IMPROVING STUDENTS’ WRITING SKILL OF RECOUNT TEXT THROUGH DIARY WRITING AT EIGHTH GRADE STUDENTS OF MTS NEGERI 2 PALU

This research with a quantitative approach aims to determine whether the use of diary writing strategy is effective to improve writing skill in recount text of eighth grade students at MTS Negeri 2 Palu. The population in this research were students at MTS Negeri 2 Palu and the sample was students in grades VIII A and B with a total sample of 70 students. However, due to the pandemic ccovid-19with all the limitation, the researcher only obtained 24 students as the samples who took the test in this research. In this research the researcher used a purposive sampling technique. The data collection technique using test, namely pre-test and post- test. The technique of data analys is that the researcher used is the t-test. The results of the data analysis showed that t-count is and t-table (t-count10,632 > t-table1,796). It means the results of the research showed that there is improvement in the eighth grade students’ writing skill in recount text after the implementation of Diary writing strategy at MTS Negeri 2 Palu.

A STRUCTURAL EQUATION MODEL ON MOTIVATION IN LANGUAGE LEARNING

The purpose of this study, to determine the most suitable model for motivation in language learning. It aims to ensure the significant relationship between the exogenous variable: writing strategy, study habits, classroom climate, and the endogenous variable in language learning motivation. In addition, non-experimental correlational research design and structural equation models to determine the most appropriate motivational model in motivation language learning. However, a stratified random sampling technique to select 436 participants from ninth-grade students from secondary public schools in Region XI. The following statistic used: mean, Pearson r, regression, and structural equation model (SEM). The exogenous variables have a significant correlation with endogenous variables that the fifth model adapted result of the study. In connection with, exogenous variables acquired a high descriptive level. The writing strategy includes planning, implementation, and revision; study habits include: time management, learning environment, forecasting skills and preparation, note-taking, reading skills, writing skills, and language skills; classroom climate includes: teacher support, student independence, interaction, and collaboration in class; and the endogenous variable acquired a high descriptive level of motivation in language learning that included: instrumental and integrative motivation. KEYWORDS: education, writing strategies, study habits, classroom climate, language learning motivation, structural model, Philippines

The Application of Collaborative Writing Strategy in Teaching Composition in a Public Junior High School

The qualitative descriptive method was used by the researcher in this study. The term "qualitative descriptive research" refers to a survey study that determined and described the use of a collaborative writing strategy in teaching composition. The study's objectives are to learn how the teacher uses the collaborative writing strategy in teaching composition in a public junior high school, as well as the students' reactions to the strategies used by the teacher in teaching writing in a public junior high school. The teachers and students of UPT SMP Negeri 6 Makassar's ninth grade were the study's subjects. As a result, the researcher chose one of the two teachers at this school who could use Microsoft 365 and two classes, BI.2 and 9. A, as the subjects of the study. According to the findings, the English teacher at UPT SMP Negeri 6 Makassar frequently employs three of five strategies, including horizontal division parallel writing, stratified division parallel writing, and reactive writing strategy. Furthermore, the researcher discovered that students' responses to the strategies that the teacher implemented in teaching writing of collaborative writing gave a positive response toward the collaborative writing strategy that the teacher used, and students' responses to the strategies that the teacher implemented in teaching writing tend to prefer groups in the form of group discussions rather than writing alone because they cannot exchange information and understanding. Because the students' background knowledge is still insufficient, the researcher discovered that group single author writing and sequential single writing are rarely used by the teacher during the research process.

A Study on the Teaching Method for Academic Writing through Interactive Feedback

Interactive feedback refers not to the unidirectional feedback given by a professor, but rather to responsive feedback is provided as response the student’s self statement on their own writing, regarding his or her their intentions as an author and their writing process. It allows students to accept feedback as conversation and communication with readers within the academic community, rather than as a modification demand or justification of evaluation from the professor. Students can experience feedback request and constructive application of the feedback in their writing as a useful writing strategy. Professors also can provide effective and efficient writing guidance and advice by identifying their students’ writing intentions and concerns in advance. This study examined the theory and overseas examples of practiced interactive feedback, constructed post-writing activities and feedback process that can be implemented in class, and then demonstrated them in writing courses of university. As a result, this study confirmed that students experience the writing process in a more communicative manner through interactive feedback.

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.

The effect of collaborative writing strategy with google docs and motivation towards eighth grade students’ writing ability on descriptive text

This study was to investigate the effect of collaborative writing strategy with google docs and motivation towards eight grade students’ writing abilty on descriptive text at SMPN 12 Palembang. The population of this study was all the eight grade students of SMPN 12 Palembang which total is 252 students. The sample was 64 students taken by using statified random sampling. In carrying out of the research, the writer used an experimental method : factorial design. The writer distributed pretest, posttest, and motivation questionnairein collecting data. Then in analyzing the data the writer used paired sample test, independent sample t-test and two way ANOVA. The result of this study analysis indicated that, first, there was a significant difference between writing ability of the eighth grade students with high motivation and those with low motivation taught through collaborative writing strategy with google docs. Second, there was a significant difference between writing ability of the eighth grade students with high motivation and low motivation taught through conventional method. Third, there was a significant difference between writing ability of the eighth grade students with high motivation and low motivation taught through collaborative writing strategy with google docs and those with high motivation and low motivation taught through conventional method. Fourth, there were significant interaction effect of collabotrative writing strategy with google docs and the eighth grade students’ motivation towards writing ability.

