scholarly journals A survey on problems faced by researchers with English language while writing a research paper

2021 ◽  
pp. 251-269
Author(s):  
RAMA KRISHNA GUDURU
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Research Paper ◽  
Sentence Structure ◽  
English Writing ◽  
Grammatical Errors ◽  
Future Growth

Li, F., Ren, J., & Zhao, H. (2016) To determine the difficulties of students in writing skills, the author conducted a survey on English writing skills and related issues. The majority of students study for academic purposes only, not for future growth. Before guiding students, teachers should gain a thorough understanding of writing skills. What role do grammatical errors such as sentence structure, tenses, modern verbs, passive and active forms perform in reducing cultivates in writing skills? Nishanthi, R. (2018).

scholarly journals A Survey on importance of English skills for Academics and future growth of scholars

2021 ◽  
pp. 1-18
Author(s):  
Adla Padma
Keyword(s):  
English Language ◽  
Writing Skills ◽  
English Writing ◽  
Initial Stage ◽  
The World ◽  
Teachers And Students ◽  
Global World ◽  
Future Growth

Nishanthi, R. (2018) In this paper, what is the importance of English language for researchers, Teachers and students to improve their communication around the world. Initial stage faced lot of struggles to learn English, but practicing more get the fluency and increase opportunities in global world. It can be useful for different purposes like education, Transportation, Travel, Business, Entertainment and many more. English is a international tongue, because of that everyone should practice and learn the Language by that we can grow up our personal and professional life's[1].Li, F., Ren, J., & Zhao, H. (2016) Author conducted a survey on English writing skills and related problems to analyze the difficulties of students in writing skills.

scholarly journals Grammatical Errors Found in English Writing: A Study from Al-Hussein Bin Talal University

2020 ◽  
Vol 13 (9) ◽  
pp. 1
Author(s):  
Khitam Mohameed Alghazo ◽  
Mohamed Khaliefah Alshraideh
Keyword(s):  
English Language ◽  
Study Data ◽  
Sentence Structure ◽  
Writing Classes ◽  
Writing Courses ◽  
English Writing ◽  
Language And Literature ◽  
Grammatical Errors ◽  
Arab Students ◽  
Verb Tense

This study investigated the frequent grammatical errors, found in the writings of Arab students’ taking English writing courses in AL-Hussein Bin Talal University Learners’ errors were considered positively as the best sources to identify students’ limitations in English writing. Therefore the present study intended to investigate the grammatical errors of Arab students’ writings in English in AL-Hussein Bin Talal University and to see if there are any differences in the grammatical errors according to year of study. To conduct this study data was collected from the writing sessions of writing classes that were taught during the fall semester of 2019. The data was collected, analyzed and categorized from students, all majoring in English Language and Literature and ranging from freshman to seniors. A Grammar test Questionnaire designed by the researchers was distributed to the students in these writing sessions. The results showed that the most frequent grammatical error was with the verb tense on a mean of (3.75), followed by errors in the article on a mean of (3.62), wrong word order on a mean of (3.57), noun ending on a mean of (3.40) and least was sentence structure on a mean of(3.39). The results also showed that the seniors on the grammar test on all its parts did better than the freshmen, juniors and sophomores that are the least problems were found among the seniors.

scholarly journals IMPROVING STUDENTS’ WRITING SKILL BY USING SCAFFOLDING TECHNIQUE TO THE SEVENTH GRADERS OF SMP BOPKRI GODEAN

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Rika Rimawati ◽  
Hermayawati Hermayawati
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Seventh Graders ◽  
Average Score ◽  
Sentence Structure ◽  
Test Cycle ◽  
English Writing ◽  
Writing Skill ◽  
Post Test ◽  
Scaffolding Technique

The background of the study was based on the phenomenon at the seventh graders of the SMP BOPRI Godean. Learning English especially writing skill were still low in mastering vocabulary, sentence structure, and paragraph organizing. The research aimed (1) to analyze the students’ writing by using scaffolding technique; (2) to describe the improvement of the students’ writing skill by using scaffolding technique; and (3) to find out the students’ interests in writing skill by using scaffolding technique. To solve the problem, the researcher conducted Classroom Action Research and applied scaffolding technique in teaching English to improve student’s ability in writing skill. The participants of this research were the 14 students of the seventh graders of SMP BOPKRI Godean. In this study, the researcher conducted a scaffolding technique of teaching writing descriptive text in three cycles by using scaffolding model adapted from Silvia Read. The five steps in scaffolding technique by Silvia Read were inquiry, modeling, shared, collaborative, and independent. The researcherexpected that the students could improve their writing skill by using the scaffolding technique and interested in English writing skill. The result of this study was showed by pre-test and post-test. In pre-test, the students’ average score was 49, whereas in the students’ post-test cycle one, the students’ average score was 64. In the second cycle, the students’ average score was 75.9. Finally, the researcher could conclude that the result of this research showed an improvement of the students’ writing skills by using scaffolding technique.

scholarly journals The Use of Dialogue Journal Writing to Improve English Language Learners’ Writing Skill

