Writing Skills Of Students Research Articles

Scaffolding with Online Tasks for Developing Critical Writing Skills of 2nd Year Secondary School Students

The study aimed at developing the required EFL critical writing skills for 2nd year secondary school students through using scaffolding with online tasks. Participants of the study were randomly selected and divided into two groups(31 for the experimental group and 31 for the control group). The study employed a critical writing skills test and a critical writing skills rubric. The necessary critical writing skills for 2nd year secondary school students were determined through the use of a checklist approved by a jury of specialists in teaching EFL. During the experiment, the experimental group received instruction through using scaffolding with online tasks, while the control group received regular instruction. The experiment lasted for two months. The analytical descriptive method and quasi experimental design were followed. The statistical analysis of the obtained data from the administrations of the test confirmed the effect of scaffolding with online tasks on developing critical writing skillsfor 2nd year secondary school students .Thus ,the aim of the study was achieved as using scaffolding with online tasks showed a large effect size on developing the critical writing skills for the experimental group of the participants . Based on the results, it was recommended that teachers should give due attention to the development of critical writing skills in EFL classes through online scaffolding tasks .In addition, using scaffolding in developing other language skills was suggested.

أثر استراتیجیة (SCAMPER) فی تنمیة مهارات التلخیص الکتابی باللغة الإنجلیزیة لدى طلاب الصف الثالث الإعدادی یالمدارس الرسمیة لغات. The Effect of SCAMPER Strategy on Developing EFL Summary Writing Skills for the Third Year Governmental Language Preparatory School Students

هدفت هذه الدراسة إلى التعرف أثر استراتيجية (SCAMPER) في تنمية مهارات التلخيص الکتابي باللغة الإنجليزية کلغة أجنبية لدى طلاب الصف الثالث الإعدادي بالمدارس الرسمية لغات؛ واتبعت الدراسة المنهج شبه التجريبي القائم على التصميم التجريبي ذي المجموعتين حيث تکونت عينة الدراسة من (70) طالب تم توزيعم على مجموعتين (35) للمجموعة التجريبية و (35) للمجموعة الضابطة وبعد التأکد من تکافؤ المجموعتين ، تم تدريب طلاب المجموعة التجريبية على مهارات التلخيص الکتابي من خلال استخدام استراتيجية SCAMPER ، بينما تم استخدام الطريقة المعتادة مع المجموعة الضابطة. ولتحقيق أهداف الدراسة ، قام الباحثون بإعداد اختبار مهارات التلخيص الکتابي (قبلي / بعدي) تم إعطاؤه للطلاب قبل وبعد التجربة لقياس مهارات التلخيص الکتابي لدى الطلاب وقد أسفرت نتائج الدراسة اختلافا کبيرا بين متوسطات درجات کلا المجموعتين في اختبار مهارات مهارات التلخيص الکتابي لصالح المجموعة التجريبية کما کان هناک أيضا فرق ذو دلالة إحصائية عند مستوى 0.01 بين متوسطات درجات المجموعة التجريبية في الإختبارالقبلي والبعدي لمهارات التلخيص الکتابي لصالح الإختبار البعدي. علاوة على ذلک ، کان لاستراتيجية SCAMPER تأثير کبير على جميع مهارات مهارات التلخيص الکتابي المطلوبة وعلى کل مهارة ما عدا مهارة واحدة ، وبالتالي تم تحقيق أهداف الدراسة. This study investigated the effect of SCAMPER strategy on developing EFL summary writing skills for the third year governmental language preparatory school students. Seventy students were randomly chosen and divided into two groups: the experimental group and the control group. After ensuring their equivalence, the experimental group students were trained on EFL summary writing through the use of SCAMPER strategy, while the regular instruction was used with the control group. To achieve the aims of the study, the researchers constructed a summary writing pre/ post test to measure the students' summary writing skills. It was administered to the participants before and after the experiment. The mean scores of the pre and post administrations of the test were treated statistically. Findings of the study showed a significant difference between the mean scores of both groups in the summary writing test, in favour of the experimental group. There was also a statistically significant difference at 0.01 level between the mean scores of the experimental group in the pre- and post-administrations of the summary writing test, in favour of its post-administration. Moreover, SCAMPER strategy had a large effect on the required summary writing skills as a whole, an on each of the required skills except for only one skill, thus achieving the aims of the study.

