Improvement Of Writing Skills Research Articles

QUILLBOT INTEGRATION IN THE LEARNING OF ENGLISH WRITING SKILLS (PERCEPTION OF BUSINESS MANAGEMENT STUDENTS)

The aim of this research is to find Business Management students perceptions regarding the use of Quillbot as a writing tool for English writing skill improvement This research employs a qualitative case study approach. The research instruments were questionnaire and interview. The questionnaire closed-ended questions utilizing a four-point Likert scale (ranging from Strongly Agree to Strongly Disagree) shared via Google Forms. Additionally, semi-structured interview questions were formulated based on the questionnaire responses. The data obtained from the closed-ended questionnaire questions are quantitatively was analysed through frequency calculations. The total of the population are 40 business management students. The results indicate that AI has the capacity to enhance writing skills by aiding in idea generation, improving critical thinking, preventing plagiarism, and elevating academic writing quality. Consequently, integrating AI into higher education can effectively enhance the quality of writing education, aligning with the digital era's advancements and optimizing the learning process for effectiveness and efficiency.

Improving Writing Skills through Essay Writing via 'Write & Improve' for Error Analysis and 'Padlet' for Collaborative Writing & Peer Review

This study was carried out to improve the undergraduates’ writing skills through essay writing via Cambridge English 'Write & Improve' synchronously in the classroom for error analysis and 'Padlet' asynchronously outside the classroom for collaborative writing and peer review. However, previous research proved that Cambridge English 'Write & Improve' and Padlet could enhance students' engagement in mastering writing skills. It also recommended that the students be allowed to self-correct the most recurring errors in their writing tasks through error analysis using 'Write & Improve', and the students should go through peer review by writing collaboratively using Padlet. In this study, the researchers employed a quantitative and cross-sectional study by gathering and evaluating the results of two research groups, the control and experimental groups, both in the pre-test and the post-test. The experimental group pursued the training through digital learning, while the control group used traditional learning. However, after the post-test, the researchers administered the Paired t-test, as the sample size is 30 ( ), as part of the statistical analysis. The results showed that the calculated t (10.66) tabulated t (1.740) proved that the writing assessment training was effective. The Null Hypothesis , which said that the training had no significant effect because there was no significant improvement in the experimental group after the training, was rejected, and the Alternative Hypothesis (H1), which said that the training was effective because there was significant improvement in the experimental group after the training was accepted. Therefore, the findings demonstrated a subtle growth in the experimental group's writing skills in the post-test after three months of training.

Defining the Role of Artificial Intelligence in Improving English Writing Skills Among Indonesian Students

Artificial intelligence (AI) is a technological product in the form of an application usable in education. The implementation of AI, specifically in the teaching and learning process in Higher Education, not only broadens students' scientific knowledge academically but also facilitates awareness about current technological developments. Therefore, this study aimed to explore the improvement of English writing skills through the integration of AI into reading practices and provision of adequate feedback for skills enhancement. Also, students' attitude toward the use of AI in the teaching and learning process served as the intervening variables. This study was conducted at Higher Schools in Makassar City, Indonesia, and data were collected from 80 students through questionnaires and subsequently analyzed using path analysis. The results showed that (1) Students' attitude toward the use of AI played a mediating role in explaining the effect of reading and feedback on writing skills, (2) Reading had an indirect effect through attitude on writing skills improvement, and (3) Lecturers feedback had an indirect effect through attitude on writing skills.

The Investigation of Students’ Writing Skill Improvement in GBA Implementation Using Procedure Text

Based on the implementation of the new curriculum with GBA, this study investigates the effectiveness of GBA implementation in students'' writing skills through procedure text. This study took 41 seventh grade students of SMPIT Al Falaah Simo. This research used descriptive analysis to serve data analysis. It applied quantitative method that collects data through pre-test and post-test. Students were given a task to make procedure text about food creation of instant noodle. From the findings of the T-Test and N-Gain results, it is known that the application of GBA through Procedure text provides a significant change at the intermediate level in students'' writing skills. This means that the increase in skills has increased by about 50% of the skills in writing procedure text before the treatment. The T-Test and N-Gain results showed that the application of GBA through Procedure text provided a significant change in students'' writing skills in moderate stage. Factors such as mental unpreparedness, lack of material books, lack of time, and limited media facilities caused the increase in skills.

