scholarly journals The Development of English Writing Skills Through Techniques of Sentence Skeleton and Signpost Word Analysis for English Major Students

2019 ◽  
Vol 12 (4) ◽  
pp. 32
Author(s):  
Goachagorn Thipatdee
Keyword(s):  
Small Group ◽  
Teaching And Learning ◽  
Performance Test ◽  
Writing Skills ◽  
Average Score ◽  
Cluster Sampling ◽  
English Writing ◽  
Word Analysis ◽  
English Major ◽  
The Individual

The purposes of this research were to develop English writing skills through techniques of sentence skeleton and signpost word analysis for English major students, and to compare the writing skills before and after the study. The sample consisted of 43 English major juniors at Faculty of Education, Ubon Ratchathani Rajabhat University, enrolling in the course of teaching and learning English I, the second semester, academic year 2017, gained by cluster sampling. The research instruments were a performance test of writing skills, and writing drills. The data analyzed by employing percentage, mean, standard deviation, and t-test. After the study, the students had better writing skills with 40.63 percent of average score than those with 14.80 percent before the study, the individual average score was at a weak level with 38.90 percent, while the small group’s was at a fair level with 69.78 percent, the individual writing skills were significantly higher than those before the study at the .01 level, and the small group writing skills were significantly higher than those of the individual’s at the .01 level.

KEEFEKTIFAN METODE CONTEXTUAL TEACHING AND LEARNING DALAM MENULIS NARASI DI SEKOLAH DASAR

2020 ◽  
Vol 13 (2) ◽  
pp. 347-356
Author(s):  
Tri Riya Anggraini ◽  
Dian Permanasari
Keyword(s):  
Language Learning ◽  
Elementary School Students ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Average Score ◽  
School Students ◽  
Essay Writing ◽  
Quasi Experimental ◽  
Normalized Gain ◽  
And Control

The purpose of this study was to find out whether the CTL model was effective in improving the narrative essay writing skills of grade 6 elementary school students. The research design used was a Quasi experimental study. Based on the results of research conducted, it is known that the pretest data of the experimental and control classes are normally distributed and homogeneous. The pretest t-value is smaller than the t-table price (-0.081 <1.647) and the significance (0.935> 0.05), meaning that HO is accepted. This shows that there is no difference in the average score of narrative essay writing skills between the control class and the experimental class at the time of the pretest. Posttest t-count value is greater than t-table price (2.153> 2,000) and significance (0.036 <0.05). Ha was accepted and HO was rejected. Ha accepted means that there is a difference in the average score of narrative essay writing skills between the control class and the experimental class, ie the average experimental class is higher with a mean difference of 0.1552. Large increase in the experimental class can be seen in the average normalized gain of 0.357 or included in the medium category, while the control class 0.209 included in the low category. The effectiveness of the CTL model is expected to be a consideration for grade 6 teachers to apply the CTL model to Indonesian language learning with other aspects or material. The application of the CTL model is expected to be one of the innovative models for effective Indonesian language learning

scholarly journals Determination of the Effectiveness of Neurofeedback on Reducing the Symptoms of Hyperactivity and Increasing the Accuracy and Caution in ADHD Children

2016 ◽  
Vol 12 (10) ◽  
pp. 222
Author(s):  
Masoomeh Mohtashemi ◽  
Zahra Eftekharsaadi
Keyword(s):  
Performance Test ◽  
Continuous Performance Test ◽  
Average Score ◽  
Cluster Sampling ◽  
Significant Difference ◽  
Adhd Children ◽  
Post Test ◽  
Experimental Type ◽  
Computer Based

<p>This study is done to determine the effectiveness of Neurofeedback on reducing the symptoms of Hyperactivity and increasing the accuracy and caution in ADHD children. Subjects were 30 ADHD children who were selected by cluster sampling method. Research layout is pre-test, post-test experimental type. Conners parent measure questionnaire and a computer based continuous performance test are the research materials. The results of investigation on post-test average score of Hyperactivity symptoms and accuracy and caution of ADHD children in experimental and witness groups, with controlling of pre-test, has shown a significant difference.</p>

scholarly journals IMPROVING STUDENTS’ WRITING SKILL BY USING SCAFFOLDING TECHNIQUE TO THE SEVENTH GRADERS OF SMP BOPKRI GODEAN

