scholarly journals Using promotional discourse analysis and project-based learning to develop Master’s students’ business writing skills

ASp ◽  
2021 ◽  
pp. 37-54
Author(s):  
Julie McAllister
Keyword(s):  
Discourse Analysis ◽  
Writing Skills ◽  
Project Based Learning ◽  
Business Writing ◽  
Master's Students ◽  
Promotional Discourse

Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

2021 ◽  
Vol 44 (3) ◽  
pp. 151-170
Author(s):  
Dhara Baiden
Keyword(s):  
Critical Thinking ◽  
Gifted And Talented ◽  
Arts Integration ◽  
Writing Skills ◽  
Gifted Students ◽  
Subject Area ◽  
Project Based Learning ◽  
Learning Opportunity ◽  
Integrated Project ◽  
Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

scholarly journals ԳՈՐԾԱՐԱՐ ԳՐԱՎՈՐ ԿԱՐՈՂՈՒԹՅՈՒՆՆԵՐԻ ԶԱՐԳԱՑՈՒՄԸ ՄԱՍՆԱԳԻՏԱԿԱՆ ԱՆԳԼԵՐԵՆԻ ԴԱՍԸՆԹԱՑՈՒՄ / DEVELOPMENT OF BUSINESS WRITING SKILLS IN THE COURSE OF ENGLISH FOR SPECIFIC PURPOSES

2021 ◽  
pp. 138-146
Author(s):  
NAIRA POGHOSYAN
Keyword(s):  
Writing Skills ◽  
English For Specific Purposes ◽  
Business Writing

The article touches upon the characteristics of the development of business writing skills in the ESP course. For this purpose, a number of practical assignments aimed at the development of business writing skills of the learners have been elaborated and introduced.

Increasing Writing Reports Skills of Fifth Grade Student through Project-Learning Based Methods at Cipinang Muara 06 State Elementary School

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Rina Khaerunnisa ◽  
Zulela . ◽  
Miftahul Khairah
Keyword(s):  
Elementary School ◽  
Writing Skills ◽  
Project Based Learning ◽  
Fifth Grade ◽  
Learning Method ◽  
Grade Student ◽  
Learning Methods ◽  
Test Technique ◽  
Observation Report ◽  
Writing Skill

Skill of fifth grade student of Cipinang Muara 06 State Elementary School in writing report is still low. This is evidenced by the average scores before giving the action, which is 68.66. The average score of students who are still below the minimum completion criteria is due to poor students in writing sentences in accordance with the correct structure, the sentences are not structured in accordance with the Indonesian Spelling, the selection of standard words is still not quite right. In addition, students have not been able to write a factual report, the written report has not been coherent and has not explained clearly the events observed. In addition, teachers are still applying classical teaching methods with lecturing and assignment methods that are based solely on guidebooks only. This causes students to be less motivated so they have not been able to improve their skills in report writing. Learning to write observational reports made in class makes the students less able to write reports in accordance with the conditions and facts about the things that must be considered in writing the report. The formulation of the problems contained in this study are (1) How the project-based learning method can improve the skills of writing reports to students in fifth grade at Cipinang Muara 06 State Elementary School; and (2) Will the project-based learning method improve the writing skills of the students in fifth grade at Cipinang Muara 06 State Elementary School? The purpose of this study is to describe the process of learning to write observational reports during the use of project-based learning methods, the skills of writing student observation reports after using project-based learning methods, and changes in student behavior after following the learning of writing observation reports through project-based learning methods to students of fifth grade Cipinang Muara 06 State Elementary School. This study uses a classroom action research design. Subjects in this study were fifth grade students that amount 29 students consisting of 15 male students and 14 female students. This study consists of two cycles. Each cycle consists of several stages, namely planning, action, observation, and reflection. Data collection was done using test techniques and nontest techniques. The test technique is used to know the quantitative results. The result is obtained from the test of students' writing skill, while nontest technique is used to collect student activity data during the learning process. Nontest techniques were obtained with observation guides, observations of student and teacher activities, as well as video and photo documentation. The data analysis technique of this research is qualitative and quantitative. The results showed that there was an increase in the process of learning to write observational reports during the use of project-based learning methods. The improvement of the process is evidenced by the result of the students' writing skill skill which increases in cycle I and cycle II, besides the learning of writing the observation report which more smoothly in cycle II and the more conducive classroom atmosphere. The skills of writing observational reports increased after using project-based learning methods. This improvement is seen from the students' learning completeness which reached 51.73% in cycle I and increased by 93.11% in the second cycle with an average value of 82.28. In addition, the increase occurred in the behavior of students after following the study writing observation report. Students are more active in learning because learning is more interesting. Based on the results of the research, the use of project-based learning methods can assist students in writing observational reports because students can put their ideas and ideas into a writing based on observations that have been done directly so as to increase students' writing skills in writing observation reports.

