scholarly journals DIFFICULTIES IN WRITING AN ESSAY OF ENGLISH-MAJORED SOPHOMORES AT TAY DO UNIVERSITY, IN VIETNAM

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Nga H. T. Nguyen ◽  
Nhung T. M. Nguyen ◽  
Thao T. T. Nguyen
Keyword(s):  
Survey Research ◽  
Background Knowledge ◽  
Viet Nam ◽  
Writing Skill ◽  
Good Writing

Writing is an important skill in English that helps people express thoughts, emotion and viewpoint to readers. However, students face some difficulties when writing. Hence, the survey research presents the process of the study about “Difficulties in writing an essay of English-majored sophomores at Tay Do University, in Viet Nam”. It was conducted to find out some difficulties in learning writing (from 200 to 250 - word essay) of 102 the sophomores from Bachelor of English 10 at Tay Do University. Questionnaire, paper interview and essay samples were the instruments of the study. The results showed that sophomores had many problems in writing such as vocabulary, grammar structures, ideas arrangement, background knowledge, and others. Basing on the results, some solutions would be suggested to help students to get a good writing skill. Viết là một kỹ năng quan trọng trong tiếng Anh giúp người viết thể hiện suy nghĩ, cảm xúc và quan điểm với người đọc. Tuy nhiên, sinh viên thường gặp một số khó khăn khi viết. Do đó, nghiên cứu “Khó khăn khi viết bài luận của sinh viên năm thứ hai chuyên ngành Ngôn Ngữ Anh tại Trường Đại học Tây Đô, Việt Nam” được thực hiện nhằm tìm ra một số khó khăn khi học môn viết (bài luận từ 200 đến 250 từ) của 102 sinh viên Cử nhân Tiếng Anh năm thứ hai, khóa 10 của Trường Đại học Tây Đô. Công cụ nghiên cứu gồm bảng câu hỏi, phỏng vấn trên giấy và phân tích bài luận. Kết quả cho thấy sinh viên năm thứ hai gặp nhiều vấn đề về viết như từ vựng, cấu trúc ngữ pháp, sắp xếp ý tưởng, kiến thức nền tảng và những vấn đề khác. Dựa trên kết quả đạt được, một số giải pháp sẽ được đề xuất để giúp sinh viên có được kỹ năng viết tốt hơn. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0786/a.php" alt="Hit counter" /></p>

scholarly journals DIFFICULTIES IN WRITING ESSAYS OF ENGLISH MAJORED SOPHOMORES AT TAY DO UNIVERSITY, VIETNAM

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Hiep Thanh Nga Nguyen ◽  
Thu Uyen Pham ◽  
Thi Minh Uyen Phan
Keyword(s):  
Survey Research ◽  
Background Knowledge ◽  
Research Results ◽  
Face To Face ◽  
Writing Skill ◽  
Good Writing

Writing skill is an important part of communication, which helps people express ideas, experiences, and feeling exactly. Good writing skill allows them to communicate their message with clarity and ease to a far larger audience than through face-to-face or telephone conversations. However, students often face some difficulties when writing. This survey research presents the process of the study of “Difficulties in writing essays of English majored sophomores at Tay Do University”. It was conducted to find out some difficulties in learning writing of 53 sophomores from 12A and 12B classes at Tay Do University. The questionnaire, interview questions, and essay samples were instruments of this research. The results showed that sophomores had many difficulties in writing essays such as vocabulary, grammar structures, idea arrangement, background knowledge, and others. Basing on the research results, students could recognize their difficulties and find ways to overcome them. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0722/a.php" alt="Hit counter" /></p>

scholarly journals USING MIND-MAP TO IMPROVE WRITING SKILL FOR 11TH GRADERS AT THAI NGUYEN HIGH SCHOOL

2019 ◽  
Vol 199 (06) ◽  
pp. 61-64
Author(s):  
Vũ Đình Bắc ◽  
Hoàng Thị Hồng Hạnh ◽  
Lại Thu Uyên
Keyword(s):  
High School ◽  
Viet Nam ◽  
Writing Skill

