scholarly journals Investigasi Faktor-Faktor yang Mempengaruhi Kualitas Tulisan Ilmiah Mahasiswa

2022 ◽  
Vol 10 (1) ◽  
pp. 18-26
Author(s):  
M. Fadhly Farhy Abbas ◽  
Herdi Herdi
Keyword(s):  
Argumentative Writing ◽  
Essay Writing ◽  
Writing Skill ◽  
Writing Composition ◽  
Thesis Writing

Penelitian ini didasari dengan adanya kebutuhan untuk mengevaluasi capaian pembelajaran mata kuliah yang berada dalam kategori Writing Skill, seperti: Paragraph Writing, Composition and Essay Writing, Argumentative Writing, dan Thesis Writing. Penelitian ini bertujuan untuk menganalisis faktor-faktor yang mempengaruhi kualitas tulisan ilmiah mahasiswa. Desain penelitian yang digunakan dalam penelitian ini adalah rancangan penelitian deskriptif. Data penelitian dikumpulkan dengan menggunakan angket dan panduan wawancara. Yang menjadi partisipan dalam penelitian ini adalah alumni (lulusan) Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Lancang Kuning (UNILAK) pada Tahun Akademik 2020/2021. Jumlah alumni tersebut adalah sebanyak 36 orang. Data yang telah dikumpulkan melalui angket dan wawancara dianalisis secara deskriptif. Hasil penelitian ini menujukkan bahwa, terdapat faktor eksternal dan internal yang menghambat keterampilan menulis mahasiswa. Hal ini didukung oleh data dari wawancara bahwa kesulitan mahasiswa dalam menulis tulisan ilmiah itu, secara umumnya memang dipengaruhi oleh faktor eksternal dan internal tadi, seperti kurangnya rasa percaya diri, kurangnya pengetahuan dalam menemukan referensi bacaan, kurangnya pengetahuan dalam hal penggunaan tata bahasa, kosakata, dan mekanisme penulisan yang benar, serta minimnya waktu untuk latihan menulis. Berdasarkan temuan ini, dapat disimpulkan bahwa faktor eksternal dan internal menjadi faktor penentu dan yang paling berpengaruh terhadap kualitas tulisan ilmiah mahasiswa.

scholarly journals The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills

2017 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Tien Rafida
Keyword(s):  
Random Sampling ◽  
Writing Skills ◽  
Class Ii ◽  
Quantitative Approach ◽  
Argumentative Writing ◽  
Essay Writing ◽  
Argument Writing ◽  
Writing Skill ◽  
Two Factors ◽  
Cluster Random Sampling

The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1) vocabulary mastery contribute to the argument to the arguments writing skill of students; (2) effective sentence mastery contribute to the argument writing skill of student; (3) vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1) vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2) Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3) mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4) mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5) Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

scholarly journals The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills

2017 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Tien Rafida
Keyword(s):  
Random Sampling ◽  
Writing Skills ◽  
Class Ii ◽  
Quantitative Approach ◽  
Argumentative Writing ◽  
Essay Writing ◽  
Argument Writing ◽  
Writing Skill ◽  
Two Factors ◽  
Cluster Random Sampling

The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1) vocabulary mastery contribute to the argument to the arguments writing skill of students; (2) effective sentence mastery contribute to the argument writing skill of student; (3) vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1) vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2) Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3) mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4) mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5) Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

scholarly journals Ipsative Assessment of Essay Writing to Foster Reflection and Self-Awareness of Progress

2019 ◽  
pp. 157-180
Author(s):  
Diana Jazmin Univio ◽  
Andrea del Pilar Pérez
Keyword(s):  
Lifelong Learning ◽  
The Self ◽  
Self Management ◽  
Self Awareness ◽  
Generic Skills ◽  
Essay Writing ◽  
Whole Process ◽  
Writing Skill ◽  
Assessment Approach ◽  
Alternative Type