Virtual Writing Tutor (VWT) on Students’ Writing Skill Improvement at Writing Class

The study aimed to investigate Virtual Writing Tutor (VWT) on students’ writing skill at writing class. The study involved 30 participants taking writing subject at English and Literature Department, Language and Art Faculty, Universitas Negeri Medan. The qualitative method was conducted in this study. An observation sheet, questionnaire, and interview guidance were the instruments of study. The findings of the study showed that 100% of students are interested in using the media in practicing their writing skills. However, 45% of students stated that the choice of essay types was limited. Furthermore, 15% of students stated that there are features that cannot be accessed for free because they must have a premium (paid) account. Thus, , it is still necessary to be highlighted that using VWT is not the only way to get better at writing. It ought to be utilized in conjunction with classroom instruction and lecturer directions.

Improving Writing Skill in Narrative Text of The First Grader of MA Al-Mahrusiyah Lirboyo by Using Gallery Walk Strategy

Penelitian ini bertujauan untuk mendeskripsikan peningkatan hasil belajar siswa Kelas X MA Al Mahrusiyah Lirboyo Kediri dalam menulis teks naratif menggunakan metode Gallery Walk Strategy. Dalam penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas. Penelitian tindakan ini dilakukan dalam satu siklus. Prosedur penelitian terdiri dari studi pendahuluan, perencanaan, pelaksanaan, observasi, dan refleksi. Dalam pengumpulan data, peneliti menggunakan lembar observasi, catatan lapangan, tes tulis dan rubrik penilaian sebagai instrumen. Prosedur yang digunakan dalam menerapkan Gallery Walk Strategy ke dalam tulisan terdiri dari mengamati, mengasosiasi, mendiskusikan, menyusun, merevisi, dan menerbitkan. Hasil penelitian menunjukkan bahwa Gallery Walk Strategy dapat meningkatkan keterampilan menulis siswa. Minat siswa dalam menulis meningkat setelah diterapkannya strategi gallery walk oleh interpreter persentase pencapaian siswa dalam menulis teks naratif. Persentase siswa yang memperoleh nilai ≥75 sebanyak 46,4% (15 siswa) dengan nilai rata-rata 73,9. Namun meningkat pada post test (siklus) siswa yang mendapat nilai ≥75 sebanyak 100% (28 siswa) dengan nilai rata-rata siswa 81,5. Berdasarkan hasil penelitian, peneliti menyimpulkan bahwa kemampuan menulis siswa dapat ditingkatkan melalui Gallery Walk Strategy. Oleh karena itu, disarankan agar guru menerapkan Gallery Walk Strategy dalam mengajar menulis.

Building Blended-learning Materials for Improvement of Academic English Writing Skills for Vietnamese Higher Education Students

This paper aims to offer insights into academic and research challenges confronting Vietnamese students. This paper also indicates need analysis for designing a blended-learning set of materials for improvement of academic writing skill. Using a mixed-method approach, a survey of of 1,026 respondents was conducted with students and 10 in-depth semi-structured interviews were carried out with teachers to obtain a through understanding of the issue investigated. Findings reveal that there is an urgent need for a set of writing skill materials in a blended-learning format. The research also unveils writing difficulties being faced by students of English when it comes to academic and research writing. Major challenges centred around vocabulary, grammar, structure and lack of writing practice materials. Future research concerning the examination of the effectiveness of the blended learning practice materials for enhancement of writing skills is also mentioned in this paper.