Trong xã hội toàn cầu hiện nay, học tiếng Anh là rất quan trọng và cần thiết cả trong cuộc sống và ở trường. Bởi vì tiếng Anh là ngôn ngữ phổ biến nhất được nói trên thế giới, nó cũng là một phương tiện giao tiếp quan trọng, giúp chúng ta hiểu kiến thức và văn hóa của cộng đồng quốc tế. Tiếng Anh được dạy như một môn học bắt buộc tại hầu hết các trường học ở Việt Nam. Mục tiêu của việc dạy tiếng Anh là giúp học sinh, sinh viên tìm hiểu thông tin, kiến thức và sự kiện thông qua việc sử dụng các kỹ năng ngôn ngữ. Tuy nhiên, một số người Việt Nam gặp một số khó khăn khi sử dụng tiếng Anh và họ không thể sử dụng các kỹ năng tiếng Anh đúng cách. Đặc biệt, nhiều học sinh trung học phổ thông tạiViệt Nam thường cảm thấy không hài lòng với kỹ năng viết của mình vì họ thiếu phương pháp phù hợp. Vì vậy, mục đích của nghiên cứu này là tìm ra kết quả của việc sử dụng phương pháp sơ đồ tư duy để giúp học sinh cải thiện kỹ năng viết. Những người tham gia nghiên cứu này là học sinh lớp 11 tại trường trung học phổ thông Thái Nguyên. Thông qua việc áp dụng phương pháp phân tích bài viết của học sinh, nghiên cứu đã phát hiện ra thực trạng sử dụng bản đồ tư duy trong học viết, hiệu quả của việc sử dụng sơ đồ tư duy để nâng cao kỹ năng viết của học sinh tại trường trung học phổ thông Thái Nguyên. Hai công cụ khác nhau đã được sử dụng trong nghiên cứu là bảng câu hỏi, phân tích bài viết với mục đích đạt được dữ liệu đáng tin cậy và hợp lệ hơn cho nghiên cứu. Những phát hiện của nghiên cứu hi vọng sẽ hữu ích cho trường trung học phổ thông Thái Nguyên nói riêng cũng như tất cả các trường trung học phổ thông ở tỉnh Thái Nguyên nói chung.

scholarly journals PROMOTING MIND-MAPPING TECHNIQUE TO IMPROVE NURSING STUDENTS’ WRITING SKILL

2016 ◽  
Vol 1 (2) ◽  
pp. 14
Author(s):  
Yoyok Febrijanto
Keyword(s):  
Nursing Students ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Alternative Teaching ◽  
Successful Communication ◽  
Writing Skill ◽  
Good Writing ◽  
Teaching Learning ◽  
The Right ◽  
Writing Practice

A teacher can use many ways to make students easier to study writing. Mind-mapping is a way to solve problems in writing. This technique is chosen since it has many advantages. The main benefit is that it uses both halves of the brain which makes it easier to remember. Moreover, making mind-mapping is a creative process and a natural way to organize the thoughts and it is widely believed to ease a pathway towards successful communication. Nursing students mostly do not pay attention to their writing skill. There are some indications which show the students’ poor ability in writing, such as; the students do not organize their writing well, their ideas are not coherence, they do not use right tenses in the right context, they have lack of vocabulary and their understanding of mechanic is low. They also think that time for writing is limited. Because of these, they become unmotivated and have low interest in writing. Some students even give up and do not try to solve their problem. In this paper, the writer wants to describe the use of mind-mapping technique to build up a good writing practice as an alternative teaching learning process and to activate the students’ participation in the classroom.   Keywords: Mind-Mapping Technique, Writing Skill.

scholarly journals THE USE OF FLASHCARDS FOR TEACHING WRITING TO ENGLISH YOUNG LEARNERS (EYL)

