scholarly journals THE USE OF MIND MAPPING AND FLOW CHARTING IN TEACHING ENGLISH WRITING SKILL OF INTROVERTED STUDENTS

JURNAL ELINK ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 46
Author(s):  
Daniar Sofeny ◽  
Irmayan Irmayan
Keyword(s):  
Teaching English ◽  
Mind Mapping ◽  
English Writing ◽  
Writing Skill

scholarly journals THE USE OF MIND MAPPING AND FLOW CHARTING IN TEACHING ENGLISH WRITING SKILL OF INTROVERTED STUDENTS

JURNAL ELINK ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 46
Author(s):  
Daniar Sofeny ◽  
Irmayan Irmayan
Keyword(s):  
Writing Skills ◽  
Quantitative Approach ◽  
Average Score ◽  
Teaching English ◽  
Mind Mapping ◽  
English Writing ◽  
Writing Test ◽  
The World ◽  
Writing Skill ◽  
Mapping Techniques

Introverted student is a type of student who has a personality related to the world in his own mind. Based on some researches results, they showed that the type of introverted students is getting lower in achievement compared to the extroverted type. For this reason, the researchers tried to apply the techniques in order to improve the introverted students’ achievement in learning English. The researchers focused on the writing skill. So, the writing techniques, namely Mind Mapping and Flow Charting are used in this research to improve their writing skill. This study was aimed to know the effectiveness of using Mind Mapping in teaching English writing skill of introverted Students, to know the effectiveness of using Flow Charting in teaching English writing skill of introverted Students, and to determine the better technique between Mind Mapping and Flow Charting in teaching English Writing Skill of Introverted Students.  The research technique used was descriptive comparative with a quantitative approach. The results of this study indicated that both techniques are equally effective. The results of the average writing test for the use of Mind Mapping techniques is 56.5, while for the use of Flow Charting techniques is 49.6. From the results of the average score, it can be concluded that flow charting techniques are more effectively used to improve the students writing skills with introverted types.

scholarly journals Using Picture Series in Teaching Writing Skill for Students of Midwife Program

LETS ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 14-22
Author(s):  
Lidia Deviga ◽  
Radian Arum Ardhani
Keyword(s):  
Research Design ◽  
Teaching Writing ◽  
Teaching English ◽  
English Writing ◽  
Descriptive Research ◽  
Future Researcher ◽  
Writing Skill ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
Academic Year

The aim of this research was to find out the using picture series in teaching writing skill for the fourth semester students of midwifery program in STIKES Bhakti Husada Mulia Madiun. This study was done on May 2020. The subjects were 32 students of the fourth semester students of midwifery program of STIKES Bhakti Husada Mulia Madiun in the academic year 2020/2021. The method used in this research was a qualitative descriptive research design. The techniques for collecting data were observation, interview, and documentation. During the research, the researcher acted as the teacher and observer during the implementation of picture series. The findings of observation show that there is good interaction between lecturer and students. The lecturer gives the task and assignment to make the students understand the material well. The finding of interview shows that by using picture series, the students can have the ideas how to start writing recount text well. They can arrange the picture series to help them in composing the writing. By using picture series the students can improve their writing based on the criteria asked by the lecturers. The criteria of the writing are vocabulary, content, language, mechanic and organization. The finding of documentation shows that the use of picture series in teaching writing recount text make the students interested. Thus, the learning process is supported that the students are better to write from their experiences to compose recount text. Then, the use of picture series is effectively used in helping students improve their performance in writing recount text. The future researcher can conduct the use of picture series in other skill of English such as on speaking skill. It is hoped can be used as the easy media to express the students’ creativity in their speaking. Furthermore, the researcher can do this study by using the other design such as the experimental research design in teaching English writing skill.

scholarly journals THE USE OF PROCESS-PRODUCT HYBRID APPROACH TO IMPROVE STUDENTS� WRITING SKILLS

