Exploiting Authentic Materials for Developing Writing Skills at Secondary Level – An Experimental Study

The lack of use the writing skills method raises several obstacles experienced by students, including weaknesses in understanding the basics of Arabic writing and difficulty in answering Arabic questions. Therefore, it is necessary to improve learning as an effort to improve writing skills by applying the imla’ manzur method. This research is an experimental study with a pretest-posttest control group design model, aimed at finding out the effectiveness of the imla’ manzur method. Data collection techniques in this study used observation, tests, questionnaires, interviews, and documentation. Then the validity of the data is tested using the independent sample t-test. The results obtained were that in the experimental class the mastery of Arabic writing skills of students after applying the imla’ manzur method had increased the average value from 52.08 to 78.57. Then, the results of the independent sample t-test showed a significant difference in the mastery of Arabic writing skills in the experimental class and the control class 0.000 < 0.05 after treatment, so that the conclusion of this study based on the data obtained showed that the application of the imla’ manzur method was effective in improving students Arabic writing skills. Evidenced by a significant increase in learning outcomes, student enthusiasm when taking turns to write vocabulary and sentences in Arabic on the board, as well as growing sensitivity of student analysis of Arabic writing skills.

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The Impact of Teaching Oriental Music using Blended Learning Approach: An Experimental Study

Malaysian Journal of Learning and Instruction ◽

10.32890/mjli2019.16.1.4 ◽

2019 ◽

Vol 16 (Number 1) ◽

pp. 81-103

Author(s):

Chamila Nishanthi Edward ◽

David Asirvatham ◽

Gapar Johar

Keyword(s):

Experimental Study ◽

Sri Lanka ◽

Learning Environment ◽

Blended Learning ◽

Secondary Level ◽

Control Group ◽

Control Groups ◽

The Mean ◽

The Impact ◽

Experimental Group

Purpose - The purpose of this experimental study is to investigate the impact of teaching Oriental Music using Blended Learning (BL) approach for the students of senior secondary level in Sri Lanka specifically focusing on their achievement on required competencies of Oriental Music at Ordinary Level. The study analyzes the academic performance of students with detailed comparison of BL environment and traditional learning environment. Authors propose the application of BL approach to teach Oriental Music and study its impact on improvement of students’ competency. The study conducted with the application of a mixed instructional design model of objectivist and constructivist approaches for the design of the blended learning course in a student centred learning environment. Methodology - The study was directed by using true experimental study design with pretest and posttest control groups. BL was applied to the experimental group and the traditional instruction method was applied to control group. 9 schools from Colombo district were randomly selected for the experimental and control groups covering all the three existing school types of Sri Lanka. The study group consisted of 360 students of Grade 10 and Grade 11 who has been studying Oriental Music as a subject for General Certificate of Education Ordinary Level. To analyze the data Descriptive statistics, Paired samples t test, Independent samples t test were utilized. Findings - The findings of the experiment indicated that students who has studied Oriental Music under BL strategy showed a significant improvement in their music academic performances after the intervention. The mean post-test of the experimental group was 71.75 which is significantly higher than the mean control group which was 52.07. The mean difference was 19.68 1.91. Hence, there is a statistically significant increase in the performance of students who studied Oriental Music under blended learning. Thus, it is clearly evident that the blended instruction was effective. Significance - This study indicated a positive platform to mould and cater the entire teaching learning process by introducing BL strategy to Sri Lankan secondary education system and fulfilled an existing research gap by utilizing BL to teach highly traditional abstract art. Results of the study contributes to the curriculum designing field with novel ideas to adapt blended instructions to teach secondary level students effectively.

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Veracities of teaching listening in Nepal

Journal of NELTA ◽

10.3126/nelta.v24i1-2.27687 ◽

2019 ◽

Vol 24 (1-2) ◽

pp. 178-190

Author(s):

Nanibabu Ghimire

Keyword(s):

Work Group ◽

Secondary Level ◽

Sampling Procedure ◽

Community Schools ◽

Authentic Materials ◽

Communication Games ◽

Monitoring Strategies ◽

Listening Skill ◽

Teaching Of Listening ◽

Pair Work

This study explores realities, problems and their solutions of teaching listening in English in secondary level education in Nepal. As it is a narrative inquiry, I chose three English teachers and six students from three different secondary level community schools of Kamalamai Municipality of Sindhuli district, Nepal as the participants of the study using purposive sampling procedure. The findings demonstrated that the listening skill is the neglected skill in our school education. The teachers do not pay much more attention to teach this skill in our community school by thinking teaching listening is not important for examination purpose. There is scarcity of audio-visual devices, the classroom is not techno-friendly, teachers are not dedicated and trained, monitoring strategies of concerned authority is not effective for teaching listening. Recommended solutions include - the students should be proactive and the school administration has to be responsible for making availability of listening equipment and materials. Similarly, the teachers should use various interactive and cooperative activities such as role-play, pair work, group work and communication games using authentic materials such as English films, favourite songs, funny short stories, some exciting programmes on radio, TV or the internet for the effectual teaching of listening.

