Cohesion and Coherence in Final Project Abstracts Written by Non-English Department Undergraduate Students

Creating text needs to be understood that it is not only about arranging the words into sentences and paragraphs but also delivering meaning. Unfortunately, not everyone can achieve good skills in writing. This study aims at analyzing the writing skills of a group of Indonesian non-English department undergraduate students. It focused on the cohesion and coherence of their production of the final project abstract. Ten texts were analyzed by employing a discourse analytical case study. Thus, it is an important matter to analyze the writing competency of students as they are at the undergraduate level, majoring in Informatics Engineering that should report their final project in English. In this study, a theory from Halliday and Matthiessen (2014) was used to analyze the cohesion while a theory from Eggins (2004), Thornburry (2005), and Paltridge and Starfield (2007) were used to analyze the coherence. An open-ended questionnaire was used to confirm the result of the analysis according to the writers’ point of view. The findings indicate that the students show a bit of weakness in achieving cohesion and coherence in creating texts due to a lack of knowledge about the theory of cohesion and coherence. The result of the study can be used as a reference and consideration in designing a suitable lesson plan for writing class.

Developing Writing Blended Approach to Increase Students’ Descriptive Writing Competency

This quantitative research was to find out whether there was a statistically significant difference of students’ descriptive writing competency taught through Blended approach and the traditional one and to find out the effectiveness of the Blended approach in increasing students’ descriptive writing competency. The subjects were 29 students of the second grade of SMP 1 Purbolinggo, east Lampung. The instruments used were descriptive writing tests. The data were analysed by using Repeated Measure t-test. The result showed that there was a statically significant difference of students’ descriptive writing competency taught through Writing Blended approach and the traditional one with the significant level 0.05. This suggests that Blended Approach to Writing promotes the students to increase students’ descriptive writing competency. Keywords: [Blended Approach to writing, Effectiveness, Writing competency].

The Effect of Portfolio Assessment on Students’ Writing Competency during Online Learning Period

The current study was aimed at investigating students' writing competency before and after the implementation of portfolio assessment during online learning. This study was an experimental study conducted in one private school in Buleleng, Bali. The result of descriptive and inferential analysis found that students writing competency in posttest (8.20) was higher than pretest (7.42). A significant of mean difference was also identified from the result of paired sample t test (Sig. .000). Thus, it can be concluded that portfolio assessment has significant effect on students' writing competency.

THE EFFECT OF PICTURE SERIES AND STUDENTS LEARNING MOTIVATION ON WRITING COMPETENCY

The purposes of this research are of three folds: first, to closely look into whether there are significant differences in writing achievement; second, the learning motivation of students in writing; third, significant differences in writing achievement between the students with high-learning motivation taught using Picture series technique and those taught by using the conventional technique; and the significant differences in writing achievement between the students with low-learning motivation taught using Picture Series technique and those taught by using conventional technique. This research uses writing achievement test to assess the students’ score in writing. The writing achievement test was administered at the end of teaching learning process to obtain information on the effect of the treatment upon the students’ writing achievement. In this research, it was discovered that there was significant effect of picture series on writing competency as well as the effect of writing competency on high and low learning motivation students who were taught by using guided writing strategy and the conventional strategy.

Investigating Integration of Writing Skills in Grade VIII English PTBB Textbook

The present study aimed to explore the integration of writing skills competency in the Grade VIII English textbook prescribed by the Punjab textbook board. A content analysis was carried out in the backdrop of a checklist based on the competencies and students' learning outcomes provided in the latest English National Curriculum (2006), Pakistan. The writing competency was proposed to improve learners' writing skills. The study employed a qualitative research design, and findings were analyzed thematically. In accordance with the curriculum, students are expected to write keeping in mind transactional and interactional purposes as well as descriptive, expository and narrative texts of language. But the findings are otherwise and unfolded that the textbook understudy does not provide students with adequate opportunities to improve their writing skills. Rather, writing skill was only found in the form of comprehension question exercises in which students merely have to answer the questions.

THE EFFECT OF SCAFFOLDING TECHNIQUE ON STUDENTS’ WRITING COMPETENCY

ABSTRACTBecause of Covid 19 pandemic, learning is done in online mode by using various online learning platform. This study aims at investigating the effect of scaffolding technique on students’ writing competency in online learning. To run this research, 60 eleventh grade students of SMAN 1 Sukasada in the academic year 2020/2021 were chosen as the samples. This research applied nonequivalent control group design in which there were two groups compared, namely: scaffolding technique and conventional technique. The data of writing competency were collected by using performance test which were then scored by using analytical scoring rubric. The collected data were then analyzed by using independent sample t test. This research shows that there is no significant effect of Scaffolding technique on students’ writing competency with probability value of 0.606 (p>0,05).Keywords: Scaffolding technique, writing competency, skills

THE EFFECT OF SELF-ASSESMENT ON STUDENTS’ SELF-EFFICACY AND WRITING COMPETENCY

ABSTRACTIn this Covid 19 pandemic, learning should be done from distance through online learning. This study aims at investigating the effect of self-assessment on students’ self-efficacy and writing competency simultaneously and separately on online learning. To run this research, 52 eleventh grade students of SMAN 1 Sukasada in the academic year 2020/2021 were chosen as the samples. This research applied nonequivalent control group design in which there were two groups compared, namely: self-assessment and conventional assessment. The data of writing competency were collected by using performance test which were then scored by using analytical scoring rubric, meanwhile self-efficacy data were collected by using questionnaire. The collected data were then analyzed by using One Way MANOVA. This research discovered: (1) there is no significant effect of self-assessment on self-efficacy and writing competency simultaneously (p>0.05), (2) there is no significant effect of self-assessment on writing competency separately (p>0.05), and 3) there is no significant effect of self-assessment on self-efficacy separately (p<0.05).