2017 ◽  
Vol 1 (2) ◽  
pp. 164
Author(s):  
Yayan Suryana ◽  
Deden Iskandar
Keyword(s):  
High School Students ◽  
Writing Skills ◽  
Hybrid Approach ◽  
Integrated Approach ◽  
Teaching English ◽  
School Students ◽  
English Writing ◽  
Writing Skill ◽  
Quasi Experimental ◽  
Process Product

This paper comes out of concerns about teaching English writing to vocational high school students in EFL learners� context. This study points out how the process-product hybrid approach affects students� writing skills in solving some complex problems in order to generate deep comprehension of writing. In this study, quasi-experimental research was applied to measure the students� writing improvement by collecting the data from instruments which covered pre-test, post-test, and questionnaire. The findings showed that students� writing skill improved significantly. It also revealed that almost all of the students responded the statements positively and they believed that this approach can help them in improving their writing skill since it gives full comprehension of writing and serves more interesting teaching learning activities. Therefore, this integrated approach has become the most recommended approach for teachers to improve students� writing competences.Keywords: process-product hybrid approach, teaching English writing, students� writing skills.

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 An Investigation of Linguistic and Localised Features of Thai in English Writing on Facebook Closed Group

2018 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Chalermsup Karanjakwut
Keyword(s):  
Qualitative Method ◽  
Teaching English ◽  
Linguistic Features ◽  
Parts Of Speech ◽  
English Writing ◽  
Code Mixing ◽  
Syntactic Features ◽  
Writing Skill ◽  
English Major ◽  
Second Year

The research aimed at 1) To investigate students’ linguistic features of Englishes found in writing in the Facebook closed group’s posts and comments, and 2) To investigate types of characteristics of localised features of Thai in English writing found in students’ writing in the Facebook closed group’s posts and comments. The participants were the second-year English major students who enrolled the course entitled “Teaching English Writing skill 1” at Bansomdejchaopraya Rajabhat University in 2018. The data were collected from the students’ writing in the Facebook closed group’s posts and comments and analysed with the qualitative method. The finding showed that the posts were mainly about life-learning. For linguistic features, syntactic features were mostly found in parts of speech, punctuation, verb tenses, and capitalisation, and lexical features were mostly found in word choices and spelling. In the aspects of localised features of Thai in English writing, the characteristics of translation and transfer were found the most, and the rest were code-switching, code-mixing, shift, and reduplication.

scholarly journals Teaching Writing to EFL Learners: An Investigation of Challenges Confronted by Indonesian Teachers

2018 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Kuni Hikmah Hidayati
Keyword(s):  
Structured Interview ◽  
Teaching Writing ◽  
Teaching English ◽  
Reading Habits ◽  
Internal Factors ◽  
Efl Learners ◽  
English Writing ◽  
Writing Skill ◽  
Research Findings ◽  
Internal And External Factors

Teaching English writing skill which involves developing linguistic and communicative competence of learners is considered a challenging task. When teaching writing, therefore, EFL teachers in general and Indonesian teachers in particular encounter many challenges (i.e. difficulties). This study aims to find out Indonesian teachers’ challenges in teaching English writing skill and discuss possible solutions to remove, or at least, minimize, the problems. The data was collected by interviewing 10 English teachers who come from different part of East Java, Indonesia and teach English in either private or public Junior and Senior High Schools. The instrument used was structured interview. The data collected from the interview was, then, analyzed descriptively. The findings show that there are internal and external factors contribute to the challenges that the teachers confront. The internal factors include linguistic competence, native language interference, motivation and reading habits of the learners, while the external ones include the class condition, aids available for teaching writing and the availability of time. The research findings would facilitate the teachers and the concerning authorities to improve the ELT especially in teaching writing.  

scholarly journals Effect of Directed Activities Related to Texts on English Writing Skill: Relevance and Adequacy of the Content of Grade XI Students

2020 ◽  
Vol 37 (2) ◽  
Author(s):  
Abdul Rauf
Keyword(s):  
Repeated Measures ◽  
T Test ◽  
Control Group ◽  
Teaching English ◽  
Control Group Design ◽  
English As Second Language ◽  
English Writing ◽  
Skill Test ◽  
Writing Skill ◽  
Post Test