The Effect Of Learning Simile On Essay Writing Skills For First Year Secondary School Students In Arab Schools/ أثر التشبيه في تنمية مهارة الكتابة الإنشائية لدى طلبة الصف الأول الثانوي في المدارس العربية

This research titled: “Effect of Learning Simile on Essay Writing Skills of SSI Arabic Secondary Students in Kaduna State, Nigeria,” tried to unravel the subject matter. The research problem emanated from the weaknesses experienced by the researchers in the essay writing of the students in the course of their teaching at secondary levels. Thus, they formulated a research question with the aim of answering it through the usage of the experimental method. As such, they grouped their students into two: experimental and Control group, in which each of the groups consisted of ninety (90) students. The experimental group was taught simile using particular treatment, while the control group was taught conventionally. Consequently, it was vividly clear that those exposed to special treatment performed better than their counterpart in essay writing. Thus, the researchers recommend that: Teachers should give serious attention to the use of special treatment in the course of teaching rhetorics, as this would enhance their performance in writing skills. The National Board for Arabic and Islamic Studies (NBAIS) was also advised to consider what will improve the teaching/learning of rhetorics in the course of their curriculum development and implementation.

Describing the Writing Skills of the First Grade Elementary School Students

Bu araştırmada ilköğretim birinci sınıf öğrencilerinin dik temel yazı okunaklılığını ve hızını incelemek amacıyla betimsel tarama yöntemi kullanılmıştır. Çalışma 2019-2020 eğitim öğretim yılının birinci döneminde Burdur’da bir devlet okulunda eğitim gören 13’ü kız, 12’si erkek olmak üzere 25 birinci sınıf öğrencisine uygulanmıştır. Veri toplama aracı olarak “Dikte Çalışması Takip Formu” ve “İlkokullar İçin Hikâye Yazmaya Yönelik Bütüncül Puanlama Yönergesi” birinci sınıflara uyarlanarak kullanılmıştır. Öğrencilerin yazıları üç aralıklı boş satırlardan oluşan kâğıtlara alınmıştır. Öğrencilere dikte ve bakarak yazma çalışması için 3 dakika, serbest yazma için 20 dakika süre verilmiştir. Araştırmadan elde edilen bulgulara göre çalışmaya katılan birinci sınıf öğrencilerinin çoğunlukla eksik harf ve yanlış harf yazma hataları yaptıkları görülmüştür. Öğrenciler bakarak yazma çalışmasında dikte ve serbest yazmaya göre daha hızlı yazmaktadırlar. Öğrencilerin serbest yazmada metne uygun başlık koyabilme becerileri yeterli düzeydeyken olay örgüsü, yer, zaman, kişiler ve ana fikir belirtme becerileri yetersiz düzeydedir.

The Effect of RAFT Strategy on Developing EFL Creative Writing Skills for the Third Year Governmental Language Preparatory School Students

This study investigated the effect of RAFT strategy on developing EFL creative writing skills for the third year governmental language preparatory school students. Eighty students were randomly chosen and divided into two groups: the experimental group and the control group. After ensuring their equivalence, the experimental group students were trained on creative writing skills through the use of RAFT strategy, while the regular instruction was used with the control group. To achieve the aims of the study, the researchers constructed a creative writing pre/ post test to measure the students' creative writing skills. It was administered to the participants before and after the experiment. The mean scores of the pre and post administrations of the test were treated statistically. Findings of the study showed a significant difference between the mean scores of both groups in the creative writing skills test, in favour of the experimental group. There was also a statistically significant difference at 0.01 level between the mean scores of the experimental group in the pre- post administrations of the creative writing skills test, in favour of its post-administration. Moreover, RAFT strategy had a large effect size on all the required creative writing skills and on each of the required skills, thus achieving the aims of the study.

Pengaruh Penggunaan Media Gambar dan Menulis Terpimpin terhadap Peningkatan Siswa dalam Keterampilan Menulis

The purpose of this researchhow much influence the use of Image media and guided writing Methode to increase student Writing Skills in learning Arabic in class XII K MA NU Patrol Indramayu. And One of the factors that influence the success or failure of learning is the teacher. Therefore, teachers must be clever in choosing the right methods so that the expected learning objectives can be achieved to the maximum. One alternative that is used is to apply Image media and guided writing method in Writing learning. That picture media is one of the learning media that is directed to facilitate students in understanding learning. And Image media and guided writing method is an effective method, because this method able to provide understanding for students and make them even more enthusiastic in learning, especially in Writing Skills learning. This research uses quantitative methods with the type of pre experiment designmethods with analysis one group pre test-post test. Data collection methods in this study are by observation, tests and Documentation, while data analysis in this study is to use, normality test, homogeneity test t test and hypothesis test. The results of this study are that students'Skill of learning Arabic Writing without using Image media and guided writing method in the class is with a minimum value of 62, a maximum of 85 with an average of 73.53. students'Skill of learning Arabic Writing with using Image media and guided writing method in the class with a minimum value of 73, a maximum of 95 with an average of 87, 40. This means that there is an influence of the use of Image media and guided writing method to increase ability students in the Writing Skills.