Improving the Basic Writing Skills of Grade 7 Learners in Filipino: An Action Research in Filipino Language

This action research primarily aims to remediate the low level of basic writing skills (writing in cursive, capitalization, punctuation, spelling, and paragraphing) of Grade 7 learners in Filipino class/subject in a government high school. The researcher conducted (1) assessment of learners’ writing competency through pre- and post-tests; (2) preparation/development of writing exercises; (3) activities emphasizing the conduct of writing activities in and out of the classroom; and (4) home visitations to reinforce the teacher’s and parents’ monitoring on the progress of their children. A five-point rating scale was utilized in assessing learners’ outputs. An increase of 1.56 was recorded in the general rating of pre- to post-test, which shows that 80% improvement is manifested among the learners’ basic writing competencies, proving that the intervention used is effective in achieving the target of the study. The study reveals the significant role of teachers in arousing learners’ interest in writing and making them realize its importance. The study holds true the importance of having learning activities and worksheets appropriate to the level of learners’ needs to improve/enhance the unique skills in writing of each learner. Just like other researchers, this study encourages the promptly remediate the classroom- and/or school-based problems through the conduct of research for a rational and systematic way of addressing it. With the aid of well a documented study in all research endeavors, this will guide other teachers and school heads to experience the same plight of addressing the gaps in schools effectively.

Optimalisasi Keterampilan Menulis Pada Guru

Kemampuan dan keterampilan membaca menulis mutlak menjadi kompetensi yang harus dimiliki setiap guru. Kemampuan membaca dapat diukur dalam kegiatan berbicara dan menulis. Kemampuan menulis mencerminkan keterampilan berbahasa secara keseluruhan. Berdasarkan observasi, dibutuhkan kegiatan pelatihan dan pendampingan untuk meningkatkan keterampilan menulis pada guru di desa Pakusari meliputi keterampilan menulis teks buku ajar dan artikel ilmiah. Kegiatan pelatihan dan pendampingan ini merupakan rangkaian kegiatan pengabdian Masyarakat (Abdimas) bertema literasi di Desa Pakusari mulai tahun 2017 hingga 2019. Hasil pelaksanaan Abdimas pada guru Sekolah Dasar dan Guru Pendidikan Anak Usia Dini di Desa Pakusari menunjukkan bahwa keterampilan menulis guru sudah baik. Luaran dalam kegiatan ini berupa buku cerita, buku bergambar, dan lembar kerja siswa menjadi bukti konkret keterampilan mereka. Namun, kurangnya motivasi, sarana, dan pembiasaan menulis menjadi hambatan dalam kegiatan menulis. Untuk itu, diperlukan kerja sama semua pihak agar kompetensi guru bisa terus menerus ditingkatkan. Kompetensi guru yang baik akan menjadi dasar dalam pengembangan pendidikan dan pembelajaran.Kata Kunci: menulis; kompetensi guru. Optimization of Teacher's Writing SkillsABSTRACTThe reading and writing skills have absolutely become competency that must be possessed by teachers. Reading ability can be measured through speaking and writing activities. Writing skills reflect overall language skills. Based on observations, training and mentoring activities are needed to improve writing skills of textbook and scientific articles for teachers in Pakusari . This training and mentoring activity is the series of Community Service (Abdimas) on literacy-based theme activities in Pakusari from 2017 to 2019. This activity was implemented for teachers of Elementary school and Early Childhood Education in Pakusari. The results of the implementation show that the teacher's writing competency is good. The teachers have been able to create story books, picture books, and student worksheets as the concrete evidence of their ability in writing skills. However, lack of motivation, tools, and habit of writing, have become obstacles in writing activities. For this reason, collaboration between all parties is needed so that teacher’s competencies can continuously be improved. Competent teacher is the basis in the development of education and learning.Key Words: teacher competencies; writing.

Increasing Competency in Writing Review through Problem Based Learning (PBL) Models

The purpose of this classroom action research to: (1) describe the learning process with a problem-based learning model (PBL) to improve the writing competency of students in class XI MIPA 5 students in SMAN 1 Bantul in the academic year 2019/2020 and (2) knowing the increase in writing competency in student reviewer writing grade XI MIPA 5 SMAN 1 Bantul 2019/2020 school year through a problem based learning model (PBL). The subjects of this study were students of class XI MIPA 5 SMAN 1 Bantul. In the school Year 2019/2020. The setting/location of the study was in SMAN 1 Bantul Yogyakarta. While the research time was for three months from January to March 2020. This class action research was conducted in two cycles. Each cycle consists of four activities, namely: (1) action planning, (2) action implementation, (3) observation, and (4) reflection. The results of this class action research show: (1) The Problem Based Learning Model (PBL) can improve teacher performance in learning, improve student performance in learning, and obtain excellent responses from students; and (2) The implementation of PBL learning models in learning can improve the competency of writing a review of students.