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.

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 The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

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.

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 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

Assessing English Composition Skills in Spanish-Speaking Populations

1985 ◽  
Vol 45 (2) ◽  
pp. 309-318 ◽  
Author(s):  
Hunter M. Breland ◽  
Richard P. Duran
Keyword(s):  
Puerto Rican ◽  
Mexican American ◽  
Writing Skills ◽  
Multiple Choice ◽  
English Composition ◽  
Indirect Measure ◽  
Essay Writing ◽  
Writing Ability ◽  
English Writing ◽  
Linguistic Basis

The English writing ability of Mexican-American and Puerto Rican college candidates taking the College Board's English Composition Test (ECT) in December 1979 was studied. Mexican-American and Puerto Rican candidates were partitioned into groups indicating that English was the best language or else groups indicating that English was not the best language. The performances of three groups on essay portions and multiple-choice portions of the ECT were compared with each other and with performance on the same measures by December 1979 ECT test takers as a whole. The results of the various analyses indicated that the ECT essay writing ability of Hispanics tended to be overestimated by the indirect, multiple-choice ECT assessment of writing skills. However, evidence emerged that some Hispanics who score high on the ECT essay writing task and who judge that Spanish is their best language may have their ECT essay writing skills underestimated by the ECT indirect measure of writing skills. Further research is needed, clarifying the generality of these findings, their linguistic basis, and their implications for college placement.

scholarly journals THE EFFECT OF USING “EDMODO AND QUIPPER SCHOOL” IN BLENDED LEARNING METHOD TOWARDS STUDENTS’ WRITING SKILL AT THE SECOND YEAR STUDENTS OF SMAN 1 BENGKULU TENGAH

2018 ◽  
Vol 1 (1) ◽  
pp. 32-40
Author(s):  
Dian Permatasari
Keyword(s):  
Blended Learning ◽  
Control Group ◽  
Learning Method ◽  
Writing Quality ◽  
Writing Ability ◽  
Writing Test ◽  
Learning Platform ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This research aims to compare whether there was an effect on students’ writing quality when students were taught with blended learning method, combined with Edmodo or Quipper School. This was a quasi-experimental research with 72 students at grade XI MIPA SMAN I Bengkulu Tengah, Indonesia as the samples. The experiment group was taught with Edmodo while the control group was taught with Quipper School. The instrument was a writing test. The findings of this research, with respect to the comparison of post test mean scores between the experimental group and the control group, were as follows. There was a significant difference on students’ general writing ability. There were significant differences on students’ writing ability in the aspects of content and language use. However, there was no significant difference.The students’ responses were positive toward the use of Edmodo as a blended learning. Further studies are recommended for other school levels. It seems that Edmodo is more effective than Quipper School in writing lesson since the learning platform in Edmodo gives facilities for the students to work independently, enables them to improve their quality and has more practical, interactive, and interesting features.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

Sign in / Sign up

Export Citation Format

Share Document