scholarly journals Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

2021 ◽  
Author(s):  
Wan Roslina Wan Yusof ◽  
Melody Kimi ◽  
Wan Sharifatun Handayani Wan Zullkiplee ◽  
Mohd Alhafiizh Zailani ◽  
Mardhiah Shahabudin ◽  
...  
Keyword(s):  
University Students ◽  
Writing Skills ◽  
Project Based Learning ◽  
Scientific Writing

scholarly journals KORELASI ANALISIS WACANA KRITIS DENGAN KARANGAN BEBAS SISWA KELAS IV MIN 2 SLEMAN YOGYAKARTA

2020 ◽  
Vol 3 (2) ◽  
pp. 84-97
Author(s):  
Rizki Maulinisa ◽  
Aninditya Sri Nugraheni
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Quantitative Research ◽  
Writing Skills ◽  
Strong Relationship ◽  
Critical Discourse ◽  
Simple Correlation ◽  
Quantitative Research Methods ◽  
Essay Writing ◽  
The Relationship

This study aims to look at the correlation between Critical Discourse Analysis and Free Essays of Class IV MIN 2 Sleman Yogyakarta students. This research uses quantitative research methods. The researcher distributed questionnaires to all grade 4 students because the papulation class did not reach 100 students, so the researchers chose all students to be sampled in this study. Therefore, the population in this study is also a research sample to collect quantitative data. The result of simple correlation analysis obtained the correlation between Critical Discourse Analysis with Free Essay Writing Skills is 0.295. This shows that there is a fairly strong relationship between Critical Discourse Analysis with Essay Writing Skills. While the direction of the relationship is positive because the value of r is positive, it means that the higher the Critical Discourse Analysis, the more the students write essay writing skills.

scholarly journals TEACHING BUSINESS ENGLISH WITH THE SUPPORT OF WEBLOGS

2021 ◽  
Vol XII (35) ◽  
pp. 311-327
Author(s):  
Eva Stradiotová ◽  
Radoslav Štefančík
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Positive Impact ◽  
Writing Skills ◽  
Traditional Teaching ◽  
Business English ◽  
Business Writing ◽  
Quantitative Research Methods ◽  
Teaching Business ◽  
Post Test

In this paper, we focused on the mediation of the research results of using weblogs as a form of supplement to traditional teaching in the classroom and their influence on the development of business writing skills. The aim of the research was to prove that the weblog had an impact on improving the business writing skills and on the motivation of students to devote themselves to write contributions in a foreign language at an increased rate. In the research, we used quantitative research methods such as experiment, pre-test, post-test, and research instrument questionnaire. The research was carried at the University of Economics in Bratislava and 60 respondents took part in the experiment. Through the pre-test and post-test, we found out to what extent were the business writing skills of the respondents of the experimental group influenced by the use of weblogs in teaching business English. We used the student test to analyse the data obtained. The results confirmed that the use of the weblog in teaching business English had an impact on the development of business writing skills. We used the questionnaire to collect data in survey research aimed at finding out to what extent the use of the weblog affected the motivation of respondents to write to a greater extent in a foreign language. The analysis of the responses confirmed that the respondents perceived the weblog as a new, non-traditional form of the supplement to traditional teaching, which had an impact on their motivation to devote themselves more to write in a foreign language. Research has confirmed that the weblog, as one of the tools of Web 2.0, has a positive impact on the development of business writing skills.

scholarly journals The Use of Commercial Advertisement to Teach University Students in English for Specific Purpose Context