2020 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Paramita Kusumawardhani
Keyword(s):  
Action Research ◽  
Writing Skills ◽  
Teaching Writing ◽  
Reading And Writing ◽  
Young Learners ◽  
Writing Skill ◽  
Good Writing ◽  
Classroom Action Research

<p>The aims of this research are to know about the use of flashcards to improve the English Young Learners’ writing skills. English has four skills to be learned; they are listening, speaking, reading, and writing, and writing skill is the most difficult skill to be taught and learnt. Flashcards are one of the ways to improve the learners’ skill, especially EYL writing skill. The participants of this research are English Young Learners (EYL) in of the English Course at Gading Serpong, Tangerang. Classroom Action Research (CAR) was used as the method of the research and the English Young Learners’ (EYL) story paper are used as the instruments of the research. The results of the research are: (1) Most learners were excited when they are asked to see the colorful flashcard; (2) Learners who have good writing skill could make the story by completing the missing words and answer the questions then arrange the answer sentences well and (3) Learners who are not really master in writing, got some difficulties not only in completing the missing words but also answering then arranging the answer sentences well.</p>

scholarly journals THE EFFECT MIND MAPPING TECHNIQUE AND VOCABULARY MASTERY ON STUDENT’S WRITING SKILL

2021 ◽  
Vol 4 (1) ◽  
pp. 1-10
Author(s):  
Megawati Megawati ◽  
Yuliwati Yuliwati ◽  
Eka Rista Harimurti
Keyword(s):  
English Education ◽  
Writing Skills ◽  
Mapping Technique ◽  
Validity And Reliability ◽  
Science Data ◽  
Mind Mapping ◽  
Homogeneous Population ◽  
Writing Skill ◽  
Good Writing ◽  
Social Science Data

The purposes of this research is to know the effect mind mapping technique and vocabulary mastery on students’writing skill. Also how the implementation mind mapping technique on students’writing skill. Students need vocabulary mastery to arrange the sentences for getting a good paragraph and mind mapping technique is one of the technique that use to treat students for getting writing well. This research use experiments method. There were 40 students chosen at random from fourth grade semester English Education at STKIP Kusuma Negara Jakarta.Collecting data use test writing skill. Research of instrument has tested and tried by the validity and reliability test used the SPSS (Statistic Program Social Science). Data analyzed by using kolmogorv Smirov, know data was normality.The text analysis is to test the data homogeneity  by using Levenu’s test, to see if the population was derived from homogeneous population. The result of this research concluded  that 1) Using Mind Mapping Technique has significant effect on student’s writing skill. Result  F for mind mapping (A) Fo=290.285 and sig.= 0.000<0.05, then the conclusion is that there is significant effect between mind mapping technique  (X1) on student’s writing skills. 2). Vocabulary mastery gave the significant effect to the student’s writing skill. Result research F for vocabulary mastery (B) Fo=91.401 and sig.= 0.000<0.05. It has shown that there is significant effect vocabulary mastery (X2) on student’s writing skills. 3) There is significant effect interaction between mind mapping and vocabulary mastery on student’s writing skill. Result of this research F from mind mapping (A) and vocabulary (B) Fo=5.274 and sig.=0.028<0.05. Using mind mapping technique in learning give effect in students’writing skill. Students who have rich vocabulary mastery can get good writing English.Keywords: Podcasts, Promote, Speaking, Online Learning

scholarly journals DIFFICULTIES IN READING COMPREHENSION OF ENGLISH MAJORED SOPHOMORES AT TAY DO UNIVERSITY, CANTHO, VIETNAM / KHÓ KHĂN KHI HỌC MÔN ĐỌC HIỂU CỦA SINH VIÊN NĂM THỨ HAI CHUYÊN NGÀNH NGÔN NGỮ ANH TẠI TRƯỜNG ĐẠI HỌC TÂY ĐÔ, THÀNH PHỐ CẦN THƠ, VIỆT NAM

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Nga H. T. Nguyen ◽  
Tu K. Kim
Keyword(s):  
Reading Comprehension ◽  
Background Knowledge ◽  
Viet Nam ◽  
Attitude And Motivation

