received and provided feedback were associated with being more likely to make revisions. However, providing feedback was also directly related to growth in writing ability.

scholarly journals Learners' Transfer of Writing Skills Between Languages

1994 ◽  
Vol 12 (1) ◽  
pp. 29 ◽  
Author(s):  
R. Berman
Keyword(s):  
Secondary School ◽  
Writing Instruction ◽  
Comparison Group ◽  
Writing Skills ◽  
Target Language ◽  
Essay Writing ◽  
Post Test ◽  
Efl Students ◽  
Proficiency Scores ◽  
English Instruction

One hundred, twenty-six secondary school EFL students took part in this study, which examines learners' transfer of essay organization skills between languages. Students were divided into three groups: (a) one receiving L1 essay writing instruction; (b) another receiving equivalent L2 (English) instruction; and (c) a comparison group receiving no such instruction. This article analyses students' pre- and post-test essay organization and grammatical proficiency scores. It concludes that many learners transfer writing skills between languages, and that their success in doing so is assisted by their grammatical proficiency in the target language.

scholarly journals Interference of First Language in Secondary School Students

2019 ◽  
Vol 8 (6S3) ◽  
pp. 675-681
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
First Language ◽  
Writing Skills ◽  
Writing Strategies ◽  
L2 Acquisition ◽  
School Students ◽  
Essay Writing ◽  
Upper Secondary ◽  
Support Students

First language (L1) interference is inevitable in second language (L2) acquisition. The research was carried out to investigate types of students writing approach that relates to first language interference among upper secondary students and the level of first language interference in L2 written essays among lower secondary students in Malaysia. The participants in this research were 50 students currently studying Form Four in a state-funded school, Akademi Menara Gading, Pahang. The data was collected using the Student L1 Interference Tendency Questionnaire [SLITQ], and analysis of students’ essay writing samples. After triangulating the data, the result indicated that most students positive they have under-differentiation in their essay writing, and analysis of the student's written essays showed that there is less evidence of L1 interference. In conclusion, teachers and schools should acknowledge L1 interference in students’ writing skill and promote a variety of writing strategies to support students existing writing skills.

The impact of theme-rheme progression method on improving textual coherence and cohesion in L2 writing: A study of L2 learners of English

2021 ◽  
Vol 9 (2) ◽  
pp. 83-92
Author(s):  
Abdul Saeed ◽  
Shahzad Karim ◽  
Shahid Hussain Mughal
Keyword(s):  
Experimental Study ◽  
L2 Writing ◽  
Graduate Level ◽  
Writing Quality ◽  
Essay Writing ◽  
Ordinary Method ◽  
Thematic Progression ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

Coherence and cohesion are considered two main elements of essay writing. Despite their importance in writing, they are still regarded as difficult to teach and learn as compared to grammar and spelling. Theme-rheme development is suggested to be a tool to teach coherence and cohesion in writing. This experimental study was carried out to verify whether the teaching of theme-rheme approach helps the learners to improve their textual coherence. Forty graduate-level students (20 males and 20 females), aging between 19 and 23, participated in the study. The participants were equally divided into two groups. The experimental group was taught coherence and cohesion by using the thematic progression method, whereas the controlled group was taught by using the ordinary method. Pre- and post-tests were conducted to compare the effects of the thematic progression method. The findings show that the teaching of coherence and cohesion through the thematic progression method helped the learners to improve their essay writing quality. The experimental group outweighed the controlled group as it got twice higher marks in the post-test than the pre-test. In contrast, the controlled group showed a negligible improvement.

British Students' Academic Writing

2013 ◽  
Vol 27 (2) ◽  
pp. 139-147 ◽  
Author(s):  
Nabil Sultan
Keyword(s):  
Secondary School ◽  
University Students ◽  
Academic Writing ◽  
Government Policy ◽  
Writing Skills ◽  
Coalition Government ◽  
Remedial Measures ◽  
Essay Writing ◽  
The North ◽  
Word Selection

The problem of poor academic writing among British university students is a major cause of concern for universities and their tutors; and it is also of concern to employers struggling to recruit individuals able to communicate clearly and accurately. This article reports on a study designed to highlight some of the reasons for the lack of writing skills, with a view to identifying remedial measures that could be taken to address the problem. The object of the study is an Academy (secondary school) in the North of England, referred to as Northland Academy (NA), one of the new Academies first introduced by the Labour Government in 2000 and now enthusiastically endorsed and promoted in England by the current UK Coalition Government. A first group of students at NA was given relatively simple tests of punctuation and word selection and essay writing; and, separately, a second group was presented with a research proposal and given the task of writing an essay on it. It is suggested that a change in Government policy is needed in order to emphasize and include the importance of academic writing for secondary and FE students intending to progress into HE.

scholarly journals Improving content, organization, vocabulary, language use, and mechanics using Movie Trailer Media

2021 ◽  
Vol 10 (2) ◽  
pp. 728
Author(s):  
Nehru Pasoloran Pongsapan ◽  
Andi Anto Patak
Keyword(s):  
Language Use ◽  
Writing Skills ◽  
Writing Ability ◽  
Content Organization ◽  
Significant Difference ◽  
Writing Class ◽  
Before And After ◽  
Post Test ◽  
Digital Material ◽  
The Media

