THE EFFECTIVENESS OF USING YOUTUBE VIDEO IN TEACHING AND LEARNING PROCESS: WRITING NARRATIVE FOR SEVENTH GRADE STUDENTS

Learning English is so important today in this era globalization and modern since English is an International Language. Nowadays, students are required to be able to understand and get to know English further, this is evidenced by the existence of English lesson in every school, from kindergarten to Senior High School. Because of the development of education, many of National schools adopt two language systems in teaching, namely bilingual language. In Teaching English, especially narrative text, it is quite difficult, especially if we learnt seventh grade students whose age about eleven until twelve years old, as we know that, the age of 11 – 12 years old usually have a very high level of boredom, especially they learnt about text. As the teacher, we have to reduce their boredom and make the class more interactive. On the Interactive class, The students do not only listen or read a text from the textbook but also must be answer the question based on the text. From this observation, the writer want to compare about how if the technology nowadays will be combined in Teaching and Learning Process. This journal discusses about to find out whether the students’ interest in writing narrative taught by using text book is significantly higher than that taught by animated . The students would learn how to produce a narrative text (fable) by using textbook and watching in Video. From this observation, the writer found that using You Tube as a visual media is more effective in teaching narrative than using text book as a printed media in teaching media for seventh grade students, the class is more interactive by using a You Tube, it means that students can learn English especially how to speak fluently through the characters in the Video, and the teacher can be easier in providing an understanding of the meaning related on narrative text. Keywords: Writing Narrative , You Tube Video, Seventh Grade Students’ Interest

Approaches to Writing Instruction in Aotearoa: The Influences of Teachers' Beliefs and Practices on Progress

<p>In the educational context, social constructivists are those who view knowledge as constructed through social experiences. In the class-room, these theorists favour student-led and cooperative group work over teacher-directed and individual work and de-emphasize the explicit teaching of technical skills. Literacy teaching in New Zealand has been influenced by constructivism since the 1980s. Whether this influence has been positive is, however, open to doubt. According to current achievement data many students are under-achieving. A very different perspective is offered by social cognitivism, according to which experimental and quantitative methodologies are used to assess the effectiveness of various teaching approaches. While more widespread use of these methods could bring about much-needed change, advocates of constructivism have discouraged their uptake by (i) associating their own approaches with social values and (ii) representing scientific methods as unsuited to the contexts at stake. International research has shown that teachers take a more pragmatic view: Studies have demonstrated that the majority of teachers are comfortable with a range of approaches, and thus that seemingly disparate approaches may co-exist. There has been very little research on the beliefs of New Zealand teachers, although Ministry of Education publications for teachers are essentially constructivist. Study One investigated the ideological context of the New Zealand primary school. A total of 626 teachers completed a survey on their beliefs and practices for teaching writing. Principal components analysis of beliefs isolated three dimensions, which appear to reflect valuation of (i) explicit, (ii) socio-cultural and (iii) process-writing approaches respectively. Principal components analysis of practices isolated six dimensions: (i) explicit and structured approaches; (ii) socio-cultural and process writing approaches; (iii) attention to surface features; (iv) advanced writing practices; (v) basic writing practices, and (vi) teacher goal selection. In the second phase of this study, a sub-sample of 19 survey respondents supplied writing samples from the students in their classes, at two time points, allowing for the measurement of progress over time. Teachers’ scale locations for reported beliefs and practices were compared with their students’ rates of progress. Explicit teaching beliefs and practices emerged as being strongly – although only marginally significantly – correlated with progress and socio-cultural practices were negatively – and significantly – correlated with achievement. In addition, a number of individual survey items were positively, and significantly, correlated with achievement, all belonging to the explicit teaching dimensions. Two items were negatively and significantly correlated with achievement, and these belonged to the process-writing and socio-cultural practices dimension. A sub-sample of eight teachers were interviewed in order to gain a deeper understanding of their beliefs and practices. In general, teachers’ comments reflected their scale locations in the survey data. While those who focused on the explicit teaching of technical skills achieved the greatest gains for student achievement, others used socio-cultural and process approaches thoughtfully to address students’ social and emotional needs. The pedagogical method that is the subject of Study Two, “Fast Feedback”, was developed in line with social cognitivist findings and is thus at odds with the quasi-official view. Fast Feedback centres on individualized goals and regular, focused assessment in order to accelerate student progress. In 2015 nine teachers were engaged to trial this method – in seven classrooms, across three Wellington schools. Achievement data were collected for 136 student participants, and were compared with the equivalent data from students at a control school. Data analysis revealed that the treatment group made significantly more progress than the control group (ES 0.5). It also revealed variability across classrooms. Interestingly, the highest rates of progress were achieved (in all classrooms) during the first half of the intervention. Clearly worded, process-oriented goals were the most effective. The addressing of technical skills – sentence writing, spelling and handwriting – proved to be essential. In interviews, teachers observed that the predictable structure of Fast Feedback lessons was motivating for students, and led to a greater sense of self-responsibility on their (the students’) part. In conclusion, these two empirical studies together indicate that explicit approaches – informed by scientific research – are most likely to raise student achievement. The Ministry should therefore work with urgency to ensure teachers have information about these methods, so that more New Zealand students will experience success in learning to write.</p>