FIRST LANGUAGE INTERFERENCES INTO ENGLISH WRITING SKILL OF THE XIITH GRADE STUDENTS OF SMA NEGERI 1 KUPANG IN ACADEMIC YEAR 2017/2018

This project entitled “FIRST LANGUAGE INTERFERENCES INTO ENGLISH WRITING SKILL OF THE XIIth GRADE STUDENTS OF SMA NEGERI 1 KUPANG IN ACADEMIC YEAR 2017/2018.” This research is aimed at; 1) figuring aspects of first language (L1) interferences; and 2) the affecting factors of L1 interference into English writing skill. By applying descriptive qualitative approaches, there were some strategies using in both compiling and analyzing data. In collecting data, triangulation was applied such as interviewing teacher and students, classroom observation, and students’ writing assessment. The data were obtained by interviewing students and teacher and assessing writing skill of students of SMA N 1 Kupang in academic year 2017/2018 in the third grade of language program. Typology was applied in analyzing data using contrastive analysis. The result of this investigation proved that there are four levels of L1 interference found in students’ English writings. They are phonology, morphology, syntax, and semantics. There are also four affecting factors that cause the occurrence of L1 interferences. They are mental process happening in students’ brain, students’ L1, Teaching and Learning Process (TLP) model in classroom, and under-frequency of English use. Mental process in Students’ brain and students’ L1 are novelty dimensions of this research.

The Effect of Project-Based Learning Model on Persuasive Writing Skills of Saudi EFL Secondary School Students

The aim of this study was to investigate the effect of project-based learning model on persuasive writing skills of Saudi EFL secondary students. The design of the study was quasi-experimental approach using pre and posttest for control and experimental groups. Participants were consisted of (59) students of third grade secondary school, randomly divided into two groups: experimental group consisted of (30) students and control group consisted of (29) students. Experimental group was taught using project-based learning while control group was taught using the traditional method. All participants were tested using the pre/post persuasive writing performance test before and after the intervention. The difference between the posttest's mean scores of the control and experimental groups were calculated using independent samples T-test. The result showed that there was a significant difference between the posttest's mean scores of the control and the experimental groups in favor of the experimental group. It was concluded that participants’ level of persuasive writing performance significantly developed after receiving the explicit project-based learning model.

The Use of Collaborative Design Thinking in Improving Student Writing Skill

Writing is still considered a difficult skill to master. Problems arise from variousaspects of writing namely grammar, vocabulary, types of text, outline, and soon. Tackling these problems is possible with appropriate teaching method. TheCollaborative Thinking Design Method (CoDeT) was chosen as an effectiveand innovative method to help students improve students’ writing skills as thisencouraes them to be active in the learning process and discuss with classmates.The purpose of this study was to determine whether there was a significantimprovement in the use of CoDeT method in students’ writing skills. Usingthe VII grade students of MTs AT-Tawazun Subang in year 2019/2020 aspopulation, this study used quantitative methods with experimental researchdesign. The average values obtained in the Pre- and post-test were 52.73 and91.92, respectively. This means that Tcount ttable or 4.01 3.06, with theresult that students’ writing skills are enhanced using Collaborative DesignThinking (CoDeT) method instead of the conventional method. This meansthat there is a significant improvement in the inclusion of Collaborative DesignThinking (CoDeT) method on students’ writing skills. It implies that CoDeTmethod can enhance students’ ability to teach writing skills in narrative texts.Through this research, several advantages of using the Collaborative DesignThinking (CoDeT) method in teaching writing skills to seventh grade studentswere revealed, such as 1). encouraging students to be actively involved in thelearning process and 2). facilitating students in understanding teaching materialthrough discussion.

Developing Scientific Writing Skills in Upper Level Biochemistry Students through Extensive Practice and Feedback

Effective communication is one of the most marketable and transferable skills a graduate can have. Unfortunately, science programs rarely develop effective writing skills due to the time‐consuming nature of evaluating these skills. Here, we try to adapt tools from specifications grading to simplify marking and maximize student success in a third‐year biochemistry lab techniques course. We provided feedback to students on whether or not they were writing to the expected level on short lab reports so that they could implement it in a cumulative lab report. Students struggled to accept the all or none nature of specifications grading and did better with a writing workshop and one‐on‐one feedback. Overall, writing improved the most in sections where students received the most practice. We observed moderate success in improving writing skills in class size of 35, which is larger than most previous exercises of this nature.Support or Funding InformationThank you to Kyle McDade and Ryan Toth for their help in grading.

