Pembelajaran Menulis Naskah Drama dengan Strategi Menulis Terbimbing

The main purpose of writing a drama script is to be read by the reader and as a guide for people who will play a drama. Drama scripts which follow the rules of writing, will make the readers become easier to understand the contents of the script. The main object of this research is the product of learning guidelines for writing drama scripts that have been practiced for participants in the drama script writing class (KMND). The research subjects were 25 KMND students at the Balai Bahasa Sumatera Utara (North Sumatera Language Center). The results of this study were drama manuscripts written by the participants of the KMND class which were assessed and analyzed based on the structure and elements of the drama script. Data was collected using the following methods: (1) observation, (2) interviews, (3) questionnaires, and (4) documentation. Data analysis includes data reduction activities, data presentation, and drawing conclusions.

The Use of Genre Based Approach in Training and Mentoring for Improving Argument Skills in Research Articles Journal Writing for Social and Humanity Authors

Argumentation in writing research articles is very crucial for showing the position of authors in a certain science field, but the social and humanity authors are still lower in skill for argumentation. This research investigated the using and impact of the Genre Based Approach (GBA) in training and mentoring of Research Article writing in improving the skill of argumentation in writing RA. The aim of this study is to describe the activity of learning and teaching by using GBA in training and mentoring of writing RA for social and humanity authors and the impact of this training and mentoring on the skill of argumentation in RAs writing. The material and steps of learning and teaching activity are adapted and modified from Widodo (2006) who stated that the rule of GBA is to prepare, focus, task, evaluate and elaborate. Moreover, Ferris & Hedgcock (2005) also explained that GBA is started from joint construction and independent construction stages when students start to write. The instruments of this research were direct observation and RAs draft analysis. Direct observing is also conducted to record every side of GBA design for teaching writing articles. To find the effect of GBA in training and mentoring to improve argumentative skills, the content analysis to the draft of RAs is conducted. The Result shows that the first the activity of training and mentoring writing RAs by using GBA to improve argumentation skills can be described from prepare, focus, task, evaluate and elaborate. The second finding shows that the participants have competence in writing argumentative for each section of RAS. Thus, it can be concluded that GBA in training and mentoring to write RAs is effective to improve argumentative skills in writing class especially writing RAs class.

Writing Classes with Writeabout.com: Learning Mode, Feedback, and Collaboration

This review seeks to provide an alternative online platform for running an online writing class inside and outside the classroom. It focuses on Writeabout.com, which enables the integration of different modes of instruction, types of feedback, and collaborative activities that are necessary for providing an effective writing class. Its features allow teachers to create virtual classes and add students by using codes or importing from Google Classroom. The other features enable teachers to monitor the progress of each student’s writing and give both oral and written feedback synchronously and asynchronously. Writeabout.com provides some stimulating ideas to inspire students to start writing. This review also elaborates on the pedagogical applications of Writeabout.com inside and outside the classroom in a self-access context and for developing learner autonomy in writing.

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.

A Case Study on the ESL Upper Secondary Level Students Views in Engaging with Online Writing Lessons Conducted Via Google Classroom

Most of the researchers and experts are prompted to investigate why English as second language students (ESL) are running out of radar during their online classes especially for writing lesson conducted via Google Classroom. In order rectify the issues, the researchers of this study, wanted to find out how English as second language learners (ESL) secondary school students experienced about participating in online writing classes delivered via Google Classroom. This research focuses on the three upper level secondary students at SMK Batu Gajah in Perak. The students were introduced to the advantages of engaging with online writing class via Google Classroom, especially during this pandemic, to improve their writing ability, which can be measured, as it is the most difficult skill for students to master. This study is important for upper secondary students to enhance their writing skills before sitting for their Sijil Pelajaran Malaysia (SPM) exam. As it is a case study, the interview sessions were accomplished via Google Meet with the learners at various times to maintain the validity and reliability of the instrument. The recorded interview sessions were then transcribed after the interview session. The researcher judiciously categorised and analysed the relevant key notes that strongly support the research questions in order to jot down the findings. The findings clearly show that all of the students are enthusiastic about their participation in a writing class facilitated via Google Meet during the COVID-19 pandemic. Finally, the students believed that Google Classroom has improved their writing abilities to some extent, despite some difficulties in familiarising with the new learning platform. However, the students mentioned that Google Classroom, the new teaching and learning platform, had boosted their motivation to improve their writing skills.