Improving Writing Skills Through Scripting a Science Podcast for Non-Expert Audiences

Improving Writing Skills Through Scripting a Science Podcast for Non-Expert Audiences

EFL Students' Reactions to Peer versus Teacher Feedback to Improve Writing Skills: A Study at Intermediate School Level

Feedback is crucial for assisting EFL writers since writing in English is challenging for them. Although numerous research studies have been done on the usefulness of peer and teacher feedback in EFL writing, studies that show the differences between the effectiveness of teacher's feedback versus peer's feedback and the student's reactions to mixing feedback are generally rare. This study was thus conducted on the peer and teacher feedback and both feedback model in three writing paragraphs for twenty students at an intermediate school in Buraydah, Saudi Arabia, where English is taught as a foreign language. To identify the students' reactions in the pre-post application of the questionnaire and the pre-post test design for one group of students, the study used a semi-experimental approach. The findings indicated no significant differences at a significance level of less than 0.05 between the mean scores of the peers and the teacher feedback. The experiment had success in terms of students’ positive attitudes towards mixing feedback models, the usefulness of peer comments, high percentages of feedback incorporations, and high overall writing scores. Therefore, based on the study results, the researcher confirms the usefulness of mixed feedback and recommends using it to improve student's' English writing skills.

Students’ Perceptions of the use of English Language Courses in Enhancing Language Abilities

The expectation that students integrate information from lectures and textbooks into the essays they produce, and that they demon strate the mastery of proper reading and writing skills warrants an investigation in to the manner in which English language courses are perceived by students towards the attainment of effective writing and reading skills. This paper set out to survey students’ perceptions of the Use of English Language courses in enhancing reading and writing abilities. The study adopted a descriptive survey research design and data were elicited from a questionnaire administered randomly to a sample of two hundred and eighteen (218) students within the University of Buea who took the Use of English language courses (ENG101/102for the 2017/2018 academic year). The instrument used for data collection in this study was a close-ended four-point Likert scale questionnaire. The findings indicate that a majority of the respondents (87.2%) hold that their motivation for taking the Use of English courses is based on the fact that it is a University Requirement. 80.79% revealed that they do not clearly understand why the courses are taught, still, 59.7% agree that the courses build language skills and influence academic growth. More specifically with regard to the influence of the course on writing skills improvement, 80.72% agreed to its positive impact. They think that the courses influence writing more than they influence reading and that in teaching reading emphasis should be laid on the observation of punctuation marks and on incorporating materials from their different academic programmes.

Improvement of English Writing Skills through Online Interactive Platforms and Virtual Reality Technology

Improvement of English Writing Skills through Online Interactive Platforms and Virtual Reality Technology

Gear Up 2.0: The Effectiveness of Using Molecule Technique to Improve Writing Skill for Year 4: A Case Study

Writing skill is one of the most arduous skills to learn compared to other skills like listening, speaking, or reading. Hence, Gear Up 2.0: Molecules Technique was introduced to young learners. This case study was carried out in a primary school, with an experimental design involving 36 participants from Year 4. This study aims to investigate the effectiveness of using the Molecules technique to improve pupils’ skills in writing simple sentences and to understand the pupils’ perceptions towards the use of the Molecules technique to improve writing skills. Data was obtained through a questionnaire. The outcome of this study proves that the Gear Up 2: Molecule Technique is very effective for beginner English as a Second Language (ESL) Malaysian primary school pupils. The pupils show positive perceptions towards the use of the Molecule Technique in the writing of simple sentences.

