scholarly journals Student Team Achievement Division (STAD) Method: To Improve the Descriptive Writing Skills of Primary 5 Pupils

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Marryta anak Udit ◽  
Harwati Hashim
Keyword(s):  
Writing Skills ◽  
Descriptive Writing ◽  
Student Team

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

scholarly journals The Effects of Utilizing Telegram App to Enhance Students’ ESL Writing Skills

2021 ◽  
Vol 4 (1) ◽  
pp. 10-16
Author(s):  
Murni Hayati binti Mohd Dollah ◽  
Subadrah Madhawa Nair ◽  
Walton Wider
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Esl Writing ◽  
Esl Teachers ◽  
Content Quality ◽  
Writing Test ◽  
Post Test ◽  
Quasi Experimental ◽  
Descriptive Writing ◽  
Experimental Group

Mobile learning provides students to learn anywhere without the need of physical classroom. The main objective of this study is to investigate whether the utilization of Telegram app can enhance students’ ESL writing skills. The second objective is to investigate whether the utilization of Telegram app can enhance students’ perceptions towards ESL writing skills. Quasi-experimental one group pre-test post-test design was employed in this study. The students from the experimental group were given a pre-test (descriptive writing test) via Telegram app and their essays were marked by their teacher. The experiment lasted four weeks, and students were taught ESL writing skills using the Telegram app during that time. After the intervention a post-test was administered. This study used two types of instruments, pre- test, post-tests and a questionnaire. The data from the pre-test and post-test were analyzed using the paired sample t-test, and the questionnaire was analyzed using descriptive statistics. This study shows some interesting findings. Firstly, the results indicate that the utilization of Telegram app enhances students’ performance in their overall ESL writing; spelling, punctuation, organization, vocabulary, grammar, content quality and creativity. In addition, students’ perceptions towards ESL writing skills enhanced significantly. This study has effective pedagogical implication because utilization of Telegram app helps to improve students’ writing skills. Furthermore, the findings suggest that ESL teachers can use Telegram app as an alternative method in teaching writing skills.

scholarly journals THE USE OF TASK BASED LANGUAGE TEACHING (TBLT) AS TO IMPROVE DESCRIPTIVE WRITING SKILLS

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Inayanti Inayanti ◽  
Sisilia Setiawati Halimi
Keyword(s):  
Language Learners ◽  
Language Teaching ◽  
English Literature ◽  
Writing Skills ◽  
Literature Study ◽  
Study Program ◽  
Post Test ◽  
Writing Tests ◽  
Almost All ◽  
Descriptive Writing

Writing skills are one of the skills that must be mastered by language learners. As an effort to improve writing skills, the researcher uses the Task Based Language Teaching (TBLT) approach. The TBLT approach is carried out on 19 level 1 students of the English Literature study program in learning descriptive writing skills in English. The type of research conducted is Classroom Action Research (CAR) in collaboration with lecturers of Writing 1 class. The research is supported by qualitative and quantitative data to determine the students’ improvement in the process of learning descriptive writing using TBLT. The results show a significant increase in the results of descriptive writing tests conducted in the first and second cycles. In addition, the use of TBLT can motivate students in the learning process. The results of this study were obtained based on the grades of the descriptive writing tests, observations and questionnaires. The results of the post-test indicate an increase in the average student score to 85.6 from the average pre-test score of 62.2. Finally, the results of the questionnaire also show that almost all students agreed to use TBLT as a guide in Descriptive writing, and it has proven to be able to improve the students’ writing skills.

scholarly journals Assessing the Improvement in Descriptive Writing Skills with Communicative Teaching in Pakistan

2019 ◽  
Vol IV (I) ◽  
pp. 427-434
Author(s):  
Muhammad Samiullah ◽  
Farid Ullah Khan ◽  
Aftab Ahmad
Keyword(s):  
Experimental Design ◽  
Relevant Literature ◽  
Writing Skills ◽  
Communicative Language Teaching ◽  
Literary Genre ◽  
Quasi Experimental ◽  
Communicative Teaching ◽  
Teaching Of Writing ◽  
Descriptive Writing ◽  
Gathering Data

The key objective of the research was to find the effect of communicative language teaching (CLT) on descriptive writing skills among 9th graders. Relevant literature revealed that descriptive writing skills can be enhanced with the help of communicative teaching. The Quasi experimental design was used. To conduct the experiment, six classes from two schools were selected conveniently. for gathering data to achieve the intended objective. Communicative lessons were intervention material. Results showed that communicative teaching had a significant effect on 9th graders skills of description in terms of writing. The outcome of research tells that CLT is valuable for educationists. Further, it is recommended for teaching of writing any literary genre.

scholarly journals Picture and Picture to Improve Descriptive Writing Skills in Class IV of Pretek 01 Elementary School

2020 ◽  
Vol 3 (3) ◽  
pp. 28
Author(s):  
Timbul Prabowo
Keyword(s):  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Writing Skills ◽  
Student Learning Outcomes ◽  
Research Subjects ◽  
Student Activities ◽  
Student Activity ◽  
Teacher Skills ◽  
Descriptive Writing ◽  
Class Iv

<p><em>The purpose of this study was to improve teacher skills, increase student activity, and improve student description writing skills with the Picture and Picture strategy.This classroom action research was conducted in two cycles with the research subjects of class IV SD Pretek 01, totaling 28 students. The research data were in the form of quantitative data and qualitative data which were analyzed using descriptive analysis techniques. The variables of this study were (1) teacher skills, (2) student activities and (3) learning outcomes. From the research results, it can be seen that the teacher's skills in cycle 1 got a score of 90 and in cycle 2 got a score of 92. Student activity increased from cycle I 70.24 and cycle II 76.08 there was an increase. Student learning outcomes also increased. From 28 students who scored ≥ 75 there were 13 students (45%) in cycle II experienced an increase. ≥ 75 there are 21 students (75%)</em><em></em></p>

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