scholarly journals An Investigation of Linguistic and Localised Features of Thai in English Writing on Facebook Closed Group

2018 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Chalermsup Karanjakwut
Keyword(s):  
Qualitative Method ◽  
Teaching English ◽  
Linguistic Features ◽  
Parts Of Speech ◽  
English Writing ◽  
Code Mixing ◽  
Syntactic Features ◽  
Writing Skill ◽  
English Major ◽  
Second Year

The research aimed at 1) To investigate students’ linguistic features of Englishes found in writing in the Facebook closed group’s posts and comments, and 2) To investigate types of characteristics of localised features of Thai in English writing found in students’ writing in the Facebook closed group’s posts and comments. The participants were the second-year English major students who enrolled the course entitled “Teaching English Writing skill 1” at Bansomdejchaopraya Rajabhat University in 2018. The data were collected from the students’ writing in the Facebook closed group’s posts and comments and analysed with the qualitative method. The finding showed that the posts were mainly about life-learning. For linguistic features, syntactic features were mostly found in parts of speech, punctuation, verb tenses, and capitalisation, and lexical features were mostly found in word choices and spelling. In the aspects of localised features of Thai in English writing, the characteristics of translation and transfer were found the most, and the rest were code-switching, code-mixing, shift, and reduplication.

scholarly journals Using Picture Series in Teaching Writing Skill for Students of Midwife Program

LETS ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 14-22
Author(s):  
Lidia Deviga ◽  
Radian Arum Ardhani
Keyword(s):  
Research Design ◽  
Teaching Writing ◽  
Teaching English ◽  
English Writing ◽  
Descriptive Research ◽  
Future Researcher ◽  
Writing Skill ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
Academic Year

The aim of this research was to find out the using picture series in teaching writing skill for the fourth semester students of midwifery program in STIKES Bhakti Husada Mulia Madiun. This study was done on May 2020. The subjects were 32 students of the fourth semester students of midwifery program of STIKES Bhakti Husada Mulia Madiun in the academic year 2020/2021. The method used in this research was a qualitative descriptive research design. The techniques for collecting data were observation, interview, and documentation. During the research, the researcher acted as the teacher and observer during the implementation of picture series. The findings of observation show that there is good interaction between lecturer and students. The lecturer gives the task and assignment to make the students understand the material well. The finding of interview shows that by using picture series, the students can have the ideas how to start writing recount text well. They can arrange the picture series to help them in composing the writing. By using picture series the students can improve their writing based on the criteria asked by the lecturers. The criteria of the writing are vocabulary, content, language, mechanic and organization. The finding of documentation shows that the use of picture series in teaching writing recount text make the students interested. Thus, the learning process is supported that the students are better to write from their experiences to compose recount text. Then, the use of picture series is effectively used in helping students improve their performance in writing recount text. The future researcher can conduct the use of picture series in other skill of English such as on speaking skill. It is hoped can be used as the easy media to express the students’ creativity in their speaking. Furthermore, the researcher can do this study by using the other design such as the experimental research design in teaching English writing skill.

scholarly journals THE USE OF PROCESS-PRODUCT HYBRID APPROACH TO IMPROVE STUDENTS� WRITING SKILLS

2017 ◽  
Vol 1 (2) ◽  
pp. 164
Author(s):  
Yayan Suryana ◽  
Deden Iskandar
Keyword(s):  
High School Students ◽  
Writing Skills ◽  
Hybrid Approach ◽  
Integrated Approach ◽  
Teaching English ◽  
School Students ◽  
English Writing ◽  
Writing Skill ◽  
Quasi Experimental ◽  
Process Product

This paper comes out of concerns about teaching English writing to vocational high school students in EFL learners� context. This study points out how the process-product hybrid approach affects students� writing skills in solving some complex problems in order to generate deep comprehension of writing. In this study, quasi-experimental research was applied to measure the students� writing improvement by collecting the data from instruments which covered pre-test, post-test, and questionnaire. The findings showed that students� writing skill improved significantly. It also revealed that almost all of the students responded the statements positively and they believed that this approach can help them in improving their writing skill since it gives full comprehension of writing and serves more interesting teaching learning activities. Therefore, this integrated approach has become the most recommended approach for teachers to improve students� writing competences.Keywords: process-product hybrid approach, teaching English writing, students� writing skills.

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 AN ERROR ANALYSIS OF STUDENTS’ RECOUNT TEXT ON SIMPLE PAST TENSE AT THE EIGHTH GRADE OF SMP NEGERI 4 GUNUNGSITOLI UTARA

2018 ◽  
Vol 1 (1) ◽  
pp. 147-156
Author(s):  
Afore Tahir Harefa
Keyword(s):  
Qualitative Research ◽  
Qualitative Method ◽  
Communication Strategy ◽  
The Other ◽  
Past Tense ◽  
English Writing ◽  
Learning Techniques ◽  
Second Year ◽  
Context Of Learning ◽  
Types Of Error

The researcher conducted qualitative research used descriptive qualitative method. The researcher concluded that the types of error that were made by the students of the second year of SMP Negeri 4 Gunungsitoli Utara in their English writing from the highest frequency and percentage to the lowest are: error of misformation 257 (67%), omission 60 (16%), misordering 49 (13%) and addition 20 (5%). Meanwhile, the source of students error from the highest frequency and percentage to the lowest are interlingual 44 (44%), intralingual 43 (43%), context of learning 8 (8%) and communication strategy 5 (5%). In other words, most of the students were still influenced by their Indonesian language thinking. Besides, errors occurred because the students generalized the rule and applied it incompletely. Then, the errors occurred because of the the teacher explanation and the errors also occurred because of the students’ learning techniques. Based on the result, the usage of simple past tense in writing recount text is difficult for the students. Then, the researcher also suggests the other researchers to do the research in the future because analysis research gives the evidence and support the next action.

