Enhancing L2 Learning Motivation and Autonomy of Iranian EFL Students through Personal Website and Weblog Creation as a Kind of Online Journal: Developing Writing Skill as the Result

2018 ◽  
Vol 05 (01) ◽  
pp. 1-18
Author(s):  
Fahimeh Karvandi ◽  
Fatemeh Behjat
Keyword(s):  
Learning Motivation ◽  
Online Journal ◽  
Writing Skill ◽  
L2 Learning ◽  
Efl Students

scholarly journals Motivation and Participation of EFL Students in the Implementation of Scientific Approach

2018 ◽  
Vol 5 (1) ◽  
pp. 35
Author(s):  
Rifyal Mukarram ◽  
M. Basri Wello ◽  
Sukardi Weda
Keyword(s):  
Learning Motivation ◽  
Classroom Participation ◽  
English Learning ◽  
Motivating Factors ◽  
English Class ◽  
Scientific Approach ◽  
Oral Participation ◽  
Efl Students ◽  
Embodied Action ◽  
Academic Year

The aims of this study are: 1) to investigate the EFL students’ motivation in the implementation of the scientific approach (SA) and 2) to investigate the EFL students’ participation in the implementation of the scientific approach (SA). This investigation was under Classroom Action Research (CAR) and was done in two cycles consisted of four stages namely planning, acting, observing and reflecting. The subjects were the students of SMP Negeri 2 Sinjai Tengah in academic year 2016/2017. The data was collected through observation, questionnaires, and interview. While the results of CAR, both in the first and the second cycle shows that the students’ motivation and participation in the English learning process significantly improved by implementing SA. All students gave positive responses toward the implementation of SA in the English class. Of the two variables, participation variable is higher than the motivation variable. For learning motivation, students’ reaction toward the teacher’s responses and spirit of the students in carrying out their tasks were the most motivating factors of the students in learning. Meanwhile for the classroom participation, classroom embodied action and silent or non-oral participation were the most participation activities favored by students.

scholarly journals Exploring Efl Students’ Descriptive Paragraph Writing Ability Through Critical Assessment Process

2021 ◽  
Vol 2 (2) ◽  
pp. 51-57
Author(s):  
Ida Bagus Nyoman Mantra ◽  
◽  
Anak Agung Putu Arsana ◽  
I Gusti Ayu Putu Tuti Indrawati ◽  
Anak Agung Rai Laksmi ◽  
...  
Keyword(s):  
Educational Institution ◽  
Written Language ◽  
Assessment Process ◽  
Writing Ability ◽  
Efl Learners ◽  
Intensive Training ◽  
Writing Skill ◽  
Efl Students ◽  
Improvement Programs ◽  
Visual Depiction

Writing is a visual depiction of thoughts, feelings, and ideas using the written language for communication purposes or conveying certain messages. Having the ability to write, of course, allows humans to communicate ideas, appreciation, and experiences to others. Writing skill is possessed through intensive training and guidance which must be trained continuously to gain excellent writing skill. This study explores EFL learners’ writing ability in actualizing their skill in writing a descriptive paragraph. The study revealed that EFL learners’ writing ability is under expected skill. Therefore, this study implies that intensive improvement programs should be conducted by the educational institution to maximize learners’ writing skills

scholarly journals Pengaruh Teknik Mind Mapping Terhadap Motivasi Belajar dan Keterampilan Menulis Bahasa Inggris Siswa Kelas VIII SMP Negeri 4 Abang

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
ANAK AGUNG AYU SRI MARTINI . ◽  
PROF.DR. NASWAN SUHARSONO, M.Pd. . ◽  
DR. I MADE KIRNA, M.Si. .
Keyword(s):  
Random Sampling ◽  
Conventional Technique ◽  
Learning Motivation ◽  
Mapping Technique ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Significant Difference ◽  
Writing Skill ◽  
The Difference

Penelitian ini bertujuan untuk mendeskripsikan perbedaan motivasi belajar dan keterampilan menulis secara bersama-sama diantara siswa yang mengikuti teknik mind mapping dengan siswa yang mengikuti teknik pembelajaran menulis konvensional, perbedaan motivasi belajar antara siswa yang mengikuti teknik mind mapping dengan siswa yang mengikuti teknik pembelajaran menulis konvensional, dan perbedaan keterampilan menulis antara siswa yang mengikuti teknik mind mapping dengan siswa yang mengikuti teknik pembelajaran menulis konvensional. Populasi penelitian ini adalah siswa kelas VIII SMP Negeri 4 Abang dengan 2 kelas dipilih sebagai sampel. Pemilihan sampel dilakukan dengan teknik Random Sampling. Penelitian ini merupakan penelitian quasi experiment dengan rancangan Non Equivalent Pretest-Posttest Control Group Design. Pengumpulan data dilakukan menggunakan angket motivasi belajar menulis dan tes keterampilan menulis. Data yang diperoleh dianalisis dengan MANCOVA dengan menggunakan motivasi belajar awal dan keterampilan menulis awal sebagai kovariat. Pengujian hipotesis dilakukan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: pertama terdapat perbedaan yang signifikan pada motivasi belajar dan keterampilan menulis secara bersama-sama antara siswa yang mengikuti teknik mind mapping dengan siswa yang mengikuti teknik pembelajaran menulis konvensional; kedua terdapat perbedaan yang signifikan pada motivasi belajar antara siswa yang mengikuti teknik mind mapping dengan siswa yang mengikuti teknik pembelajaran menulis konvensional; ketiga terdapat perbedaan yang signifikan pada keterampilan menulis antara siswa yang mengikuti teknik mind mapping dengan siswa yang mengikuti teknik pembelajaran menulis konvensional.Kata Kunci : Teknik Mind Mapping, Motivasi Belajar, Keterampilan Menulis This study aimed at describing the difference in learning motivation and writing skill simultaneously of the students who learned by mind mapping technique and those who learned by conventional technique, the difference in learning motivation of the students who learned by mind mapping technique and those who learned by conventional technique, the difference in writing skill of the students who learned by mind mapping technique and those who learned by conventional technique. This is a quasi-experimental research with non-equivalent pretest-posttest control group designed. The population of the study was eighth grade students consisting of three classes. The selection of the sample for this study was based on random sampling technique, two classes were selected as the sample, one as the experimental group and the other was the control group. The data was collected by administering students’ learning motivation questionaire and writing test. The data was analyzed by using MANCOVA in which pre-students’ learning motivation and pre-students’ writing skill used as covariat. The hypothesis was tested at 5% level of significance. The results indicated that (1) there was a significant difference in learning motivation and writing skill simultaneously of the students who learned by mind mapping technique and by conventional technique, (2) there was a significant difference learning motivation in writing of the students who learned by mind mapping technique and by conventional technique, (3) there was a significant difference in writing skill of the students who learned mind mapping technique and by conventional technique.keyword : Mind Mapping Technique, Learning Motivation, Writing Skill

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