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rika Rimawati ◽  
Hermayawati Hermayawati
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Seventh Graders ◽  
Average Score ◽  
Sentence Structure ◽  
Test Cycle ◽  
English Writing ◽  
Writing Skill ◽  
Post Test ◽  
Scaffolding Technique

The background of the study was based on the phenomenon at the seventh graders of the SMP BOPRI Godean. Learning English especially writing skill were still low in mastering vocabulary, sentence structure, and paragraph organizing. The research aimed (1) to analyze the students’ writing by using scaffolding technique; (2) to describe the improvement of the students’ writing skill by using scaffolding technique; and (3) to find out the students’ interests in writing skill by using scaffolding technique. To solve the problem, the researcher conducted Classroom Action Research and applied scaffolding technique in teaching English to improve student’s ability in writing skill. The participants of this research were the 14 students of the seventh graders of SMP BOPKRI Godean. In this study, the researcher conducted a scaffolding technique of teaching writing descriptive text in three cycles by using scaffolding model adapted from Silvia Read. The five steps in scaffolding technique by Silvia Read were inquiry, modeling, shared, collaborative, and independent. The researcherexpected that the students could improve their writing skill by using the scaffolding technique and interested in English writing skill. The result of this study was showed by pre-test and post-test. In pre-test, the students’ average score was 49, whereas in the students’ post-test cycle one, the students’ average score was 64. In the second cycle, the students’ average score was 75.9. Finally, the researcher could conclude that the result of this research showed an improvement of the students’ writing skills by using scaffolding technique.

scholarly journals Media students using mobile phones in the Arabian Gulf to improve English writing and video production skills

2021 ◽  
Vol 17 (1) ◽  
pp. 4-15
Author(s):  
Najat AlSaied ◽  
Fokiya Akhtar
Keyword(s):  
Mobile Phone ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Arabian Gulf ◽  
Faculty Members ◽  
Video Production ◽  
Content Type ◽  
English Writing ◽  
Mobile Phone Applications

Purpose A variety of alternate technology-enhanced teaching approaches are now available to university students to broaden their learning experiences and complement conventional face-to-face teaching. This paper aims to outline a study conducted at an English Medium Instruction (EMI) University in the Arabian Gulf where students were studying media. The study explored an innovative teaching approach that sought to enhance the students’ interaction with mobile phone applications as part of their learning experiences during the course. Design/methodology/approach The focus of the study was on enhancing the students’ English writing skills such as vocabulary, spelling and grammar and on improving their technical skills such as in video production. The study collected both quantitative and qualitative data. Findings The results indicated that mobile phone applications were helpful in improving students’ journalistic writing skills where they had a good level of proficiency in English, more so than students with poor English who are more dependent on traditional learning methods. Students also benefitted from mobile phone video production workshops that were intensive and creative. Based on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes. Originality/value wBased on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.

scholarly journals PENINGKATAN AKTIVITAS DAN HASIL BELAJAR PELAJARAN SEJARAH MELALUI MODEL PEMBELAJARAN BERBASIS MASALAH PADA SISWA KELAS XI IPS 1 SMA NEGERI 11 BANJARMASIN

Jurnal Socius ◽  
2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Riatni Mustaqimah
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Research Process ◽  
Learning Model ◽  
Active Power ◽  
Learning Activities ◽  
Average Score ◽  
Active Classification ◽  
The Individual