2020 ◽  
Vol 4 (9) ◽  
pp. 177-185
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Journal Writing ◽  
Writing Skills ◽  
Experimental Studies ◽  
Writing Ability ◽  
English Writing ◽  
Dialogue Journal ◽  
Teaching Of Writing

Dialogue journal writing is a tool utilised in the teaching of writing that allows teachers to provide feedback and responses to students’ writing in a non-corrective manner. It is believed that this teaching tool can improve students’ overall writing ability. Over a span of 20 years of published studies, this systematic review will examine the effectiveness of dialogue journal writing on English language learners’ overall writing skills. A total of 692 English language learners (ELLs) in 1997 to 2019 are represented in the analyses across 19 studies; seven cases of action research, one case study and eleven experimental studies. Findings suggest that ELLs benefit from dialogue journal writing in terms of specific English writing skills both academically and socially. Implications for further study and practice are also discussed.

scholarly journals ENGLISH WRITING SKILL ANALYSIS OF FIRST YEAR INDONESIAN TERTIARY STUDENTS IN A UNIVERSITY IN BANDUNG

2016 ◽  
Vol 16 (1) ◽  
pp. 43
Author(s):  
Dian Yuliana ◽  
Ernie D.A. Imperiani ◽  
Eri Kurniawan
Keyword(s):  
English Language ◽  
First Year ◽  
Sentence Structure ◽  
Literature Study ◽  
Study Program ◽  
Writing Ability ◽  
English Writing ◽  
Writing Skill ◽  
Skill Analysis ◽  
Global And Local

Abstract This article reports a study on English writing skill of Indonesian tertiary students. The purpose of the study is to examine students’ initial ability in writing English compositions.  The subjects of the study are 22 university students in their first year at English Language and Literature study program at one university in Bandung. The data are taken from students’ descriptive essays written in the classroom. The texts are then analyzed based on writing rubrics developed by Lane and Lange (1999) to see the recurrent global and local errors, supported by analytic writing rubrics proposed by Jacobs et al. (1981) to see the students’ writing ability in general. The results of the study show that the recurrent errors made in twenty-two English descriptive essays are singular/plural nouns for local errors and sentence structure for global errors. In terms of analytic view, errors in language use are the most frequent errors made by the students. The findings provide useful information for constructing teaching materials for English writing in this study program.Keywords: writing skill, descriptive text, composition scoring technique, analytic scoring technique, global and local errors. Abstrak Artikel ini melaporkan hasil kajian mengenai keterampilan menulis bahasa Inggris mahasiswa. Tujuan penelitian ini adalah untuk memotret kemampuan awal menulis mahasiswa dalam bahasa Inggris. Adapun subjek penelitian adalah 22 orang mahasiswa tingkat I di Program Studi Bahasa dan Sastra Inggris, di sebuah universitas di Bandung  yang dipilih untuk mengetahui kemampuan awal mereka. Data diperoleh melalui karangan deskriptif yang ditulis di kelas.Teks dianalisis dengan menggunakan rubrik penilaian yang dikembangkan oleh Lane and Lange (1999) untuk tataran global dan lokal (global and local errors); dan rubrik penilaian analitik yang dikembangkan oleh Jacobs (1981) untuk melihat keterampilan menulis mahasiswa secara umum. Analisis data menunjukkan bahwa kesalahan yang paling banyak dilakukan mahasiswa pada tataran lokal terkait pemarka nomina tunggal dan jamak (singular/plural nouns), sedangkan pada tataran global, kesalahan pada struktur kalimat (sentence structure) merupakan kesalahan yang paling sering dilakukan oleh mahasiswa. Dari sisi analitik, kesalahan pada penggunaan bahasa merupakan kesalahan yang paling sering ditemukan dalam kebanyakan tulisan mahasiswa.Hasil temuan ini diharapkan dapat memberikan masukan bagi penyusunan bahan ajar matakuliah menulis di lingkungan program studi. Kata kunci: keterampilan menulis, teks deskriptif, teknik penilaian tulisan, teknik penilaian analitik, kesalahan global dan local.

scholarly journals Kemampuan menulis bahasa Inggris siswa melalui self-editing and self-correcting berdasarkan analisis kesalahan gramatikal dan kosakata

LingTera ◽  
2016 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Mathelda Obisuru ◽  
Widyastuti Purbani
Keyword(s):  
Action Research ◽  
Error Analysis ◽  
Writing Skills ◽  
The Self ◽  
English Writing ◽  
Grammatical Errors ◽  
Writing Skill ◽  
Action Analysis ◽  
Minimum Score ◽  
The Difference

