scholarly journals Incorporating Paragraph Punch into EFL Writing Class

ELT in Focus ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Nia Pujiawati
Keyword(s):  
Writing Skills ◽  
Teaching Quality ◽  
English Department ◽  
English Teacher ◽  
Efl Writing ◽  
Writing Ability ◽  
Writing Class ◽  
Research Questions ◽  
Organizational Patterns ◽  
General Communication

The research was aimed at examining the effectiveness of Paragraph Punch in developing students’ writing paragraph fluency. Classroom action research was implemented to address the research questions. Relating to participants, it involved thirty students of English Department, University of Singaperbangsa Karawang, who had enrolled in Writing for General Communication and have experience in using software. The data from the students in Cycle 1 and 2 were analyzed using the theory of writing skills developed by Lyer and a theory of the standard organizational patterns of the paragraph proposed by Oshima and Hogue for evidence of how Paragraph Punch affected their skill in paragraph composition. The study indicated that the software effectively enhance the students’ writing ability both in the process and learning products. Thus, it is recommended for English Teacher to use Paragraph Punch as alternative way to improve the teaching quality.

scholarly journals THE EFFECT OF JOURNAL WRITING TECHNIQUE ON STUDENTS’ WRITING ABILITY

2021 ◽  
Vol 5 (2) ◽  
pp. 183
Author(s):  
Eliwarti Eliwarti ◽  
Indah Tri Purwanti
Keyword(s):  
Journal Writing ◽  
English Department ◽  
Writing Ability ◽  
Writing Test ◽  
Writing Class ◽  
Quasi Experimental ◽  
Research Questions ◽  
High Attitude ◽  
Teaching Of Writing ◽  
Academic Year

This quasi experimental research aims at looking at the effect of Journal Writing technique on students’ ability in writing a paragraph.  Specifically, the research answers the research questions about the students’ ability in writing, the effect of Journal Writing technique on the students’ ability in writing, and the students’ attitude toward Journal Writing technique applied in their Writing class. The sample are one class from the second semester of English Department students in 2017-2018 academic year. The data were collected through writing test and the distribution of a set of questionnaire. The results show that nearly 60% of students’ ability ini writing is at  Average to Good level before the treatment. After the treatment, 56.76% of their ability is at Good to Excellent level. To test whether the increased score is statistically significant or not, the data were analyzed using t-test. Having t-obs (8.26) which is higher than t-table (2.030), it can be said that the teaching of writing using Journal Writing technique significantly effects the students’ ability in writing paragraph. The data from questionnaire support the previous findings where nearly 64% students have ‘high’ attitude toward Journal Writing technique applied in their class.

scholarly journals Utilization of Edmodo as an Online Tool in EFL Writing Class to Increase Students’ Writing Ability

2018 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
M. Zaini Miftah
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Efl Writing ◽  
Online Tool ◽  
Writing Ability ◽  
Qualitative And Quantitative ◽  
Writing Class ◽  
Efl Students ◽  
Field Notes ◽  
Writing Task

This article reports the results of investigation on the utilization of Edmodo as an online tool in EFL writing class to increase the students’ ability in producing an argumentative essay. Classroom Action Research was applied in the study. 15 Indonesian EFL students who enrolled in the course of Argumentative Writing became the participants of the study. Observation, writing task, questionnaire, and field notes were used for the data collection. The data obtained were categorized into qualitative and quantitative data. The collected data were then analyzed for the conclusion drawn. The results show that the utilization of Edmodo in EFL writing class could significantly increase the students’ ability in producing an argumentative essay in the Cycle 2. The Appropriate teaching procedures are; prepare the teaching materials, introduce Edmodo, guide students to get ready to use Edmodo, give an opportunity to students to get in the Edmodo group, train students to use Edmodo group, group students in the small group via Edmodo, give students writing tasks through Edmodo, provide a guideline and tell students to follow the guideline to access their small group, ask students to post their first drafts of an argumentative essay on their small groups, ask students to give feedback on their peers’ works, ask students to revise their drafts of the argumentative essay based on the their peers’ feedback and teacher, and ask students to post their final products of an argumentative essay on their Edmodo account.Keywords: Edmodo; Online tool, EFL writing class, Writing ability, Argumentative essay

scholarly journals The Effectiveness of Using Wattpad on Development Students’ Writing Ability

IdeBahasa ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 105-114
Author(s):  
Ance Jusmaya
Keyword(s):  
Alternative Hypothesis ◽  
Learning Activities ◽  
Teaching Writing ◽  
English Department ◽  
Z Score ◽  
Writing Ability ◽  
Writing Test ◽  
Writing Class ◽  
Post Test ◽  
Quasi Experimental