2019 ◽  
Vol 13 (2) ◽  
pp. 151
Author(s):  
Fajar Dwi Utami ◽  
Mei Ardaning Tyas ◽  
Nurika Mustika
Keyword(s):  
Discourse Analysis ◽  
University Students ◽  
Industrial Revolution ◽  
Project Based Learning ◽  
Marketing Management ◽  
Multimodal Discourse ◽  
Qualitative Research Design ◽  
Interpretive Analysis ◽  
Promotional Video ◽  
Teaching Learning

This research aimed to propose multimodal-based English teaching through video for university students majoring in marketing management through project-based learning. Teaching English for university students are belonging to the field of English for Specific Purposes (ESP). It needs special treatments due to the fact that ESP students have different needs for English use for their future jobs, since the industrial revolution 4.0 typically affected the economic area. For presenting the research, the qualitative research design was employed. This research used interpretive analysis in the context of discourse analysis. The commercial advertisement video was analyzed in terms of Systemic Functional Linguistics (SFL) and semiotic features of multimodal discourse analysis. The analysis results of the video show that semiotic features are more powerful than linguistics aspects in promoting goods well. The video is expectedly used to teach language for promotion to the university students, particularly in marketing management majors. The teaching-learning process would be guided by the use of project-based learning method so that the outcomes would be in the form of the promotional video which employs both linguistics and semiotic features. 

scholarly journals Implementasi Project Based Learning Untuk Meningkatkan Aktivitas dan Keterampilan Menulis Siswa SMP Taman Dewasa Jetis

2020 ◽  
Vol 4 (1) ◽  
pp. 23 ◽  
Author(s):  
Ermawati Ermawati ◽  
Widowati Widowati
Keyword(s):  
Action Research ◽  
Junior High School ◽  
Writing Skills ◽  
Class Action ◽  
Project Based Learning ◽  
Narrative Texts ◽  
Student Activities ◽  
Asking Questions ◽  
Field Notes ◽  
Student Grades

This study aims to describe learning activities and writing skills through Project Based Learning. The subjects of this study were students of class VII-I Junior High School at Taman Dewasa Jetis. Classroom action research was conducted in two cycles. Each cycle consists of planning, implementing, observing, and reflecting. The source of data in this class action research is the process of learning description text and fantasy narrative texts and documents. Data collection is done through observation techniques, documentation (field notes, student lists, student grades, lesson plans, student test results, and photographs), and tests. Data analysis techniques using the Miles and Huberman techniques. The application of Project Based Learning procedures includes: asking questions; make a plan; arrange scheduling; monitor project creation; conduct an assessment; and evaluation. The results of student activities in learning have increased, as well as writing skills also showed an increase.

scholarly journals Developing Business Writing Skills and Reducing Writing Anxiety of EFL Learners through Wikis

2017 ◽  
Vol 10 (3) ◽  
pp. 151 ◽  
Author(s):  
Mohamed Ali Mohamed Kassem
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Business Writing ◽  
Post Intervention ◽  
Writing Anxiety ◽  
Efl Learners ◽  
Positive Effects ◽  
Business Administration Students ◽  
The Mean ◽  
Experimental Group

The present study aimed at investigating the effect of using wikis on developing business writing skills and reducing writing anxiety of Business Administration students at Prince Sattam bin Abdul Aziz University, KSA. Sixty students, who were randomly chosen and divided into two equivalent groups: control and experimental, participated in the study. Two main tools were devised to collect data: Test of Business Writing Skills (TBWS) and Writing Anxiety Inventory (WAI). The experiment was conducted during the second semester of the academic year 2015-2016. A t-test was utilized to calculate the differences between the mean scores of the two groups in pre- and post-intervention. The findings of the study showed statistically significant differences between the mean scores of the experimental group and the control group on the post-TBWS in favor of the experimental group. In addition, the writing anxiety level of the experimental group, after the intervention, was significantly less than the control group. These findings revealed the positive effects of wikis on developing business writing skills and reducing writing anxiety of EFL learners. It is recommended that sufficient training should be provided to instructors on how to integrate wikis in business writing instruction. Pedagogical implications and suggestions for further research are presented.

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