Penelitian ini bertujuan meningkatkan kemampuan menulis bahasa Inggris siswa melalui self-editing and self-correcting berdasarkan analisis kesalahan tata bahasa dan kosakata. Jenis penelitian ini adalah penelitian tindakan kelas. Data dikumpulkan melalui observasi dan dari tes menulis siswa. Penelitian dilakukan secara kolaboratif dalam dua siklus, dan setiap siklus terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Setelah dilakukan tindakan self-editing and self-correcting dalam dua siklus, ditemukan adanya peningkatan kemampuan menulis bahasa inggris siswa. Peningkatan ini dapat dilihat dari adanya perbedaan hasil analisis kesalahan pada pra-tindakan, tindakan siklus I dan tindakan siklus II. Hasil analisis pra-tindakan menemukan 29,16% memperoleh skor minimal 70, siklus I menemukan 60% siswa memperoleh skor minimal 70, dan siklus II 86,21% siswa memperoleh skor minimal 70. Kesimpulan dari penelitian ini adalah hasil analisis kesalahan tata bahasa dan kosakata yang digunakan sebagai landasan pembelajaran menulis melalui self-editing and self-correcting terbukti mampu meningkatkan kemampuan menulis bahasa Inggris siswa.Kata Kunci: analisis kesalahan, tata bahasa dan kosakata, self-editing and self-correcting, kemampuan menulis. Improving the students english writing skill through self-editing and self-correcting based on grammatical and vocabulary error analysis Abstract This study aims to improve students' English writing skills through self-editing and self-correcting based on grammar and vocabulary error analysis. This is calssroom action research. The data were collected through observation and test techniques from 28 students. The research was carried out collaboratively in two cycles. Each cycle consists of two actions. Each action consists of planning, implementation, observation, and reflection. After the self-editing and self-correcting action in two cycles, there is an increase in students’ English writing skills. The improvement of students’ writing skills can be seen from the difference in the error analysis in pre-action, first and second cycle action. The results of pre-action analysis show that 29,16% of students get 70 as a minimum score. After the implementation of cycle I, it is found that 60% of students get 70 as a minimum score, and in the second cycle, it is found that 86,21% of students get 70 as a minimum score. The conclusion of this research is the analysis of grammatical errors and vocabulary that is used as the basis for studying writing through self-editing and self-correcting can improve the students' English writing skills.Keywords: error analysis, grammar and vocabulary, self-editing and self-correcting, writing skills.

scholarly journals Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation

2020 ◽  
Vol 10 (11) ◽  
pp. 805-812
Author(s):  
Mohamed A. Elkot ◽  
◽  
Rabea Ali
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Handheld Devices ◽  
Control Group ◽  
English Writing ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study investigated the impact of developing learning app via handheld devices based on some self-regulated learning strategies for improving English writing skills and motivation among intensive English language preparatory program students. The sample was chosen from English language preparation program students at college of sciences and Arts. The random sample consisted of (n=40) students. Those students were divided into two similar groups, Experimental and Control groups. To collect the data of the study, the Authors used a pre-posttest, interviews with the students and a motivation scale. T-test was used to compare between the two groups at the pre and post-test. The results revealed an observed improvement in writing skills, motivation, and attitudes for the benefit of experimental group. Moreover, the findings revealed that there were statistical differences between pre and post-test for the experimental group. No differences were found, according to the control group.

scholarly journals Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 12-21
Author(s):  
Nurhardiyanti Adam ◽  
Abid Abid ◽  
Yusna Bantulu
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
English Writing ◽  
Writing Skill ◽  
English Language Teachers

Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.

scholarly journals The Differences in Communication Ability and Mathematical Disposition of Students who are given a Geogebra- Assisted Contextual Learning Model and the Cooperatif Learning Model

2021 ◽  
Vol 4 (1) ◽  
pp. 403-411
Author(s):  
Tungga Pramudya Utama ◽  
Sumardi Sumardi ◽  
Slamet Supriyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Writing Skills ◽  
Learning Model ◽  
Teaching English ◽  
School Students ◽  
English Writing

The portfolio system exists as one alternative answer for a challenge encountered by an English teacher. The research about the portfolio system that focused on middle education teachers' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the middle education teachers' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to junior high school students. The participants of this research were four junior high school teachers. In conducting this case study, the researcher collected data from the interview. This research found that the teachers favored implementing a portfolio system to improve students’ English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in middle education. The teachers were to facilitate the students by applying the portfolio system and giving feedback on their writing to encourage their writing performance.

scholarly journals The Development of Problem-Based Stad Model to Improve the Writing Ability of Students in University

2020 ◽  
Vol 5 (4) ◽  
pp. 42-46
Author(s):  
Wida Rianti ◽  
Mudjiran Mudjiran ◽  
Mukhaiyar Mukhaiyar
Keyword(s):  
Writing Skills ◽  
Learning Motivation ◽  
Sentence Structure ◽  
Development Research ◽  
Writing Ability ◽  
English Writing ◽  
Qualitative And Quantitative ◽  
Correct Spelling ◽  
Is Development ◽  
English Students

This study is aimed to improve students' English writing skills in college. Since students' mastery of English vocabulary is still low, they are confused about the use of grammar, sentence structure, punctuation, good and correct spelling in English writing, making them unable to write well words/sentences/texts in English. Students also still have difficulty in terms of orderly expression of ideas and supporting sentences in paragraphs, and they have not been trained to develop ideas in writing properly and correctly. The type of research is development research or Research and Development (R&D) with qualitative and quantitative approaches. The STADBM type learning model in this study has produced a valid, practical and effective model because it has an impact on improving students' writing skills and learning motivation.

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