Ipsative assessment to improve argumentative essay writing aimed at studying how an alternative type of assessment, which persuaded learners to reflect on the feedback received and involved them as active assessment participants, influenced the writing skill of 24 students from two Colombian universities. The queries addressed throughout the chapter were analyzing the way students structured their essays by means of the Ipsative feedback and the influence of the assessment approach on students at the self-management levels. Findings revealed that through Ipsative assessment students enhanced their argumentative essay writing as they grasped the structural and reflective nature of this skill. Furthermore, the comparison of various drafts allowed learners to reflect on their improvements at the same time they raised self-awareness of progress and the whole process took students to the realization that they were developing generic skills useful for academic discourse. This chapter was also concerned with the effects of Ipsative assessment on self-directedness and lifelong learning.

scholarly journals Concept Mapping for Improving Expository Writing in Second Language

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Rehana Rahman ◽  
Munazza Ambreen
Keyword(s):  
Concept Mapping ◽  
Posttest Score ◽  
Point Of View ◽  
Intermediate Level ◽  
Control Group ◽  
Expository Writing ◽  
Control Group Design ◽  
Essay Writing ◽  
Writing Skill ◽  
Intermediate Part

one from academic point of view. The students at intermediate level need to practice expository essay writing to be able to write fluently in their university stage ahead. The study investigated the effects of conceptmapping strategy on expository writing skill of the students atintermediate level. The study was experimental in nature with pretestposttest control group design. To this end, forty students fromGovernment Girls Higher Secondary School from Intermediate Part IIwere selected as an average sample after their Proficiency in EnglishLanguage Test (PET). They were divided into two equivalent groupsafter pretest. The concept mapping treatment was given to theexperimental group for six weeks. They composed 10 expository essaysfollowing concept mapping strategy for each essay. The control groupwas taught in a conventional way. Pretest-Posttest score difference ofwriting achievement of control and experimental groups revealedsignificant difference. It was observed that the he treatment group wrotemore organized, extensive, comprehensive and rich essays than thosewritten by students of control group. The findings suggest that conceptmapping is a practical tool in prompting expository writing skill of thestudents at intermediate level in Pakistani perspective.

scholarly journals EXTROVERT PERSONALITY AND ITS IMPACT ON STUDENTS’ ARGUMENTATIVE ESSAY WRITING SKILL

2016 ◽  
Vol 4 (2) ◽  
pp. 267
Author(s):  
Wida Sopia Marwa ◽  
Nani Ronsani Thamrin
Keyword(s):  
Hypothesis Test ◽  
Statistical Tests ◽  
Personality Inventory ◽  
English Department ◽  
Essay Writing ◽  
Positive Correlation ◽  
Purposive Sampling ◽  
Writing Skill

This research aims at finding the positive correlation between extroversion personality and students’ argumentative essay writing skill. The objective of this research is to know the correlation between extroversion personality and students’ argumentative essay of sophomore English Department students in University of Kuningan. The population in this research was all sophomore English Department students with total 60 students. A convenience purposive sampling was applied to get the sample students.  The samples of this research were 12 extrovert students. From the results of statistical tests to test the correlation between two variables, this research used Pearson product moment. As the result of the calculation, it was found that robserved (0,778) > ttables (0, 532). Then, based on the hypothesis test with two tail test, the result of hypothesis test obtained tobserved (3, 917) > ttables (1, 782). Thus, it can be concluded that Ha was accepted and there was a correlation between extroversion personality and students’ argumentative essay writing skill.Keywords: extroversion personality, argumentative essay, writing, Eysenk personality inventory

PENERAPAN PROBLEM-BASED LEARNING DENGAN SIKLUS LESSON STUDY UNTUK MENINGKATKAN KEMAMPUAN MENULIS ESAI ARGUMENTATIF

JURNAL SPHOTA ◽  
2020 ◽  
Vol 11 (1) ◽  
pp. 36-44
Author(s):  
Anak Agung Putri Maharani
Keyword(s):  
Lesson Study ◽  
English Education ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Study Program ◽  
Essay Writing ◽  
Writing Skill ◽  
Research Questions