Linguistics in Social Media: An Analysis on the Writing Conventions of Students’ Blog Posts

This study analyzed the writing conventions of students’ blog posts as to mechanics, usage, and sentence formation. The blog entries of college students taking a language class served as the sources of data in this mixed-methods study. Content analysis was used in order to determine the errors in the text. Each sentence was analyzed to identify the errors committed by the students. These were then categorized according to the indicators found in the framework. The quantitative data were treated using the frequency and percentage of the errors committed by the students. The mechanics category had the highest number of errors, according to the findings. The errors made by the students as to mechanics were in punctuation, capitalization, and spelling; on usage, they were in verb tense, word order, and S-V agreement; and on sentence formation, they were in simple, compound, and complex sentences. The act of writing is incredibly difficult and requires adhering to the correct grammar rules, selecting the right words, utilizing the correct punctuation, and organizing ideas into the appropriate sentences. This study suggested that the language teacher may offer power point games, worksheets, and online games on verb tenses; students may trade assignments with their peers so that they can proofread one another's entries; and students may be given an infographic on "Writing Online: Improving Writing Skills through Blogging" to help them identify the typical mistakes made while writing online and advice on how to avoid them.

Self-Assessment for Building Creativity in Writing Essay about ‘Entrepreneurial Mindset’

One of the biggest problems faced by developed countries in the world is concerned with the increase of unemployment from day to day. Lacks of building the entrepreneurial mindset among people in society may support the existing problem which can exacerbate the economic conditions in the developed countries nowadays. This study investigated the students’ entrepreneurial mindset seen from their opinions written down in their essay. A quantitative approach within a survey design was applied in the study. 50 students from English department of the Faculty of Letters, Universitas Negeri Malang (UM) and Universitas Dr. Soetomo Surabaya (Unitomo) were chosen to be the participants in the study. The study also used a questionnaire and a depth-interview as the instruments. The results showed that students’ creativities in writing essay about building the entrepreneurial mindset were low. It could be seen from the creativity aspects including curiosity, flexibility, and originality in finding and developing new ideas in their writings. And also, the students’ lacks of creativity were also influenced by their unwillingness to build and to do business due to some obstacles such as having no parents’ permissions, business skills and experiences, business relations, and having other plans of working referring to their background knowledge and titles gained. The study implies that entrepreneurial mindset actually can be the alternative topic to build the students’ creativities in writing essay which are beneficial not only for their writing skill improvement, but also for their thinking development in solving the problems about unemployment through being entrepreneurs in the future.

Writing Online: An Analysis on the Features of Students’ Blog Posts

Writing online has influenced the way people communicate and write. The integration of this innovative electronic device into the language classroom provided students with writing opportunities. This study aims to analyze the features of the students’ blog posts. This study employed a general qualitative approach utilizing the blog posts of the BSED second-year students enrolled in a language class, which were drawn randomly as the corpus of the study. The content analysis technique was used to characterize a student's blog post. The study revealed that the features of the students’ blog posts were blogging attitude, content, connections with the audience, and innovativeness. Student bloggers communicated to the readers with excitement, motivation, interest, or emotions. Student bloggers generated ideas, opinions, concepts, and thoughts about the topic, provided useful and important information from various sources, and took a position on the topics and concepts that were discussed. Furthermore, students communicated in innovative ways by using figurative language, idioms, and powerful words. This study concluded that blogging is a trend in writing that allows creativity and an opportunity for students to improve their writing skills. Thus, the teacher may use blogging as one of the flexible assessments that can be utilized in the new normal of teaching by evaluating the authentic work of the students. Students may also be given an infographic called "Writing Online: Improving Writing Skills through Blogging" to help them figure out what makes a good blog post.

The Effect of Concrete Learning on Ibtidaiyah Madrasah Students' Reading and Writing Skills Improvement