The purpose of this study is to look for a significant influence on the application of using  Wattpad  as learning activities on students' ability to write descriptive texts. The main consideration is because an educator in this case should  used interesting instructional media, particularly to teach writing so that the potential of students can be developed optimally. Meanwhile the development of writing of English Department Students of Putera Batam University is still relatively low in quality. Wattpad is an applications which provides the students  an opportunity to write, promote and help their writing  reach acroos  the world. The design of the research was quasi-experimental research that want to find out the effect of  using Wattpad towards students  writing ability. To know students’ writing ability, this research uses writing test as Instrument. There are three pre tests and post tests. The pre-test were used to see students writing ability before having treatment and posttest are used to see the differences on students  writing ability after giving treatments. The subjects were the students of English Department of Putera Batam University who took writing class. The data found that  using Wattpad has a significant effect on student’s writing ability. This conclusion can be seen based on the analysis that has been done where the obtained Z score was smaller than critical value, the null hypothesis (Ho) was rejected and alternative hypothesis (Hi) was accepted. So, based on the results , it was concluded that there was statistically diffrence between the pre-test and post-test score at the 0.05 levels. It means that teaching writing  by using wattpad gives significant effect on students’ writing ability

scholarly journals The Effectiveness of Written ‘Peer Review’ Towards English 3 Students’ Writing Skill

2017 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Ma’rifatul Fadhilah
Keyword(s):  
Action Research ◽  
Peer Review ◽  
English Department ◽  
Generic Structure ◽  
Writing Ability ◽  
Writing Improvement ◽  
The Social ◽  
Writing Class ◽  
Writing Skill ◽  
Write Text

<p>The writer conducted this research because the students of the non-English department, FITK UIN Semarang could not write text well. They still wrote text with random way, and they did not understand the social function, the generic structure and the language feature of the text. Using peer review in writing class, the writer intended to improve students' writing especially recount, descriptive, procedure, and cause and effect texts. The had two problems: 1). How is the implementation of ‘peer review' writing for the FITK students of 2014/2015?; 2). How is the writing improvement of FITK students of 2014/2015 after applying ‘peer review’ writing? There are some texts introduced to the FITK students. The students are expected to be able to write text. Through classroom action research implementing peer review, the students’ writing ability had been improved well.</p>

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 Cohesion and Coherence in Final Project Abstracts Written by Non-English Department Undergraduate Students

2021 ◽  
Vol 11 (4) ◽  
pp. 516-527
Author(s):  
Nindya Septarica Happy gusnar ◽  
Rudi Hartono ◽  
Suwandi Suwandi
Keyword(s):  
Undergraduate Students ◽  
Lesson Plan ◽  
Writing Skills ◽  
Point Of View ◽  
English Department ◽  
Undergraduate Level ◽  
Final Project ◽  
Writing Competency ◽  
Writing Class

Creating text needs to be understood that it is not only about arranging the words into sentences and paragraphs but also delivering meaning. Unfortunately, not everyone can achieve good skills in writing. This study aims at analyzing the writing skills of a group of Indonesian non-English department undergraduate students. It focused on the cohesion and coherence of their production of the final project abstract. Ten texts were analyzed by employing a discourse analytical case study. Thus, it is an important matter to analyze the writing competency of students as they are at the undergraduate level, majoring in Informatics Engineering that should report their final project in English. In this study, a theory from Halliday and Matthiessen (2014) was used to analyze the cohesion while a theory from Eggins (2004), Thornburry (2005), and Paltridge and Starfield (2007) were used to analyze the coherence. An open-ended questionnaire was used to confirm the result of the analysis according to the writers’ point of view. The findings indicate that the students show a bit of weakness in achieving cohesion and coherence in creating texts due to a lack of knowledge about the theory of cohesion and coherence. The result of the study can be used as a reference and consideration in designing a suitable lesson plan for writing class.

scholarly journals Exploring Edmodo: assisted writing formative assessment in English language classroom

2021 ◽  
Vol 5 (1) ◽  
pp. 117-126
Author(s):  
Mita Meryani Zuwitasari ◽  
◽  
Muhamad Reza Pahlevi ◽  
Mobit Mobit ◽  
◽  
...  
Keyword(s):  
Formative Assessment ◽  
Content Knowledge ◽  
English Language ◽  
Writing Skills ◽  
English Teacher ◽  
Cognitive Aspect ◽  
Language Classroom ◽  
Research Questions ◽  
Interpretive Design

This study aims to explore the use of Edmodo in formative assessment and students' perceptions on the use of Edmodo writing. This study uses a basic interpretive design. An English teacher and seven students participated in this research. It used observations, interviews, and documentation to collect data to answer these two research questions. The findings showed that the Edmodo-assisted writing formative assessment builds teacher technological pedagogy, and content knowledge. The students’ responses are viewed from cognitive aspect. Furthermore, the students can improve and explore the ability to writing skills. From the emotional perspective, the students feel more enjoyable and enthusiastic when doing a formative test. Whereas in the affective perspective, the students seemed more interested in assessment manually by the teacher through individual correction analysis.

