Sentence Writing Research Articles

Heads Up! and Collaborative Sentence Writing

The author describes two instructional strategies that strengthen students’ understanding of key vocabulary.

The Effectiveness of the Think Talk Write (TTW) Learning Technique Aided by Word Cards Media in Improving Sentence Writing Ability

This research aims to examine the effectiveness of the Think Talk Write (TTW) technique supported by word cards in enhancing sentence writing skills. The research method is quasi-experimental, utilizing a nonequivalent group's pretest-posttest design. Data collection techniques encompassed sentence writing tests and angle distribution. The research sample comprised Class IX C as the experimental group and Class IX A as the control group. Data processing techniques included the Shapiro-Wilk test to assess data normality, paired sample T-tests, and the NGain-Score test. The paired sample T-tests for the experimental group yielded a Sig. (2-tailed) value of 0.00 < 0.005, indicating a significant distinction between the pretest and posttest scores. Similarly, the paired sample T-test outcomes for the control group demonstrated a Sig. (2-tailed) value of 0.00 < 0.005. Moreover, based on the NGain-Score calculation, the average gain score for the experimental group was 71.25. In contrast, for the control group, it stood at 50.28, implying that the Think Talk Write (TTW) model, supplemented by word cards, effectively improves sentence writing skills.

Five Steps to Teach Simple Sentence Writing to Students With Learning Disabilities

Many students with learning disabilities struggle with sentence writing fluency, the skill of quickly and accurately generating words that follow rules of semantics, spelling, syntax, and usage within sentence structures understandable to readers. Students who struggle with sentence writing fluency may face difficulty fully expressing their ideas while engaging in academic writing. In the present article, we describe how a combination of explicit instruction and fluency practice can improve the simple sentence writing fluency of students with learning disabilities. We detail how five design and delivery steps can help to create a supplemental writing intervention that addresses simple sentence structure, syntax, and usage.

Effects of Situation-Based Learning on Sentence Writing Ability of EFL Students in Thailand

Situation-based learning is a meaningful learning approach that provides a connection between the classroom and practice in the real world. This study represents an attempt to investigate the effects of situation-based learning on students' sentence writing ability of English as a Foreign Language (EFL) and explore students' opinions toward situation-based learning. The samples were 52 students majoring in English Education. The research instruments consisted of a learning achievement test for pre-testing and post-testing, lesson plans, situation-based tasks, a questionnaire, and a semi-structured interview form. The data were analyzed using quantitative and qualitative methods. The quantitative method applied descriptive statistics including Mean, Min, Max, and Standard Deviation (S.D.), and the qualitative method applied content analysis. The results of this study showed that situation-based learning improved students' English sentence writing ability in terms of simple sentences, compound sentences, complex sentences, and compound-complex sentences. The results also indicated that situation-based learning enhanced students' sentence writing in terms of sentence completion, complete thought, word use, grammar, and punctuation. Students' opinions toward situation-based learning were explored in three areas: classroom climate, classroom activities, and sentence writing improvement. The results showed that the most advantageous area was sentence writing improvement, while the least adventurous area was classroom climate. This study suggests that situation-based learning should be applied at other educational levels to help students transfer knowledge from the classroom into practice in real life. It is recommended to investigate situation-based learning in terms of problem-solving strategies that students apply to solve problems in real life situations.

The Role of Teachers in Simple Sentence Writing Learning for Primary School Students

The purpose of this study was to determine the role of teachers in the development of primary school pupils' ability to compose basic phrases. The descriptive qualitative research approach was adopted in this study. The information was gathered through observation, interviews, and the review of records. Participants in the study were first-grade instructors at SDN 151 Pekanbaru, in the province of Riau. Data triangulation is used in the data credibility test because it allows researchers to double-check their findings by comparing them to other sources. According to the Miles and Huberman data analysis model, there are three steps: (1) data collection (data collection), (2) data presentation (data presentation), and (3) conclusion formulation and verification (conclusion drawing). The findings of the study indicate that the teacher's role in helping grade I students at SDN 151 Pekanbaru learn to write basic sentences has been going fairly well, with numerous stages, such as being a teacher, mentor, trainer, and learning manager, all of which have been quite successful. In addition to improving the quality of the teaching and learning process by providing adequate learning facilities, the findings of this study have broader ramifications.