The method used in this classroom action research is qualitative analysis methods, which essentially emphasizes the depiction of business matters related to increasing the activity and learning outcomes of didik.secara depth. The research process started in March until May 2015, the number of samples of 32 people from class XI IPS 1 SMAN 11 Banjarmasin. The results showed that: (1) Activities Teacher for teaching and learning activities using problem-based learning model is considered good and aktif.2. The individual activities rated active power. Seen from the score of the acquisition activity of students in the learning process activity both the first cycle and the second cycle by 3.28 with active classification. 3. Activities group rated active power. The first cycle of activity lasted quite active, with the acquisition of the average score for the group Peta (2.8), Seinendan (3.4), Keibodan (3.2), Heiho (3.0) and Hokokai (3.2). The second cycle there is an increase in the activity of a group of 3 groups of fairly active, namely Map (3.4), Keibodan (3.6) and Heiho (3.6) and two active groups that Seinendan (4.0), Hokokai (4,0) , 4. An increase in student learning outcomes in which the thoroughness of 53.13 increased 40.62 points to 93.75. The increase also in terms of the number of students who complete the first cycle of 17 to 30 people in the second cycle, meaning there was an additional 13 people.Keywords: learning, learning activities, results learning, problem based learning model, history

scholarly journals Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 12-21
Author(s):  
Nurhardiyanti Adam ◽  
Abid Abid ◽  
Yusna Bantulu
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
English Writing ◽  
Writing Skill ◽  
English Language Teachers

Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.

scholarly journals THE USE OF MIND MAPPING AND FLOW CHARTING IN TEACHING ENGLISH WRITING SKILL OF INTROVERTED STUDENTS

JURNAL ELINK ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 46
Author(s):  
Daniar Sofeny ◽  
Irmayan Irmayan
Keyword(s):  
Writing Skills ◽  
Quantitative Approach ◽  
Average Score ◽  
Teaching English ◽  
Mind Mapping ◽  
English Writing ◽  
Writing Test ◽  
The World ◽  
Writing Skill ◽  
Mapping Techniques

Introverted student is a type of student who has a personality related to the world in his own mind. Based on some researches results, they showed that the type of introverted students is getting lower in achievement compared to the extroverted type. For this reason, the researchers tried to apply the techniques in order to improve the introverted students’ achievement in learning English. The researchers focused on the writing skill. So, the writing techniques, namely Mind Mapping and Flow Charting are used in this research to improve their writing skill. This study was aimed to know the effectiveness of using Mind Mapping in teaching English writing skill of introverted Students, to know the effectiveness of using Flow Charting in teaching English writing skill of introverted Students, and to determine the better technique between Mind Mapping and Flow Charting in teaching English Writing Skill of Introverted Students.  The research technique used was descriptive comparative with a quantitative approach. The results of this study indicated that both techniques are equally effective. The results of the average writing test for the use of Mind Mapping techniques is 56.5, while for the use of Flow Charting techniques is 49.6. From the results of the average score, it can be concluded that flow charting techniques are more effectively used to improve the students writing skills with introverted types.

scholarly journals PENGEMBANGAN MODUL PEMBELAJARAN TATA HIDANGAN BERBASIS MULTIMEDIA UNTUK MENINGKATKAN KOMPETENSI MAHASISWA PROGRAM STUDI PERHOTELAN POLITEKNIK NEGERI BALI (PERSEPSI MAHASISWA TERHADAP MODUL TATA HIDANGAN)

2013 ◽  
pp. 133-144
Author(s):  
I Made Darma Oka, I Nyoman Winia I Made Darma Oka, I Nyoman Winia
Keyword(s):  
Small Group ◽  
Multimedia Application ◽  
Average Score ◽  
Dynamic Visualization ◽  
Study Program ◽  
Service Module ◽  
Significant Difference ◽  
Food And Beverage ◽  
Post Test ◽  
The Individual