This paper addresses the effect of directed activities related to texts (DARTs) on English writing skill: relevance and adequacy of the contents.  An experimental study was conducted through true pre test post test control group design.  A public sector degree college for boys from district Lahore was selected as sample of the study.  Sixty students out of 400 enrolled in session 2018-19 were selected and divided into two equal groups randomly.  DARTs were intervened continuously for 16 weeks to the experimental group.  Students’ English writing skill: relevance and adequacy of the content was measured through a supply type English writing skill test.  Test was marked according to the rubrics Test of English for Educational Purpose (TEEP) by Reading University.  Data were analyzed by using repeated measures paired sample t test and independent sample t test.  Findings revealed that Directed Activities Related to Texts (DARTs) were effective for teaching English writing skill: Relevance and adequacy of the content.  Teachers teaching English as second language at grade XI were recommended to teach text by implementing DARTs as classroom activities for teaching English writing skill.  Students of grade XI were also recommended to practice DARTs to improve their English writing skill

scholarly journals The Improvement Of English Writing And Students’ Motivation Through Brainstorming

MOTORIC ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 15-25
Author(s):  
Varia Virdania Virdaus
Keyword(s):  
Action Research ◽  
Key Words ◽  
Teaching English ◽  
English Writing ◽  
Writing Motivation ◽  
Writing Students ◽  
Writing Skill ◽  
Classroom Action Research ◽  
Academic Year ◽  
Main Factor

Brainstorming activity is a main factor that can give effect on students’ writing motivation. Teaching English writing by using brainstorming strategy is really important especially to increase students’ motivation. This research is aimed at investigating the effect of brainstorming and its relation to students’ motivation in English writing for the second semester students of Management Major of STIE Perbanas Surabaya, numbering 25 students in academic year 2018-2019. Classroom Action Research (CAR) method was applied in this research. Researcher could investigate and analyze brainstorming process by using this method. Applying brainstorming strategy, the participants (students) were more motivated in terms of writing, which at this time was English writing with a particular topic. Result of this study revealed that brainstorming strategy could improve students’ English Writing skill and their motivation in writing. They could produce good and effective words, and also interesting answers. Based on the fact, brainstorming strategy is suggested for teaching English Writing. Students’ motivation in writing much higher than without brainstorming strategy. Key Words: Brainstorming, Motivation, English Writing

scholarly journals PENERAPAN METODE MIND MAPPING UNTUK MENINGKATKAN KETERAMPILAN MENULIS KARANGAN DESKRIPSI BAHASA INGGRIS PESERTA DIDIK KELAS X AP-1 SMK WIDYA MANDALA BADUNG

2018 ◽  
Vol 2 (2) ◽  
pp. 144
Author(s):  
I Made Purna Wijaya
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Mapping Method ◽  
Learning Method ◽  
Mind Mapping ◽  
Analysis Techniques ◽  
Writing Theory ◽  
Writing Skill

[Title: The Application of Mind Mapping Method to Improve Writing Skill in Writting English Descriptive Text of Students at Grades X AP-1 SMK Widya Mandala Badung] The aim of this paper is to determine students’ writing skill in doing descriptive. The research was conducted in the form of classroom action research, and mind mapping as learning method applied for improving students’writing skill. The application of this method in teaching and learning process arre expected to solve the problem that are faced by students at grade X AP1 SMK Widya Mandala. Constructivism theory were used to determine the learning model , in this case it has the same direction with mind mapping method. The theory of grammar and writing theory were used as a reference in making the assessment rubric. Methods of data collection and data analysis techniques performed quantitatively and qualitatively. Data were collected through a method of testing, observatiaon and questionnaires. The quantitative data collected through test and questionnaires, while the qualitative through observation. The result of the data analysis were presented in tables and charts with the description. The increased writing skill of the students can be seen from the average class grade, that is it is 63,7 in the pre-test, in the first cycle it became 73,9 and in the second cycle it became 78,3. The increased writing skill of the students is also proved by the increased percentage of grade achieved by the students that is more than 70. In the pre-test, the percentage of grade achieved was 33,33%, in the first cycle it became 59,26% and in the second cycle it became 100%.

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