Efektivitas Model Pembelajaran Scramble pada Keterampilan Menulis Kalimat Siswa Kelas III SDN Pabuaran Tumpeng 2 Kota Tangerang

Learning Indonesian Language and Literature in schools is to develop language skills both orally and in writing. Most students find it difficult to develop aspects of writing. Especially in stringing words to be arranged into a sentence. This difficulty may be caused by teachers who in their delivery are less precise and almost never use appropriate media. The problems mentioned above require alternative solutions in the form of learning models that can improve students' writing skills. A model that can provide a lot of information to students in order to inspire students and improve writing skills, through the Scramble Learning Model, students can find information about various vocabularies. In this study, researchers used quantitative methods and the variety of methods used in this study was experimental research with a pre-experimental design type of experiment. The research design used was a one-group pre-test-post test. Then the data collection technique used in this research is to use test questions (pre test and post test), observation, interviews and documentation. The research analysis uses the arithmetic mean. Based on the results of the post-test hypothesis, the t-test with the results of the T-value > with the T-table value, so that Ha which means 'Effectiveness of the Scramble Learning Model on Sentence Writing Skills for Class III Students at SDN Pabuaran Tumpeng 2 Tangerang City is accepted, and Ho which means "No Effectiveness". The Scramble learning model on Sentence Writing Skills for Class III Students at SDN Pabuaran Tumpeng 2 Tangerang City was rejected.

Sentence Writing Intervention for At‐Risk Writers in Upper Elementary Grades

AbstractFluent production of a variety of grammatically correct sentences is essential to overall writing quality across genres. Sentence‐production skills become increasingly important as students prepare to transition from the elementary grades to middle‐school. Many students in the upper‐elementary grades, however, struggle with sentence production skills—especially writers with a learning disability. This paper provides useful information for educators focusing on improving the quality of sentence‐level writing skills for students with learning disabilities in Grades 3–5. Specifically, guidance is provided for using (a) assessment to inform sentence‐level intervention and (b) a sequence of instructional practices for improving foundational sentence‐level production skills.

The Effect of Pop-Up Books on The Sentence Writing Achievement of The Eighth Grade Students’ of SMPU Al-Anwari Banyuwangi

This research was an experimental research. The purpose of this research was to measure there is an effect of pop-up books on the sentence writing achievement of the eighth grade students‟ of SMPU Al-Anwari Banyuwangi in the 2017/2018 academic year. The area of this research was SMPU Al-Anwari Banyuwangi. It was chosen purposively because they have never been taught by using „Pop-Up‟ books at this school. Another reason was that the permission to conduct this research in this school from the headmaster has already accepted. The population of this research was all of the eighth grade students of SMPU Al-Anwari Banyuwangi in the 2017/2018 academic year. The total number of the respondents was 48 students, consisting of 24 students of grade VIII A as the experimental group and 24 students of VIII B as the control group. Based on the result of the data analysis of t-test formula, it can be known that value of t-test is higher than that of the t-critical (2,464 > 2,013). It shows that there is a significant effect of pop-up books on the sentence writing achievement of the eighth grade students‟ of SMPU Al-Anwari Banyuwangi in the 2017/2018 academic year. Based on the result, it is suggested that the students to use pop-up books as a guide in writing simple present tense sentences. Further, the English teachers are suggested to apply pop-up book as media in teaching English to improve the students sentence writing achievement and make them understand the lesson, and the future researchers are also suggested to use these results of the research as information or a reference to conduct a further and better research which focuses on the same problem by using different research design, such as a classroom action research to improve the students writing skill especially for English subject.