Writing in the Discipline: A Writing Mentorship Program to Enhance Student Writing Skills in the Leisure Field

Written communication skills are essential in today’s world; yet, there is a perception (real or perceived) of a decline in the writing skills of undergraduate students. There is a recognition that there are systematic issues within the landscape of higher education that make teaching writing challenging at certain institutions. A writing program – based on the theoretical foundations of peer reviewing, scaffolding, mentorship, and authentic learning – was created to enhance undergraduate student writing skills while simultaneously train graduate students to teach writing as future faculty in the field. This article describes the program designed to improve overall undergraduate writing skills through a structured intervention, and will discuss ideas of how to move forward with similar programs.

Using ‘The Write Stuff’ Module to Enhance the Writing Skills of ESL Primary School Students

Malaysian Ministry of Education (MOE) puts a significant emphasis on improving the proficiency level of English language among students by developing numerous English programs. However, the outcomes are undesirable with the amount of investment put in. It is evident in the Primary School Evaluation Report 2018 where 25.45% of National School students failed the English language writing paper. The high percentage of failure indicates their ineptitude in writing skills. The exam-oriented learning culture has caused teachers to resort to traditional rote-learning and memorization methods which lead to meaningless teaching and no output. Hence, this study introduced a writing module, ‘The Write Stuff’ based on Project-based Learning techniques to enhance students’ writing skill. This mixed method study collected data from sixty students of two different schools. Survey questionnaires, content analysis and pre-test and post-test were used in the data collection. The results of the evaluation show an increment in students’ mean scores in the post-test which indicates that student writing skills were improving. The results also show potential use of ‘The Write Stuff’ to promote fun and active learning, as well as enhancing learners’ collaborative participation and dedication in completing the tasks in hand.

Enhancing Writing Skill of Tourism and Management Business Students through Mind Mapping

The study identifies appropriate Mind Mapping techniques to enhance the Tourism and Business Management Students’ writing ability. This particular research was categorized as action research which consists of some steps namely: planning, acting, observing, and reflecting. There were two kinds of data used in this research, qualitative data and quantitative data. The qualitative data were gained from classroom observation and interview and transformed into field notes and interview transcripts by using qualitative data analysis. The implementation of mind mapping as one of techniques successfully improved students’ ability and motivation in learning writing. Mind mapping helped the students in generating and developing their ideas and help them easily in way of collecting information in writing descriptive text about tourism destination.

Relationship Rules with Word Vocabulary Writing Skills for Students

This study aims to describe the relationship between vocabulary mastery and short story writing skills of Class IX students of SMPN 1, Guguak District, Lima Puluh Kota. This type of quantitative research using the method of population correlation in this study is a class IX. The research sample was taken using a cluster random sampling technique of 22 people. With the results of the study showed that the vocabulary mastery of Grade IX students was in the category of good qualifications with an average value of 80.45 on a range of 86-95% on a scale of 10. Second, short story writing skills are in more than adequate qualifications with an average value of 73 on a range of 66-75% on a scale of 10. Third, there is a significant relationship between the two variables because t arithmetic is greater than t table 2.3091 greater than 2,086. From the results of these correlations it can be concluded that there is a significant relationship between vocabulary mastery of short story writing skills
 Keywords: mastery, vocabulary, writing skills, short stories

Assessing English Writing Skills of Students from Bilingual and Non-bilingual Schools in Castilla-La Mancha, Spain. A Comparative Study

The teaching of foreign languages and the use of CLIL (Content and Language Integrated Learning) methodology is hugely popular in Spain nowadays. Many families are interested in this type of academic training because they are convinced the academic results are positive, but the question is whether it is in fact the case that foreign language level increases. The aim of this study was to analyse the different level of English writing skills of 4th grade students from both compulsory bilingual and non-bilingual secondary schools in Castilla-La Mancha (Spain). From the results of the study, we were able to examine whether bilingual programs help students improve their English writing skills as well as to compare the results obtained by bilingual schools in Castilla-La Mancha with those developed in other Spanish, or even European, regions.