No one denied the important role of reading comprehension in learning reading because reading becomes meaningless without comprehending the texts. So, the research “Difficulties in reading comprehension of English majored sophomores at Tay Do University, Cantho, Vietnam” was conducted to help sophomores recognize their problems in reading. The participants of the study comprise 90 English majored sophomores from Bachelor of English 10 (2015-2019) at Tay Do University. All of them still have some difficulties in linguistic causes as vocabulary, grammar structures, background knowledge and in some strategies, such as guessing meaning from the context, skimming, scanning and also in psychological causes as attitude and motivation. The research was divided into 2 stages. The former was delivering questionnaire to participants. Then, students were chosen to do interview paper. The paper also finds out some obstacles to help students to get over their difficulties. Không ai phủ nhận vai trò quan trọng của đọc hiểu đối với học môn đọc hiểu vì việc đọc sẽ trở nên vô nghĩa nếu không hiểu nội dung. Vì vậy, nghiên cứu “Khó khăn khi học môn đọc hiểu của sinh viên năm thứ hai chuyên ngành Ngôn Ngữ Anh tại Trường Đại học Tây Đô, Thành phố Cần Thơ, Việt Nam” được thực hiện nhằm giúp sinh viên năm hai nhận ra vấn đề của họ khi học môn đọc hiểu. Đối tượng nghiên cứu bao gồm 90 sinh viên năm thứ hai Cử nhân tiếng Anh khóa 10 (năm học 2015-2019) tại Trường Đại học Tây Đô. Tất cả sinh viên gặp một số khó khăn về ngôn ngữ như từ vựng, cấu trúc ngữ pháp, kiến thức cơ bản và một số chiến lược đọc hiểu như đoán nghĩa từ theo ngữ cảnh, đọc lướt, đọc lấy ý chi tiết và cả nguyên nhân tâm lý như thái độ và động lực học tập. Nghiên cứu được chia thành 2 giai đoạn. Đầu tiên là gửi bảng câu hỏi cho những người tham gia. Sau đó, chọn người tham gia trả lời phỏng vấn trên giấy. Bài nghiên cứu cũng tìm ra một số trở ngại để giúp sinh viên vượt qua khó khăn khi học môn đọc hiểu. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0779/a.php" alt="Hit counter" /></p>

scholarly journals DIFFICULTIES IN STUDYING TOEIC LISTENING COMPREHENSION OF NON–ENGLISH MAJORED FRESHMEN AT TAY DO UNIVERSITY, VIETNAM

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Hiep Thanh Nga Nguyen ◽  
Thi Minh Uyen Phan ◽  
Thi My Duyen Huynh ◽  
Thi Kim Huong Tran
Keyword(s):  
Survey Research ◽  
Listening Comprehension ◽  
Background Knowledge ◽  
Listening Test ◽  
The World

TOEIC Certificate is becoming more and more popular all over the world in general and in particular, Vietnam. It is considered as one of the most compulsory demands for graduating university, especially at Tay Do university. Listening seems to be a skill that many students usually face difficulties in learning. Therefore, the survey research “Difficulties in studying TOEIC Listening Comprehension of non – English majored freshmen at Tay Do University” was conducted to figure out common difficulties in studying TOEIC listening of non-English majored students. Freshmen of Bachelor of Tourism and Travel Management class at Tay Do university were chosen as the participants. Questionnaire and interview were used as instruments to collect the data. The findings of the study would point out learners’ difficulties consisting of general difficulties (vocabulary, pronunciation, background knowledge and psychological) and difficulties in each part in the TOEIC listening test. Thanks to the results, some solutions would be suggested for students’ improvement. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0620/a.php" alt="Hit counter" /></p>

scholarly journals EFL students’ perception on flipped learning in writing class

2018 ◽  
Vol 8 (2) ◽  
pp. 115 ◽  
Author(s):  
Akhmad Fauzan ◽  
Maria Novary Ngabut
Keyword(s):  
Foreign Language ◽  
Survey Research ◽  
Flipped Learning ◽  
Central Kalimantan ◽  
Writing Class ◽  
Writing Skill ◽  
Efl Students ◽  
The Way ◽  
Teacher Centered