  ABSTRACT The skill to write argumentative essas as a necessity in the 21st century is crucial for students to hone their critical thinking skills. Having been designed as a classroom action research, the researcher applied Problem-Based Learning with Lesson Study cycle that answered the following two research questions: (a) Can students' argumentative essay writing skill be improved by applying Problem-Based Learning with Lesson Study cycle? And (b) How was the student's response to their implementation? The research subjects consisted of 36 students of IVA semester in English Education Study Program, Faculty of TeacherTraining and Education, Mahasaraswati Denpasar University. To collect data, test and questionnair were administered as research instruments. Data were analyzed descriptively quantitative and qualitative (interactive model). It was found that the application of Problem-Based Learning and Lesson Study was able to improve students' argumentative essay writing skill and the students gave positive response towards their application for the improvement of learning. Key words: argumentative essay, Lesson Study, Problem-Based Learning.  

scholarly journals Pengaruh Strategi Pembelajaran Dan Kemampuan Berpikir Logis Terhadap Keterampilan Menulis Argumentasi (Studi Eksperimen Pada Siswa Kelas Xi Sma Negeri 1 Lengayang)

2018 ◽  
Vol 1 (1) ◽  
pp. 55
Author(s):  
Zelvi Iskandar
Keyword(s):  
Qualitative Research ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Individual Learning ◽  
Language Skill ◽  
Argumentative Writing ◽  
Learning Materials ◽  
Strong Connection ◽  
Writing Skill

The study is intendead to investigate the achievement of language skill of student’s who learn through cooperative learning strategy and those who learn through individual learning one. It is a qualitative research by employing experiment methode which includes two sampel of group, namely ones who follow cooperative learning strategy. Based on the findings and the investigation, it reaches the following conclusion. Firstly, teachers can choose which learning materials and strategies should be used to gain the increasment of student’s skill writing argumentation as when the level of rational thingking of student has been known. Secondly, the strategy of cooperative learning and individual learning among student’s group who have different ability in using logical thingking will result in different skill in writing argumentation. Thirdly, the improvement of argumentative writing skill can be effected by factors of learning strategy and logical thingking skill. Fourtly, the learning strategy and logical thingking skills have strong connection to the skill of writing argumentation.

scholarly journals DAMPAK PEMBELAJARAN INKUIRI BERJENJANG DALAM MENINGKATKAN KETERAMPILAN MENULIS ARGUMENTATIF CALON GURU

2015 ◽  
Vol 6 (1) ◽  
pp. 155
Author(s):  
Riezky Maya Probosari ◽  
Murni Ramli ◽  
Mr. Sajidan
Keyword(s):  
Teacher Candidates ◽  
Teacher Education Program ◽  
Inquiry Learning ◽  
Classroom Observations ◽  
Argumentative Writing ◽  
Biology Teacher ◽  
Biology Teachers ◽  
Training And Education ◽  
Student Portfolios ◽  
Writing Skill

 The purpose of this study was to evaluate biology teacher candidates’s argumentative writing skill after they participated in hierarchy of inquiry learning.  The participants of this  action research are the 4th semester students of  Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University  who took the course of Plant Embryology.  Data were analyzed descriptively through interviews with experts, classroom observations, and student portfolios. The argumentative writing was measured using Toulmin’s Argument Pattern (TAP) with four kinds of argument elements, which include data, warrants, backings, and claims. The results showed that the argumentative writing skill was increased, in every aspect and levels of inquiry.  Biology teacher candidates who had well-experienced in the hierarchy of inquiry outperformed argumentative writing skill, thus it can be concluded that   Hierarchy of Inquiry Learning is suitable in fostering teacher candidates to do some inquiry activities, and positively impacted  argumentative writing skill.   Keywords: argumentative writing, pre-service biology teachers, hierarchy of inquiryABSTRAKPenelitian ini dilakukan dengan tujuan untuk mengevaluasi kemampuan menulis argumentatif calon guru biologi meningkat  setelah mereka mendapatkan pembelajaran inkuiri berjenjang.  Partisipan dalam penelitian tindakan kelas ini adalah mahasiswa semester 4 di Program Studi Pendidikan Biologi Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta yang menempuh mata kuliah Embriologi Tumbuhan.  Data dianalisis secara deskriptif melalui wawancara, pengamatan kelas dan portofolio.  Kemampuan menulis  diukur menggunakan Toulmin’s Argument Pattern (TAP) yang meliputi empat komponen, yaitu data, warrants, backings, dan claims.   Hasil penelitian menunjukkan bahwa pada akhir siklus kedua terjadi peningkatan skor keterampilan berpikir argumentatif pada setiap aspeknya  di semua tingkatan jenjang inkuiri.  Calon guru biologi yang telah berpengalaman dalam inkuiri berjenjang menunjukkan kemampuan menulis argumentasi yang lebih baik sehingga disimpulkan bahwa  pembelajaran dengan inkuiri berjenjang sesuai diterapkan untuk mendukung berbagai aktivitas inkuiri  dan  meningkatkan kemampuan menulis argumentatif. Kata kunci: calon guru biologi, inkuiri berjenjang, tulisan argumentatif