The problem raised in this study is whether there is an effect of concrete learning on improving reading and writing skills in class I MI Muhammadiyah 2 Kedungbanteng. This study aims to analyze how much influence concrete learning has on improving reading and writing skills in Indonesian subjects in class I MI Muhammadiyah 2 Kedungbanteng. To achieve this goal, the researchers used quantitative methods with pretest/posttest test tools and questionnaires. The sample of this study was class I MI Muhammadiyah 2 Kedungbanteng with a total of 24 students. There are several stages that researchers must go through in research, namely interviews with the homeroom teacher to get real problems, formulate hypotheses, collect data, analyze data and draw conclusions. In the sampling technique, the researcher used purposive sampling. Data analysis used a simple linear regression test with the help of SPSS 20 for windows. Based on the test results indicate that there is no effect of concrete learning on improving reading skills and there is an effect of concrete learning on improving writing skills. This can be proven by the results of the analysis of the effect of the significance value obtained from concrete learning with an increase in reading skills of 0.580 > 0.05, with t count -0.563 and t table 2.074 which results in H0 being accepted and Ha rejected, while concrete learning with improving writing skills obtained a significance of 0.677 <0.05 and t count writing -0.423 and t table 2.074 which resulted in Ho being rejected and Ha accepted.

Improving Writing Skill on Report Text by Using RCG Strategy with PPT for Students of Senior High School

In this research, the researchers used Responding, Correcting and Guiding (RCG) Strategy with Power Point (PPT) to solve the students’ problems in writing Report Text. The researchers designed the research problem as follows: How can RCG Strategy with PPT improve writing skill on report text for senior high school students? After applying RCG Strategy in cycle I, the students’ average score result in this cycle was 72.5%. This result was still not satisfying. 55.33% or 8 students could not reach the mean score target of 75. Therefore, the research should continue to the next cycle. In cycle II, the students’ average score was 82.33%. There were only 13.33% or 2 students who got bad scores, it meant that the criteria success had been met and this cycle should be discontinued. Based on the findings, the English teachers were recommended to use RCG for enhancing students’ writing skill by applying all the ways in this strategy, they were: Reacting to the Students’ Work, Correcting to the Students’ Work, Responding to the Students Work, Peer Review, Training Students to Self-Edit and Self-Correct and Making Homework Successful.

Improving Writing Skills of Students in Turkey: a Meta-analysis of Writing Interventions

Improving Writing Skills of Students in Turkey: a Meta-analysis of Writing Interventions

Effect of computer-supported collaborative learning (CSCL) on students’ essay writing skills and their attitude toward e-learning

Computer-supported Collaborative Learning has been the focus of investigation in the field of foreign language learning for many years. This study aimed to investigate the impact of learning through blogging on the students’ essay writing skill and attitude. A total of 96 students from a Technological university were assigned to the study and were divided into 2 groups of experimental (bloggers) and control (regular) groups. They were instructed in two different methods by using different teaching methodologies. The bloggers, the experimental group students, did not receive any direct teaching; in fact, they received the lessons through weblogs. The findings showed that blogging had a significantly better effect on the learners’ writing skill improvement than the regular class. Also, a semi-structured interview was conducted to investigate the perceived usefulness, perceived ease of use, actual use of web and the students' attitude toward blogging, whose results demonstrated that the students’ attitudes and feelings can be reshaped as a result of exposure to e-learning. Keywords: Computer-supported, collaborative learning, blogging, e-learning, essay writing

Instagram as a Media to Foster EFL Students’ English Writing Skill

The rapid development of technology encourages educators to create interesting learning methods that are attractive to students. Using Instagram as the learning medium in teaching, this research aimed to find out students’ writing skills improvement and their perception after being taught using Instagram. This research used a mixed-method design to analyze the students’ writing improvement and perception of the use of Instagram. To collect data, the researcher carried out a pretest and posttest of one class pre-experiment with 25 students and a semi-structured interview of ten participants who got the significant posttest writing improvement. Statistical findings revealed the students’ result of the posttest was higher than pretest, the data shows that the Significance (2-tailed) value is smaller than 0.05. It means statistically there is a significant difference between students’ pretest and posttest results. This was supported by the semi-structured interview on which the result shows the students’ perceptions of the use of Instagram as a learning medium were mostly positive. The findings of this research are relevant to the development of English Language Teaching, particularly to create interesting learning strategies that are attractive to students.