Using Juxtaposing Pictures in Improving Descriptive Writing Skill of the Second Year Students of SMAN 3 Enrekang

The objective of the research was to find out whether or not the use of juxtaposing pictures can improve the students’ writing ability especially in writing description. The researchers applied a pre-experimental method with one group pre-test and one group post-test design. The subject of the research was the second year students of SMAN 3 Enrekang in academic year 2017-2018. The sample consisted of 32 students of XI IPA 1. The data were collected through writing test (pretest and post-test). To find out the effectiveness of juxtaposing pictures in improving writing ability, the researcher applied t-test analysis. The result of the analysis showed that there was a significant difference between pre-test and post-test. The value of t-test (9.09) was greater than the t-table (2.039) and degree of freedom (df) = 31. It is concluded that juxtaposing pictures is effective in improving the students’ writing ability in writing description.

The Effect of Process Genre Approach for Developing English Writing Skills of Secondary School Students And Reducing Their Writing Anxiety.

The research aimed at examining the effect of process genre approach for developing English writing skills of secondary school students and reducing their writing anxiety The study adopted the quasi-experimental design. The sample of the research consisted of a group of secondary school students. The sample of the research has been assigned to an experimental group (n=31)and a control group (n=31). Instruments of the research included a writing skills checklist, a pre-post writing skills test, and a writing anxiety inventory. Results revealed that there were statistically significant differences at 0.01 levels for the overall writing skills in favor of the post-administration. Moreover, it indicated that using process-genre approach had a large effect on reducing the English writing anxiety. Results were discussed in relation to several factors that affected the overall language learning process. Finally, the research provided beneficial contributions in relation to implementing the process-genre approach within English writing classrooms

Applying SAVI Approach To Improve Exposition Writing Skills In 5th Grade Students of Penabur Christian Elementary School 6

This study aims to improve exposition writing skills of the 5th grade students through the application of the SAVI approach (Somatic, Auditory, Visual and Intellectual) in learning. This study is an action research carried out at SDK 6 Penabur North Jakarta. The research subjects were 5th grade students, amounting to 35 students. The implementation of the study was divided into two cycles, each cycle carried out three and four meetings. Data analysis techniques were carried out with qualitative descriptive techniques. The success of this study was seen from two criteria, namely the observation sheet applying the SAVI approach and increasing the results of exposition writing skills. The results of the study obtained are the application of the SAVI approach to make students actively move and search for their own information, students are increasingly active in group learning, creation of written and product made by students and able to find their own knowledge and skills. The increase in the results of exposition writing skills is also seen in the initial cycle and is increasing in cycle 2. This can be seen from the initial percentage of students who have not completed the task of exposition writing skills by 68%, then the percentage results in the first cycle are 45.7% and in the end of the second cycle students who obtained incomplete results were only 25.7%. Overall at the end of the second cycle all aspects and criteria for exposition writing experienced a significant increase.

A New Paradigm of Evaluation Techniques to Develop the Writing Skill of Professional Students: A Step Toward Learner Autonomy

Grading technical writing is a challenging task which is comprised of content, style and form of the message. Testing, examination, measurement and evaluation are usually used words that signify the process of assessing or grading students’ performance. Evaluation is an integral part of teaching which includes a series of activities designed to measure the effective of the teaching-learning system as a whole. In this regard, the present study has adopted a qualitative approach to explore the writing problems, factors that obstruct writing development, and suggestions to improve writing skills of Professional students using evaluation techniques like Comprehensive Continuous Evaluation and Portfolio Method. Language is used as a means of communication in both speech and writing. Writing is not only a linguistic to be acquired for its own sake, but it is also an important aid in fixing the language material already learnt.

A Transformative Learning- Based Strategy for Developing Critical Reflection and Reflective Writing Skills of Secondary School EFL Students

The aim of the present study was to investigate the effectiveness of a strategy based on transformative learning in developing EFL critical refection and reflective writing skills of secondary stage students. The problem of this study lies in second year secondary stage EFL students' poor level in critical reflection thinking and reflective writing skills. The study adopted the quasi – experimental design. The participants of this study were (60) female participants who were drawn randomly from 10th of Ramadan Language School at 10th of Ramadan City. They were divided into two groups (Control and Experimental) to determine the most required critical reflection and reflective writing skills to be developed through a strategy proposed called Transformative Learning. A critical reflection situational test and a reflective writing were developed by the researcher and approved by a jury in the field of TEFL. The tests were administered pre and post teaching the strategy proposed. Having collected the data, they were treated statistically. The results showed that there are statistically significant difference between the mean scores of the control and experimental groups on both tests in favor of the experimental one in critical reflection as well as reflective writing. So, it is recommended that the suggested strategy can be adopted by teachers in EFL contexts