scholarly journals The Correlation Between Students' Critical Thinking and Argumentative Skill in IAIN Bukittinggi

2021 ◽  
Vol 2 (1) ◽  
pp. 65-75
Author(s):  
Lia Aulia Suryani ◽  
Hilma Pami Putry ◽  
Hafizul Khair
Keyword(s):  
Critical Thinking ◽  
Correlation Coefficient ◽  
Random Sampling ◽  
English Language ◽  
Reading Test ◽  
Argumentative Writing ◽  
Writing Test ◽  
Writing Skill ◽  
Level Of Significance ◽  
Correlation Design

This research was directed to find out whether there any significant correlation between students' critical thinking and argumentative writing skill in IAIN Bukittinggi. The researcher found several problems in the field, the problems were students got difficulties in starting and developing their ideas into writing a paragraph, they have limited vocabulary in the English language, and some of the students don’t use transition signals. This research employed a correlation design. The population of this research was the students of the fifth semester in Iain Bukittinggi. The researcher used random sampling were the students of class 5A, class 5B, and 5C to get the sample of the research. In collecting the data, the researcher used a reading test to know of students of critical thinking, and the researcher used of writing test to know of argumentative writing essay. The data were processed and analyzed by SPSS 22.0 Statistic technique of product-moment t-test formula and consulted the result into t-table with the level of significant α = 0.05.The result of this study by the correlation coefficient (r-x-y) 0,787. It shows that there was a high correlation between students' critical thinking and argumentative writing, it included the scale of r interpretation score between 0,60- 0,79. Furthermore, with df =25. And the level of significance 0,05 (α= 5%) obtained 0,396. So , try = 0,787 > t table 0,396. So, Ha was accepted and  Ho was rejected. It means that there was a correlation between students critical thinking and argumentative writing skill.

scholarly journals THE EFFECT OF COOPERATIVE LANGUAGE LEARNING AND PERSONALITY TYPES TOWARDS ESSAY WRITING

2018 ◽  
Vol 6 (2) ◽  
pp. 95
Author(s):  
Bejo Sutrisno ◽  
Yumna Rasyid ◽  
Aceng Rahmat
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Interaction Effect ◽  
Personality Type ◽  
Personality Types ◽  
Skill Learning ◽  
Significance Level ◽  
Essay Writing ◽  
Learning Techniques ◽  
Writing Skill

This study is aimed to find out the effect of Cooperative learning techniques and personality types on English essay writing skill. This study was conducted at STIBA � IEC Jakarta for the fourth semester in the academic year 2016/2017. It was an experimental study with the factorial design 2 x 2 at 0.05 significance level. The sample was 32 students and divided into two groups which each group was 16 students. The research reveals that: (1) students� English essay writing skill taught with Think-Pair-Share (TPS) technique was� higher than with Student Team Achievement Division (STAD) technique; (2) English essay writing skill on introvert personality type was higher than extrovert personality types; (3) there was interaction effect between learning techniques and personality type toward English essay writing skill; and (4) students with introvert type taught with TPS technique was higher than those taught with STAD technique. There is an interaction effect between learning techniques and personality types on English essay writing skills. Keywords: cooperative learning, essay writing skill, learning technique, personality type

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