Approaches to Writing Instruction in Aotearoa: The Influences of Teachers' Beliefs and Practices on Progress

<p>In the educational context, social constructivists are those who view knowledge as constructed through social experiences. In the class-room, these theorists favour student-led and cooperative group work over teacher-directed and individual work and de-emphasize the explicit teaching of technical skills. Literacy teaching in New Zealand has been influenced by constructivism since the 1980s. Whether this influence has been positive is, however, open to doubt. According to current achievement data many students are under-achieving. A very different perspective is offered by social cognitivism, according to which experimental and quantitative methodologies are used to assess the effectiveness of various teaching approaches. While more widespread use of these methods could bring about much-needed change, advocates of constructivism have discouraged their uptake by (i) associating their own approaches with social values and (ii) representing scientific methods as unsuited to the contexts at stake. International research has shown that teachers take a more pragmatic view: Studies have demonstrated that the majority of teachers are comfortable with a range of approaches, and thus that seemingly disparate approaches may co-exist. There has been very little research on the beliefs of New Zealand teachers, although Ministry of Education publications for teachers are essentially constructivist. Study One investigated the ideological context of the New Zealand primary school. A total of 626 teachers completed a survey on their beliefs and practices for teaching writing. Principal components analysis of beliefs isolated three dimensions, which appear to reflect valuation of (i) explicit, (ii) socio-cultural and (iii) process-writing approaches respectively. Principal components analysis of practices isolated six dimensions: (i) explicit and structured approaches; (ii) socio-cultural and process writing approaches; (iii) attention to surface features; (iv) advanced writing practices; (v) basic writing practices, and (vi) teacher goal selection. In the second phase of this study, a sub-sample of 19 survey respondents supplied writing samples from the students in their classes, at two time points, allowing for the measurement of progress over time. Teachers’ scale locations for reported beliefs and practices were compared with their students’ rates of progress. Explicit teaching beliefs and practices emerged as being strongly – although only marginally significantly – correlated with progress and socio-cultural practices were negatively – and significantly – correlated with achievement. In addition, a number of individual survey items were positively, and significantly, correlated with achievement, all belonging to the explicit teaching dimensions. Two items were negatively and significantly correlated with achievement, and these belonged to the process-writing and socio-cultural practices dimension. A sub-sample of eight teachers were interviewed in order to gain a deeper understanding of their beliefs and practices. In general, teachers’ comments reflected their scale locations in the survey data. While those who focused on the explicit teaching of technical skills achieved the greatest gains for student achievement, others used socio-cultural and process approaches thoughtfully to address students’ social and emotional needs. The pedagogical method that is the subject of Study Two, “Fast Feedback”, was developed in line with social cognitivist findings and is thus at odds with the quasi-official view. Fast Feedback centres on individualized goals and regular, focused assessment in order to accelerate student progress. In 2015 nine teachers were engaged to trial this method – in seven classrooms, across three Wellington schools. Achievement data were collected for 136 student participants, and were compared with the equivalent data from students at a control school. Data analysis revealed that the treatment group made significantly more progress than the control group (ES 0.5). It also revealed variability across classrooms. Interestingly, the highest rates of progress were achieved (in all classrooms) during the first half of the intervention. Clearly worded, process-oriented goals were the most effective. The addressing of technical skills – sentence writing, spelling and handwriting – proved to be essential. In interviews, teachers observed that the predictable structure of Fast Feedback lessons was motivating for students, and led to a greater sense of self-responsibility on their (the students’) part. In conclusion, these two empirical studies together indicate that explicit approaches – informed by scientific research – are most likely to raise student achievement. The Ministry should therefore work with urgency to ensure teachers have information about these methods, so that more New Zealand students will experience success in learning to write.</p>

PROCESS WRITING APPROACH IN ENHANCING HIGH SCHOOL STUDENTS’ ESL WRITING COMPETENCY

This study was conducted to determine the impact of using process approach in writing narrative composition for Senior High School students who were taking Reading and Writing subject. It focused on determining students’ progress in writing narrative composition in terms of organization, coherence, appropriate language use, and mechanics. The study used quasi-experimental one-group pretest-posttest design wherein the respondents, who were chosen through total population sampling, underwent pre-test in which they were tasked to write narrative composition using traditional approach. Process writing approach was implemented with the use of activity manual as teaching- learning guide wherein the final output was evaluated as post-test of the study. Based on the findings, Senior High School students were not competent in writing narrative composition especially in terms of coherence, appropriate language use and mechanics using traditional approach. But with the use of process writing approach, the students were assessed to become proficient in four writing competencies. Thus, the study recommended the use of process writing approach as it was found effective in enhancing students’ competency in writing narrative composition.