<span lang="EN-US">Writing implicates conveying or communicating ideas or thoughts obliges the media either in conventional (paper and pen) or digital material (computer). This research applied a pre-experimental approach with one group pretest and post-test design. The independent variable is movie trailers as teaching media. The dependent variable is students' writing skills consist of content, organization, vocabulary, language use, and mechanics. This research indicated a significant difference in writing skills before and after the treatment using movie trailers with narrative text. There were 30 writing class students participated in this research; hence, they are homogeneous. Students seemed to be more encouraged to learn more about writing skills with enjoyable and relaxing strategies. This research signposted significant impact on the movie trailer's usage of writing skills’ improvement. Movie trailers could be used as one of the learning media to foster students' resolution in telling stories in writing based on the imagination that comes after watching. Therefore, this research recommends using a movie trailer as one strategy to improve the students' writing ability.</span>

scholarly journals Korelasi antara Penguasaan Kosakata dengan Kemampuan Menulis Karangan Narasi pada Pelajaran Bahasa Indonesia Siswa Kelas XI SMA Negeri 4 Bengkulu

2019 ◽  
Vol 5 (2) ◽  
pp. 114-121
Author(s):  
Kusmaita Kusmaita
Keyword(s):  
High School Students ◽  
Writing Skills ◽  
Correlation Method ◽  
Validity And Reliability ◽  
School Students ◽  
Essay Writing ◽  
Writing Ability ◽  
A Value ◽  
Test Instrument ◽  
Bahasa Indonesia

Not all of the ability to write narrative essays from Bengkulu 4 High School students still obtained good criteria. This is thought to be caused by the low mastery of the vocabulary. For this reason, testing of the correlation between vocabulary mastery and narrative essay writing skills is needed. The purpose of this study is to: 1) describe the level of mastery of Indonesian vocabulary, 2) describe the level of narrative essay writing ability, and 3) determine whether there is a significant relationship between mastery of vocabulary mastery with narrative essay writing ability. The research method uses the correlation method. Data collection techniques using technical tests. The test instrument trial then the validity and reliability are calculated. Correlation analysis using the Product Moment formula. The results showed that there was a positive correlation between vocabulary mastery and narrative essay writing ability with a value of 0.724. This is also proved by mastering students 'vocabulary sufficiently and vice versa the results of students' narrative essay writing ability are also categorized sufficiently. This proves that the better the students' vocabulary mastery, the better the ability to write narrative essays.

scholarly journals THE EFFECT OF ANIMATED FILM ON STUDENTS’ ABILITY TO WRITE NARRATIVE TEXT AT CLASS X MIA 5 OF SMAN 9 KENDARI

2019 ◽  
Vol 4 (1) ◽  
pp. 66
Author(s):  
Sri Wahyuni
Keyword(s):  
Visual Media ◽  
Narrative Text ◽  
P Value ◽  
Essay Writing ◽  
Writing Ability ◽  
Paired Sample ◽  
Animated Film ◽  
Post Test ◽  
Sample Test ◽  
Writing Tests

Who registers in academic year 2014/2015. This research involved 40 students at class X. The instrument of this study was writing task in narrative genre. And the criteria of students‟ writing were assessed from five aspects of writing, namely content, organization, vocabulary, language use, and mechanic. The data were obtained by using two essay writing tests. They were pre-test and post-test. The pre-test was given before the treatment and the post-test was given after the treatment finished. The data of the pre-test and post-test were analyzed by means of descriptive and inferential statistics. After the data were tested and found to be normal, the hypothesis was tested using the analysis of paired sample test. The result showed that there was significant effect of students‟ writing ability after teaching by using audio visual media (animated film). It can be seen on the result of the hypothesis testing using  paired sample test. The mean score of pre-test was 61.92 and mean score post-test was 75.63. Morever, as a  result the probability value of .000 (p value) was less than the level of significant (p < .05). Therefore, it can be said that using audio visual media (animated film) gives significant effect to increase students‟  ability to write narrative text at class X Mia 5 of SMAN 9 Kendari. Keywords: Writing, Animated Film, Narrative Text

scholarly journals The Evaluation of Monolingual and Bilingual Students’ Writing Skills in Fifth Grade of Secondary School Comparatively

2021 ◽  
Vol 9 (3) ◽  
pp. 85
Author(s):  
Haydar Özdemi̇r ◽  
Ömer Çi̇ftç
Keyword(s):  
Secondary School ◽  
Rating Scale ◽  
Mother Tongue ◽  
Writing Skills ◽  
Fifth Grade ◽  
Bilingual Students ◽  
School Students ◽  
Essay Writing ◽  
Significant Difference ◽  
Story Writing

This study was conducted to determine the writing skills of bilingual students whose mother tongue is Kurdish and monoligual students whose mother tongue is Turkish in the fifth grade of secondary school. More specifically, the story and essay writing skills of bilingual students are compared with the writing skills of monolingual students based on their reading habits and their parents’ educational backgrounds. The research is a descriptive study based on scanning model and aims to reveal the current situation as it is. The study group of the research consists of a total of 104 fifth grade secondary school students, 52 bilingual and 52 monolingual, studying in 4 different secondary schools in the central district of İpekyolu in Van, Turkey. In order to determine students’ writing skills, stories and essays were written to them at different times in one lesson hour (average forty minutes). The stories were evaluated according to the Story Writing Evaluation Form (İzdeş, 2011). The essays were evaluated according to the Written Expression Rating Scale (Deniz, 2003). According to the results of Mann Whitney-U and Kruskal - Wallis-H tests, monolingual students outperformed bilingual students in both story and essay writing. While a significant difference was found between bilingual and monolingual students’ essay and story writing skills, no significant difference was found in terms of parents› education status or the number of books their parents read. The findings have interesting implications for the researchers and teachers in the area.

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