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Complexities of Writing Skill at the Secondary Level in Bangladesh Education System: A Quantitative Case Study Analysis

English Language Teaching ◽

10.5539/elt.v13n12p65 ◽

2020 ◽

Vol 13 (12) ◽

pp. 65

Author(s):

Sujana Suvin

Keyword(s):

Education System ◽

Teaching And Learning ◽

Writing Skills ◽

Secondary Level ◽

School Level ◽

High School Level ◽

Case Study Analysis ◽

System A ◽

Writing Skill ◽

Teachers And Students

The goal of this study is to examine difficulties in and outside the classrooms which are the real obstacles to the writability of teaching and learning in the secondary level Bangladesh system. The secondary level tests writing skills by summary, paragraph, letter, application, story, conversation, composition, report, e-mail etc. Students who study at the high school level face serious writing complexities. The major problems in the examination are the vocabulary and grammar complexities. In this study, the reasons for the complexities of writing skills were examined. This study was conducted at Jahangirnagar School & College, Savar, Dhaka to find out the strategies for writing skills. Important questions of research have been developed to identify writing skill complexities. Data were taken from teachers, students and parents based on questionnaire survey. Teachers and students were encouraged to participate actively in the survey. Following collection of data, the practical advice for students and teachers was analyzed. While skills at secondary schools have been evaluated, most teachers are not taking any action to evaluate the abilities of students. Students are also less interested in writing skill in practice. The aim of the study is therefore to show a new image to the writing skill at the secondary level Bangladesh education system.

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A Multiple Draft Technique with Relevant Feedback to Improve Writing Skills

JOURNAL OF ADVANCES IN LINGUISTICS ◽

10.24297/jal.v10i0.8271 ◽

2019 ◽

Vol 10 ◽

pp. 1564-1568

Author(s):

Suvarna Ragini Chintapanti

Keyword(s):

Academic Success ◽

Experimental Method ◽

Engineering Students ◽

Writing Skills ◽

Secondary Level ◽

Tertiary Level ◽

Relevant Feedback ◽

Written Assignments ◽

Giving Feedback ◽

Formative Years

Out of the four major skills, writing has become mandatory for academic success at secondary and tertiary levels. Writing has been taught for many years as a product rather than process during the students' formative years. In fact, there are many writing activities prescribed at the secondary level. However, most of the writing activities are neglected in the pretext of paucity of time or due to lack of interest among some teachers who consider evaluating the written assignments and giving feedback as laborious and peripheral tasks. As teachers of writing we are prone to expose our students to the rules of writing and grammar without developing their ability to express their ideas. Having identified the challenges faced by engineering students during writing tasks, the present study used the ‘multiple draft strategy’ with relevant feedback as an experimental method to explore its significance in developing the writing skills of the students at the tertiary level.

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The Effectiveness of CLT in the ESL Context of Pakistan

Global Language Review ◽

10.31703/glr.2016(i-i).08 ◽

2016 ◽

Vol I (I) ◽

pp. 85-111

Author(s):

Arshad Ali Khan ◽

Hussain Ahmad ◽

Sayyed Rashid Ali Shah

Keyword(s):

Experimental Study ◽

Public Sector ◽

Learning Process ◽

Traditional Method ◽

Writing Skills ◽

Cognitive Learning ◽

Communicative Language Teaching ◽

Intermediate Level ◽

Control Group ◽

Post Test

The study investigates the effectiveness of Communicative Language Teaching (CLT) in Public sector colleges of Pakistan. The experimental study traces improvement in comprehension and writing skills of intermediate level students (studying in grades 11 and 12). An experiment group and a control group are used to study the effects of CLT on learners’ progress. A pre-test and post-test are carried out to measure any improvement in the students’ cognitive learning process. The experiment group is given treatment through vigorous intervention of CLT based activities. The control group is taught through the traditional method of GTM. The data collected from the two groups are analyzed using SPSS. The results show a significant improvement in the learning process, comprehension and writing skills of the students in the experiment group. The analysis proves the appropriateness of CLT for Pakistani ESL context.