Abstrak:Aplikasi multimedia dalam pembelajaran materi Tata Hidangan akan menjadi lebih menarik, karena materi yang disajikan lebih mudah dipahami mahasiswa karena dilengkapi dengan visualisasi baik statik maupun dinamik. Berdasarkan hasil analisis tentang persepsi mahasiswa terhadap modul Tata Hidangan pada Program Studi Perhotelan Politeknik Negeri Bali menunjukkan bahwa persepsi mahasiswa dalam ujicoba perseorangan diperoleh skor rata rata 83.56%, kelompok kecil rata-rata 85.28%, dan uji coba lapangan rata-rata 84.81%. Nilai tersebut memenuhi kriteria sangat layak dan tidak perlu direvisi. Terjadi perbedaan yang signifikan pada hasil belajar mahasiswa berdasarkan hasil pretes dan postes yang dilakukan, sehingga modul Tata Hidangan yang dikembangkan ini mampu meningkatkan kompetensi mahasiswa dalam melaksanakan kegiatan praktek di restoran. Kata kunci: Persepsi, mahasiswa, kompetensi, modul, tata hidangan.Abstract:Through multimedia application the food and beverage service instructional becomes more interesting since the material presented is more easily understood by students and it is equipped with both static and dynamic visualization. The result of the analysis on the student’s perception on the food and beverage service module of Hotel Study Program at Bali State Polytechnic showed that the perception of student in the individual tryout was at the average score of 83.56%, the small group was at the average score of 85.28%, and the field tryout was at the average score of 84.81%. The value met the requirements and does not need to be revised. There is a significant difference on the achievement of students based on the result of pre test and post test. Therefore the module of food and beverage service that has been developed is able to increase the competency of student in conducting the activities in restaurant.Key words: Perception, student, competency, module, food and beverages service.

scholarly journals Improving Writing Skills with Systemic Functional Linguistic Approach: The Case of Vietnamese EFL Students

2021 ◽  
Vol 11 (2) ◽  
pp. 71
Author(s):  
Nguyen Thu Hanh
Keyword(s):  
Preliminary Investigation ◽  
Writing Skills ◽  
Structured Interviews ◽  
English Writing ◽  
Text Organization ◽  
Systemic Functional Linguistic ◽  
English Major ◽  
Efl Students ◽  
Research Students ◽  
Linguistic Approach

This study was conducted with the purpose to identify the effectiveness of Systemic Functional Linguistic approach to improve writing skills for the EFL students at a university in Hanoi, Viet Nam. The preliminary investigation showed that most students at this university experienced many difficulties in English writing skills and they were not motivated in writing lessons. To make situation better, an action research plan was conducted with the use of quantitative and qualitative methods, focusing on applying Systemic Functional Linguistic approach, typically Theme-Rheme patterns to raise the students’ awareness of Theme-Rheme benefits in creating logical text organization and then improve their writing skills. The subjects of the study were 30 students of English major at a university of foreign languages in Vietnam. The data were collected through the pre- and post-tests, questionnaire and semi-structured interviews. The findings of the study suggested that the use of this approach could improve the students’ writing skills and most of research students liked this technique because it made them motivated during English writing lessons.

scholarly journals PENERAPAN STRATEGI PEMBELAJARAN TASK BASED LANGUAGE LEARNING DALAM MENINGKATKAN KETERAMPILAN MENULIS TEKS DESKRIPTIF BAHASA PERANCIS

2020 ◽  
Vol 19 (2) ◽  
pp. 245-254
Author(s):  
Dinan Anshary ◽  
Yadi Mulyadi ◽  
Yuliarti Mutiarsih
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Writing Skills ◽  
Average Score ◽  
Average Value ◽  
Before And After ◽  
Post Test ◽  
Text Writing

 Today there are so many learning strategies to support teaching and learning activities. One of the learning strategies that can be applied in writing skills is Task Based Language Learning. This research aims to measure the level of student mastery of descriptive text writing skills before and after the use of Task Based Language Learning strategies; measure the effectiveness of the implementation of Task Based Language Learning, and; obtain information about the implementation of Task Based Language Learning. The method used in this research was a pre-experimental. Meanwhile, the research design was one group pre-test and post-test design. The research findings explained that the use of Task Based Language Learning can improve students’s descriptive text writing skills. This is proven by an increase in the average value obtained by students. The average score in the pre-test was 60.8 while the post-test average score increased by 74.88. Then based on the overall questionnaire data analysis, the application of this learning strategy contributed positively to the learning of descriptive French writing skills.

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