<p>This research aims at finding out EFL students’ perceptions on the implementation of Flipped Learning in writing class. Survey research was applied with one-shot design and questionnaire was used to collect data. The setting of this research is at one university in Central Kalimantan Province in Indonesia where English is a foreign language. The students were in their fourth semester learning writing skill. In order to avoid teacher-centered learning which may cause a boring and monotonous classroom, this research implemented Flipped Learning that could change the way students learn. The approach was done during one semester and the questionnaires were then handed out at the end of the semester. After the questionnaires were collected and analyzed quantitatively and qualitatively, the result of this research shows that students had positive perceptions on the implementation of Flipped Learning in Writing 3 class.</p>

scholarly journals Interactional Approach in Improving Students’ Writing Skills as A Strengthening of The Ability of Religious Moderation at State Islamic Institute of Kediri

INFERENSI ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 163-184
Author(s):  
Sri Wahyuni
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Direct Writing ◽  
Writing Test ◽  
Religious Books ◽  
Significant Difference ◽  
Writing Skill ◽  
Good Writing ◽  
Quasi Experimental ◽  
Experimental Group

This article aims at investigating the effect of interactional approach in improving students’ writing skill as a strengthening of the ability of religious moderation at State Islamic Institute of Kediri. By employing a quasi experimental research design, two groups of students participated in this study. The experimental group was taught by using interactional approach, then the control group was taught by using non interactional approach (self-correction). Direct writing test was used to collect the data, and ANCOVA was used to analyze the data. The finding shows that both approaches can improve students’ writing skill. It can be seen from the improvement of students’ writing mean score from pretest to posttest. The experimental group got 19.18 improvement, and the control group got 16.45 improvement. It seems that the experimental group achieved higher improvement. However, based on the result on ANCOVA calculation, the sig.value obtained was 0.418; it was higher than the significant level (0.05). It means that there was not enough evidence to reject the null hypothesis. There was no significant difference on writing skill between the both groups. Those approaches affect on improvement of students’ writing skill. The implication is that both approaches can be used to improve students’ writing skill. By having good writing skill, they have more chances to do religious proselytizing (dakwah) through producing or writing religious books or written products in English that can be read by many people in the world, and as the form of religious moderation in Islamic higher education.

scholarly journals Memahami dan Mencegah Perilaku Plagiarisme dalam Menulis Karya Ilmiah

2019 ◽  
Vol 27 (1) ◽  
pp. 30
Author(s):  
Muhammad Abdan Shadiqi
Keyword(s):  
The Internet ◽  
Plagiarism Detection ◽  
Academic Tasks ◽  
Text Recycling ◽  
Similarity Test ◽  
Duplicate Publication ◽  
Data Fragmentation ◽  
Writing Skill ◽  
Good Writing ◽  
Original Reference

Plagiarism is a misconduct act and a scourge for science. Plagiarism perpetrators steal other author's work without citing the original references. Psychology is one of the most vulnerable sciences with plagiarism and must give more attention to this issue. Several types of plagiarism can be distinguished to the plagiarism motivation (intentional, unintentional, and inadvertent), how to do plagiarism (patchwriting, inappropriate paraphrasing, and summaries) and self-plagiarism (text recycling, redundant or duplicate publication, salami-slicing or data fragmentation). There are several reasons to do plagiarism, such as ease to get information via the internet, pressure on academic tasks, bad writing skill, hurry to write under pressure, lack of understanding how to rewrite the original reference, a misconception to understanding self-plagiarism, and habitual plagiarists. This article also presents steps to avoid plagiarism, such as avoiding "intellectual theft", doing good writing (citation and paraphrasing), and testing the similarity test (plagiarism detection service).

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