‘A Gentle Creature’ by Fyodor Dostoevsky: The Author As an Observer, an Interpreter and a Fantasist

Fyodor Dostoevsky's short story “A Gentle Creatureˮ, first published by the writer in 1876 as the November issue of his “Diary of a Writerˮ, is usually viewed in the context of the author's discourse on suicide contained in the previous issue of The “Diary of a Writerˮ, where the writer’s lot is described as an in-depth interpretation of life. At the same time, the theme of suicide is also brought up in connection with the overwhelming task of interpreting the event. However, the writer ultimately changed his writing strategy to produce “A Gentle Creatureˮ. Basing the story on an actual case of a suicide committed by a young woman amplified with autobiographical details, Dostoevsky develops a narrative model with complexity exceeding that of the original interpretation of the fact while in its essence being equivalent to the complexity of reality itself. The images of a straight line and a dot, employed by the author to interpret the event and the text of the short story, demonstrate that the author sees as a problem converting true-life information into a compressed narrative. Thus, in his short story “A Gentle Creatureˮ Dostoevsky offers the reader a model as complex as the life itself.

Barriers of Using a Participatory Writing Strategy in Developing Writing Skills for Students with Writing Disabilities from the Viewpoint of Learning Disability Teachers in the Kingdom of Bahrain

This study aimed to identify obstacles when using a participatory writing strategy to develop the writing skills for those with writing disabilities from the viewpoint of teachers with learning disabilities in the Kingdom of Bahrain. The study sample consisted of 54 teachers and educational supervisors. The participants responded to a questionnaire to assess the level of the obstacles. The results showed a high level of obstacles in the participatory writing strategy related to the student. Comparing the three dimensions of these obstacles proved that the level of the knowledge obstacles was the highest, followed by the developmental obstacles, then, the emotional and behavioral obstacles. A high level of obstacles in the usage of a participatory writing strategy was related to the teacher. Comparing the three dimensions of these obstacles proved that the level of the professional efficiencies obstacles was the highest, followed by the obstacles of implementing activities, then, the obstacles related to the perceptions of the teachers with learning disabilities. Moreover, the results indicated non-significant differences attributed to years of experience, nature of the work, and the educational qualification from the teachers' viewpoints. The study recommended the necessity of training teachers on the participatory writing strategy. Keywords: Writing skills, writing disabilities, participatory writing strategy, learning disability teachers

Cyber Literature as an Alternative for Sidoarjo Woman Writers Community: A Sociological Perspective in Literature

The development of the globalization information system and the effects of the global pandemic almost demands almost everyone to optimize technology in response to various problems, including literature and writing. This article presents cyber literature as an alternative for the development of Pena Perajut Aksara, a women writers community in Sidoarjo. The problems studied were how the pattern of writing strategies for this community and how the community responds to cyber literature development as an alternative writing strategy. To answer the problems raised, researchers used a qualitative descriptive method. Theoretically, the researcher applied Pierre Bourdieu's perspective on the Field of Cultural Production. The data collected by using the unstructured interview method. The results of this study indicate that as the main strategy, this community relies on the curation of authors who have been consecrated as curators. Meanwhile, the development of electronic/cyber-literature has also begun to be taken seriously as a strategy to achieve consecration for this community. As an impact of research limitations on descriptive patterns, this study's results suggest more comprehensive and multi-disciplinary research to provide more concrete and measurable recommendations for the community in achieving consecration and broader public recognition in the future.

Collaborative Edmodo in writing: A conceivable course of fusion

A problem that still persists in Collaborative Writing is the lack of use of relevant technology to counter lessened interaction and learning participations in developing writing skills effectively. To offset these difficulties, this study examines the use of Edmodo on students' collaborative writing. This study used a quasi-experimental study of 56 students, grade 10, Gresik, Indonesia, with two assigned classes of experimental and the control group, each containing of 28 students. The results of this study reveal that there is a significant influence of Edmodo on Collaborative writing, evidenced by the results of sig. (2-tailed) is 0,000 (lower than 0.05). Edmodo has proven to be a dependable means when merged with a Collaborative Writing strategy, and has also been attested to reassure student participation and interaction. Suggestions and further research basis are also presented, especially to innovative scholars as treasured opportunities for accompanying enquiry to pay more courtesy to the progress of Collaborative Writing which is increasingly unlocked to always re-join hearty users’ wants. Key Words : Collaborative, Writing, Edmodo,Technology, Course of Fusion