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 Teaching Writing to EFL Learners: An Investigation of Challenges Confronted by Indonesian Teachers

2018 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Kuni Hikmah Hidayati
Keyword(s):  
Structured Interview ◽  
Teaching Writing ◽  
Teaching English ◽  
Reading Habits ◽  
Internal Factors ◽  
Efl Learners ◽  
English Writing ◽  
Writing Skill ◽  
Research Findings ◽  
Internal And External Factors

Teaching English writing skill which involves developing linguistic and communicative competence of learners is considered a challenging task. When teaching writing, therefore, EFL teachers in general and Indonesian teachers in particular encounter many challenges (i.e. difficulties). This study aims to find out Indonesian teachers’ challenges in teaching English writing skill and discuss possible solutions to remove, or at least, minimize, the problems. The data was collected by interviewing 10 English teachers who come from different part of East Java, Indonesia and teach English in either private or public Junior and Senior High Schools. The instrument used was structured interview. The data collected from the interview was, then, analyzed descriptively. The findings show that there are internal and external factors contribute to the challenges that the teachers confront. The internal factors include linguistic competence, native language interference, motivation and reading habits of the learners, while the external ones include the class condition, aids available for teaching writing and the availability of time. The research findings would facilitate the teachers and the concerning authorities to improve the ELT especially in teaching writing.  

scholarly journals Effect of Directed Activities Related to Texts on English Writing Skill: Relevance and Adequacy of the Content of Grade XI Students

2020 ◽  
Vol 37 (2) ◽  
Author(s):  
Abdul Rauf
Keyword(s):  
Repeated Measures ◽  
T Test ◽  
Control Group ◽  
Teaching English ◽  
Control Group Design ◽  
English As Second Language ◽  
English Writing ◽  
Skill Test ◽  
Writing Skill ◽  
Post Test

This paper addresses the effect of directed activities related to texts (DARTs) on English writing skill: relevance and adequacy of the contents.  An experimental study was conducted through true pre test post test control group design.  A public sector degree college for boys from district Lahore was selected as sample of the study.  Sixty students out of 400 enrolled in session 2018-19 were selected and divided into two equal groups randomly.  DARTs were intervened continuously for 16 weeks to the experimental group.  Students’ English writing skill: relevance and adequacy of the content was measured through a supply type English writing skill test.  Test was marked according to the rubrics Test of English for Educational Purpose (TEEP) by Reading University.  Data were analyzed by using repeated measures paired sample t test and independent sample t test.  Findings revealed that Directed Activities Related to Texts (DARTs) were effective for teaching English writing skill: Relevance and adequacy of the content.  Teachers teaching English as second language at grade XI were recommended to teach text by implementing DARTs as classroom activities for teaching English writing skill.  Students of grade XI were also recommended to practice DARTs to improve their English writing skill

scholarly journals English Language Variation of Tourist Guide: A Case Study of Indonesian Context

SELTICS ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 133-144
Author(s):  
Fhadli Noer ◽  
Zul Astri ◽  
Nurul Hidjrah Hairuddin
Keyword(s):  
Qualitative Method ◽  
English Language ◽  
Field Research ◽  
Language Variation ◽  
Linguistic Features ◽  
Tour Guides ◽  
Code Mixing ◽  
Code Choice ◽  
Tourist Guides

Individuals frequently speak English differently depending on their native language or the society they live in. A primary goal of our research is to learn more about the unique linguistic characteristics of the Indonesian people. This study aims to discover the language variation of English used by Indonesian tourist guides. Researchers used library and field research to perform the analysis. The researcher gathered data by recording, transcribing, and categorizing it in three separate processes. Furthermore, the researchers utilized a descriptive qualitative method to examine the usual linguistic features of English used by the tour guide. According to the findings of this study, the code choice of the three tour guides is relatively comparable. They used some particular lexical, namely actually, so, this is I and ‘and then’ In addition, they perform code-switching and code-mixing. Keywords: English, Language Variation, Tourist, Guide, Indonesia

scholarly journals Collaborative Writing Activity Using Google Docs: Non-English Major Students Perspectives and Difficulties

SELTICS ◽  
2020 ◽  
pp. 65-72
Author(s):  
Nurul Hidjrah Hairuddin
Keyword(s):  
Collaborative Writing ◽  
Target Language ◽  
Teaching English ◽  
Google Docs ◽  
English Writing ◽  
Parallel Design ◽  
Language Structure ◽  
Regular Change ◽  
English Major ◽  
Writing Activity

One of the most challenging skills for non-English major students is writing an essay since they have to pay attention to the language structure and must be able to transfer their thoughts and ideas into the target language. In regard to solving this problem, regular change and development are needed in teaching English writing. One of the methods that increased to be used is collaborative writing using Google Docs. This study aims to investigate the non-English major students’ perspectives and difficulties in collaborative writing through Google Docs. This study examined 22 students from a state polytechnic in Makassar who have involved in collaborative writing activity through Google Docs. A convergent parallel design was applied in this study, where the data collected by using a questionnaire which consists of closed- open-ended questions and interview. The closed-ended questions data were analyzed quantitatively using descriptive statistic with SPSS. Further, the collected data from the open-ended questions and the interview was analyzed qualitatively using a narrative method. The results show that the students have positive perspectives on collaborative writing activity through Google Docs and did not encounter many difficulties when they were involved in this activity.  

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