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Excelling in Exam Through Narrative Writing: A Connection of Creative and Descriptive Expressions

International Journal of Education and Literacy Studies ◽

10.7575/aiac.ijels.v.7n.4p.46 ◽

2019 ◽

Vol 7 (4) ◽

pp. 46

Author(s):

Roseline David ◽

Joseph Alagiaraj Thambu Raj

Keyword(s):

Action Research ◽

Secondary School ◽

Limited English Proficiency ◽

Teaching And Learning ◽

English Language ◽

English Proficiency ◽

Writing Skills ◽

Secondary Level ◽

Upper Secondary ◽

Upper Secondary Level

This paper discusses the impacts of an action research on how students can excel in writing skills regardless of their level of competency especially for those taking the English Language paper (SPM 1119) in the Malaysian Secondary School Public Exam in 2018. This action research aims to exert the need for realigning our focus to incorporate an approach of teaching and learning at upper secondary level. The research was carried out from January to October in a secondary school in Kota Kinabalu, Sabah. Two classes of 37 Limited English Proficiency students and 24 High English Proficiency Students who were sitting for SPM 1119 in 2018 were the subjects. The students were exposed to creative expressions under various topics which were then emphasized to be utilized in continuous writing. As a result, the performance of students had improved significantly in their continuous writing where they eventually scored 100 percent pass in SPM1119 in 2018. All 24 Highly Competent students were able to score ranging from “A-” to “A+” with grade A being the median grade. On the other hand, all the students from the Limited English Proficiency students passed with grades ranging from “A”+ to “E” (minimum passing grade) with grade “B” as the median.

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PENGARUH PENGGUNAAN MODEL PEMBELAJARAN LANGSUNG DAN MINAT MENULIS TERHADAP KEMAMPUAN MENULIS DESKRIPSI SISWA KELAS X SMA MUHAMMADIYAH PRINGSEWU TAHUN PELAJARAN 2015/2016

Jurnal Manajemen Pendidikan Islam Al-Idarah ◽

10.54892/jmpialidarah.v1i1.4 ◽

2020 ◽

Vol 1 (1) ◽

pp. 19-25

Author(s):

Leni Anggraeni ◽

Dian Puspita ◽

Sariyah Astuti

Keyword(s):

Experimental Study ◽

Interaction Effect ◽

Writing Skills ◽

Learning Model ◽

Positive Influence ◽

Study Data ◽

Instructional Model ◽

Average Difference ◽

Average Ability ◽

Direct Learning

Abstract The purpose of that is expected from this research is to find out the average difference between the students' ability to write descriptions of learning that using direct learning model with conventional ones, to know the effect of the interaction effect of the use of direct instructional model and the interest in writing to the ability to write descriptions that siswa.Penelitian conducted an experimental study. Data analysis or testing the hypothesis using Analysis of Variance (Anova) two paths followed by t test Dunnet.Penelitian experiments have been carried out concluded that on average the ability to write descriptions of students who use the direct learning model is higher than the average writing skills descriptions of students using model konvensional.Selain it is known that there is an interaction effect using a model of learning and interest in writing to the ability to write a description. Learning that using direct learning model to the students who have a high interest in writing, the average ability to write descriptions are higher than using conventional learning. There were no significant differences in average ability to write a description of your using direct and conventional learning in students who have a low interest in writing. Thus the direct learning model has a positive influence on learning, especially writing a description. Abstrak Tujuan dari yang diharapkan dari penelitian ini adalah untuk mengetahui perbedaan rata-rata kemampuan menulis deskripsi siswa antara pembelajaran yang menggunakan model pembelajaran langsung dengan yang konvensional, untuk mengetahui ada pengaruh interaksi pengaruh penggunaaan model pembelajaran langsung dan minat menulis terhadap kemampuan menulis deskripsi siswa.Penelitian yang dilakukan merupakan penelitian ekperimen. Analisis data atau pengujian hipotesis yang diajukan menggunakan Analisis Varians (Anava) dua jalur yang dilanjutkan dengan uji t Dunnet.Penelitian eksperimen yang telah dilaksanakan didapat kesimpulan bahwa rata-rata kemampuan menulis deskripsi siswa yang menggunakan model pembelajaran langsung lebih tinggi dari rata-rata kemampuan menulis deskripsi siswa yang menggunakan model pembelajaran konvensional.Selain itu diketahui bahwa ada pengaruh interaksi penggunaan model pembelajaran dan minat menulis terhadap kemampuan menulis deskripsi. Pembelajaran yang menggunakan model pembelajaran langsung pada siswa yang memiliki minat menulis tinggi, rata-rata kemampuan menulis deskripsi nya lebih tinggi dari yang menggunakan pembelajaran konvensional. Tidak terdapat perbedaan yang signifikan rata-rata kemampuan menulis deskipsi dengan menggunakan pembelajaran langsung dan konvensional pada siswa yang memiliki minat menulis rendah. Dengan demikian model pembelajaran langsung memiliki pengaruh yang positif pada pembelajaran khususnya menulis deskripsi. Kata Kunci : Minat menulis, Menulis deskripsi, Model pembelajaran langsung

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