Malaysian ESL Teachers’ Practice of Written Feedback on Students’ Writing

Feedback to students’ writing plays an important role as a scaffolding technique to help the students to improve their writing skills. With the introduction of school-based assessment and the Common European Framework of Reference (CEFR) into the new Standards-based English Language Curriculum (SBELC), teachers are expected to adapt the process writing approach in their classroom, where feedback is at the core of the process writing approach. This present study aims to explore Malaysian ESL teachers’ practice of written feedback in their writing classrooms. Two sample essays were used in this study. The sample essays were written by a Form Three student of a secondary school in Kuantan, Pahang, and a Form Five student from a secondary school in Manjung, Perak.The sample essays were sent to all secondary schools in Pahang, and teachers who teach the English Language at the schools were asked to mark the essay as how they would normally mark their students’ essays. The participants of this study were selected using purposive sampling. A total of 89 student sample essays with the teachers’ marking were returned, and the teachers’ feedback were analysed. This study found that most of the participants mark their students’ essays comprehensively and implicitly. However, some of the respondents did not give any feedback at all, and even if they did, the feedback would be retracted from the marking rubric. It has also been found that the respondents of this present study did not utilise comments on goals to work towards or specific activities for improvement. This paper further discusses the findings in view of the assessment of learning (AfL) and gives recommendations for future practice.

THE EFFECTS OF TYPES OF FEEDBACK ON STUDENTS' REVIEWING PROCESS IN AN ONLINE SCAFFOLDED PROCESS WRITING CLASSROOM

There has been growing evidence that the lack of academic writing skills among university students who learn English as a Second Language (ESL) affects their overall academic performance. Higher education ESL students often find writing academic essays a complex process and hence struggle with academic writing convention issues. However, in order to encourage these students’ to be autonomous in their English academic writing, explicit and supportive instruction is necessary on the teacher’s part. This study aims to investigate thirty Foundation students’ revision activities pre- and post-intervention and whether there are any changes in their reviewing activities after being exposed to the intervention for twelve weeks. The reviewing activities were categories and analysed for inter-correlations. It is found that the students’ revision activities at first seem to concentrate mostly on Surface Changes-Meaning Preserving Changes activities. However, this changes in the second half of the intervention period where they seem to perform more Meaning Changes-Microstructure Changes and the least is Surface Changes-Formal Changes.

THE PROCESS APPROACH TO THE TEACHING OF WRITING: FOCUS ON PROCESS RATHER THAN PRODUCT

Composition writing has always been an integral part of the English Language curriculum in primary, secondary and tertiary education in Malaysia, yet being the most difficult of the four skills in English as a Second Language; the teaching of writing has often been neglected. Process writing, as distinguished from ‘Product Writing’, is playing a large role in ESL classes. Writing is seen as a communicative act with an intended purpose and audience. The teacher and other learners help the writer find a topic and revise drafts of a written piece until it conveys the intended meaning. While working to make their meanings clear, learners are assumed to acquire competence using the style, syntax, grammar and surface features of the language. During the writing process, students engage in pre-writing, planning, drafting and post-writing activities. However, learners do not necessarily engage in these activities in that order because the writing process is recursive in nature. Language rules are taught in teacher-led- mini-lessons but always in the context of expressing the learners’ own ideas. This paper reports on a study that explores how a process-oriented approach to writing influences a group of university ESL students.

TECHNOLOGY INTEGRATION IN AN INDONESIAN EFL WRITING CLASSROOM

The global, national, and local top-down technology-related policies and initiatives indicate the essential place of technology in education. However, little is known about classroom-based and self-reflective understandings of how the integration of technology can facilitate or distract students’ writing processes in the context of higher education in Indonesia, specifically from the eyes of English as a Foreign Language (EFL) writing lecturers in the country. In response, this qualitative study aims to delve closely into the lecturers’reflection of integrating technology to support their students in completing English language learning tasks in an EFL writing classroom. Data were gathered from three female writing lecturers. They completed four self-reflective checklists and were interviewed to clarify the checklists and their technological practices related to five stages of process writing, namely planning, drafting, editing, revising, and submitting. The analysis of the data indicated that the most successful experiences in using technology were in the planning stage. Meanwhile, technology applications in the drafting, editing, and revising phases were mainly used to submit work and provide feedback. Various technology applications used in the writing class, some issues in using the technology in the writing stages, and directions for further research are discussed.