Designing SeW Quartet Card for Primary School Students

Though Bahasa becomes the second language in Indonesia, some lower class students of primary school face difficulties in compiling sentences into short texts. The present study aims to design a SeW – Sentence Writing quartet card for assisting the Grade 2 students of primary school in making short texts. The SeW quartet card was designed by following the design thinking steps namely empathize, define, ideate, prototype, and test. This was designed by adopting the concept of quartet card game and pictoral card games which the students are familiar with. The study has not been tested to the real students, however, the product has been successfully tested to a younger child as well as the group of Grade 2 teachers in Yogyakarta, Indonesia.Keywords: design thinking, SeW quartet card, short text, Bahasa

Ill-Formed Phrases and Ambiguity of Sentence Meaning in Students Sentence Writing

Being able to compile their own academic writing is one of college students’ main goals. They can generally make some good sentences yet they often make mistakes when they create phrases. The phrases which are formed wrongly will be called ill-formed phrases in this paper. This paper illustrates which ill formed phrases, the reconstruction of phrase meaning and the reconstruction of the sentence meaning.The methodology of this research is descriptive qualitative research. Syntax theories, semantics and some general linguistics theories are used in this paper. The objective of this research are to identify ill-formed phrase construction in students’ work, to reform the phrase meaning and to reform sentence meaning.The result of this paper concern to the forms of possible ill-form phrases, the phrase reconstruction in students’ works and threconstruction of the sentence meaning.

Parkinson’s Disease Diagnostics Based on the Analysis of Digital Sentence Writing Test

Analysis of the sentence writing test is conducted in this paper to support diagnostics of the Parkinsons disease. Drawing and writing tests digitization has become a trend where synergy of machine learning techniques on the one side and knowledge base of the neurology and psychiatry on the other side leading sophisticated result in computer aided diagnostics. Such rapid progress has a drawback. In many cases, decisions made by machine learning algorithm are difficult to explain in a language human practitioner familiar with. The method proposed in this paper employs unsupervised learning techniques to segment the sentence into the individual characters. Then, feature engineering process is applied to describe writing of each letter using a set of kinematic and pressure parameters. Following feature selection process applicability of different machine learning classifiers is evaluated. To guarantee that achieved results may be interpreted by human, two major guidelines are established. The first one is to keep dimensionality of the feature set low. The second one is clear physical meaning of the features describing the writing process. Features describing amount and smoothness of the motion observed during the writing alongside with letter size are considered. Resulting algorithm does not take into account any semantic information or language particularities and therefore may be easily adopted to any language based on Latin or Cyrillic alphabets.

The Effect of Definition, Fill-in-the-Blank, and Sentence Writing Exercises on the Acquisition, Retention, and Production of Lexical vs. Grammatical Collocations

It is widely acknowledged that collocations play a crucial role in second or foreign language learning by enabling learners to know more about language chunks and lexical strings. Although many studies have examined L2 learners’ collocational competence, comparatively less research has been carried out to probe into the effective instruction and exercises for enhancing the acquisition, retention, and production of lexical (e.g. make a mistake) vs. grammatical (on purpose) collocations. Therefore, the present study attempted to explore the effect of L2 definitions, fill-in-the-blanks, and sentence writing exercises on the acquisition, retention, and production of lexical vs. grammatical collocations. The data were collected from 66 EFL participants who were studying English at a private language institute. First, an Oxford Placement Test (OPT) was given to homogenize the learners. Then, the participants were divided into three groups, each receiving one of the three different types of exercises including definitions, fill-in-the-blanks, and sentence writing exercises. Data analysis using multivariate ANOVA (MANOVA) indicated that learners who received the sentence writing treatment significantly outperformed those learners who received definition and fill-in-the-blank exercises in the acquisition, retention, and production of lexical vs. grammatical collocations. Moreover, fill-in-the-blanks could help the participants learn, retain, and remember both types of collocations significantly better than the L2 definitions. These findings have some pedagogical implications for learning and teaching lexical and grammatical collocations.

The Effectiveness of Using Melodic Sentence Structure on Sentence Writing: A Mixed Methods Approach

The Effectiveness of Using Melodic Sentence Structure on Sentence Writing: A Mixed Methods Approach

Logic Writing of Chinese Declarative Sentences Relying on Marked Verb Matching Lambek Checking Algorithm

Natural language processing is an emerging discipline and a rapidly developing discipline. The development of natural language processing technology is full of opportunities and challenges, difficulties and frustrations. The establishment of various models and the proposal of various methods have brought vitality to natural language processing; although current systems such as machine translation and speech recognition are still in The immature stage, but the increasingly widespread application of natural language processing, proves its important position in the computer field and even the entire scientific and technological field. By using the marked verb matching Lambek check algorithm, I believe that in the near future, logical sentence writing and processing will have a brighter future.