scholarly journals Students' Perceptions: Using Writing Process Approach in EFL Writing Class

2021 ◽  
Vol 13 (2) ◽  
pp. 988-997
Author(s):  
Utami Dewi
Keyword(s):  
Writing Process ◽  
Structured Interview ◽  
Process Approach ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Ability ◽  
Alternative Approach ◽  
Writing Class ◽  
Writing Process Approach ◽  
Revising Strategies

The writing process approach (WPA) is a way to solve the problems of how the students express their ideas in producing essays systematically. The use of WPA needs to be examined from the students' perceptions because students' perception of the use of WPA influences students' writing ability. This study aims to investigate the students' perceptions on the application of WPA in EFL writing classes. This study applied a qualitative approach using a questionnaire and semi-structured interview with a written list of questions as a guide which focused on students' perceptions in the application of the WPA in their writing class. The data of the interview was analyzed by qualitative by using content analysis. The questionnaire results showed that most students had a highly positive and positive perception, while no students had a negative perception of the application of WPA based on the percentages. The results of interviews were concluded in four themes. Firstly, most students reported that they have highly positive opinions on WPA and considered the planning. Secondly, peer feedback is revising strategies as most useful. Thirdly, they stated that the steps in WPA were specific, systematic, and helpful. Lastly, they perceived that their writing product had improved after the application of WPA in writing class. The findings from the interviews corresponded with the findings from the questionnaire, which revealed that students had positive perceptions on the application of WPA in writing class; therefore, WPA can be suggested as the alternative approach to improve students' writing ability.

scholarly journals A SURVEY ON THE TEACHING OF WRITING AT SENIOR HIGH SCHOOLS IN RIAU PROVINCE

2018 ◽  
Vol 2 (2) ◽  
pp. 63
Author(s):  
Eliwarti Eliwarti ◽  
Rumiri Aruan
Keyword(s):  
High Schools ◽  
Teaching Methods ◽  
Writing Skills ◽  
Teaching Writing ◽  
English Department ◽  
Sentence Structure ◽  
Knowledge And Skills ◽  
Research Questions ◽  
Second Year ◽  
Teaching Of Writing

Abstract: Teaching writing in senior high schools provides students with knowledge, experience and strategies of writing simple texts to more complex ones. This research aims at looking at how writing skills are taught at senior high schools in Riau Province-Indonesia. Specifically, the research answers the research questions about teaching materials, methods/strategies used by English teachers in the teaching of writing and students’ attitude towards writing skills. The samples are second year English Department students of FKIP Riau University coming from different cities and regencies in Riau Province. The data were collected through distributing a set of questionnaire. The results show that most writing materials consist of linguistics knowledge such as sentence structure, vocabulary and punctuation and lack of writing skills and strategies like brainstorming, drafting, revising and editing. Moreover, most teachers are product oriented in their teaching of writing. Finally, most students (65.9) have low attitude towards writing skills. From these findings, it can be concluded that: writing materials need to be focussed on writing skills and strategies, teachers’ knowledge and skills on teaching methods/strategies need to be upgraded and students’ attitude towards writing skills needs to be improved. These findings can be used as a reference to do some improvement in the teaching of writing in senior high schools in Riau province.

scholarly journals Incorporating Paragraph Punch into EFL Writing Class

ELT in Focus ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 24-39
Author(s):  
Asep Burhanudin
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Research Method ◽  
Motion Pictures ◽  
Junior High School Students ◽  
English Teacher ◽  
School Students ◽  
Efl Writing ◽  
Writing Class ◽  
Speaking Skill

This study aims at revealing the implementation of the use of video in teaching speaking skill. It involves twenty nine junior high school students, one English teacher, and two college students. The research method of this study is classroom action research (Kemmis and McTaggart 1988, cited in Burns, 2010) using observation and interview as data collection techniques. The gained data are then analyzed qualitatively. Findings present that the use of video can be beneficial for the teacher in teaching speaking skill, especially for the aspect of pronunciation (Stempleski, 1990, further discussed in Richards and Renandya, 2002). The results indicated that the students show improvements in their pronunciation after learning by using the video. In addition, the students are very enthusiastic in learning speaking by using video. The students focus on watching the video and most of them raise their hands to answer teacher’s questions related to the video. As the video provides the motion pictures which is more interesting for the students, the students focus on watching and trying to understand the content of the video. Based on these findings, it is recommended for the teachers to use video in teaching speaking skill at any school levels in order to make the students understand the lesson easily.

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