The Perception of Young Learners towards “Walking Phrase” Activity: Is It Effective in Engaging Them in English Phrase Reading and Sentence Writing?

Learning sentence structure is usually not seen as an enjoyable learning experience, while writing is a complex system of communication, which means learning how to write can pose some difficulties. Thus, “Walking Phrase” activity was introduced to 26 young learners of Sekolah Kebangsaan Seri Wangsa as a technique for engaging them in reading phrases and writing sentences. The objective of this study was to investigate the perception of these young learners towards the use of “Walking Phrase” as an effective strategy in engaging them in English phrase reading and sentence writing. “Walking Phrase” is a learning strategy that involves simple phrases and then learners try to use them in structuring sentences. As for the present study, the students each wore a phrase card. Then they read and memorized the short phrases written on the cards. The students then wrote the phrases in their writing booklets and also wrote complete sentences using the phrases. A questionnaire which comprised sixteen “Yes”/“No” questions was administered each of the 26 participants who were Year 6 students of the primary school in order to investigate their perception towards “Walking Phrase” activity. Based on the findings obtained, the majority of the students viewed “Walking Phrase” activity as an effective strategy in engaging them in reading phrases and writing sentences of English.

Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten

Many students struggle with the basic skill of writing, yet schools lack technically adequate screening measures to identify students at risk in this area. Measures that allow for valid screening decisions that identify students in need of interventions to improve performance are greatly needed. The purpose of this study was to evaluate the validity and diagnostic accuracy of early writing screeners. Two early writing screening measures, Picture Word and Word Dictation, were administered to a diverse sample of 95 kindergarten students, almost half of whom were classified as English language learners and almost 70% identified ethnically as Hispanic. It was hypothesized that the early writing screening measures would demonstrate moderate to strong relationships with a standardized norm-referenced measure of written expression and adequate diagnostic accuracy for identifying kindergarten students at risk. Findings indicate that concurrent validity coefficients for both Picture Word and Word Dictation tasks ranged from .32 to .70 with the Written Expression cluster of the Woodcock–Johnson Tests of Achievement–IV and .26 to .61 with the Writing Samples and Sentence Writing Fluency subtests. Diagnostic accuracy results suggest these measures are a promising option for screening early writing skills. Implications for practice and directions for future research are discussed.

A Study on “Three Sentence Writing” Teaching Method for Improving Writing Ability of Korean Learners

A Study on “Three Sentence Writing” Teaching Method for Improving Writing Ability of Korean Learners

EFL Students’ Sentence Writing Accuracy: Can “Text Analysis” Develop It?

Sentence writing is inevitably needed in order to be able to write a longer text because the mastery of writing various types of sentences will facilitate writers to produce a good writing style. However, writing accurate sentences constitute problems for many EFL learners. One way to solve the problems is finding out a teaching strategy that can help the students to learn sentence writing more effectively. This study is an attempt to develop a strategy to teach sentence writing, aiming at knowing the effectiveness of text analysis to enhance the students’ competence to write accurate sentences. An experiment was done in a classroom context by comparing the sentence writing accuracy of the students taught with a teaching strategy covering text analysis (experimental group) and that of the students taught with a teaching strategy without text analysis (control group). The study revealed that there is significant difference between the sentence writing accuracy of the students in the experimental group and that of the students in the control group. The students of the experimental group outperformed those of the control group. It means that text analysis is effective to develop EFL students’ sentence writing accuracy. This is because text analysis is one way to learn grammar; it also strengthens the concept the students have learned. Based on this conclusion, it is suggested that a writing teacher ask the students to do text analysis in teaching sentence writing.

The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability

In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants.

Write on! Using Assistive Technology and Systematic Instruction to Teach Sentence Writing to Students With Moderate to Severe Disability

Developing skills for the written expression of students with moderate to severe disability can be challenging for teachers. Despite the importance of written expression to success in a variety of educational and community environments, there is little research evidence to support a set of practices for teachers to use to establish writing skills for this unique population. The current article provides a synthesis of the available research, and the author proposes a model for teaching students to develop basic sentence writing skills, as sentence writing serves a foundational component for other types of writing.