Writing Skills Of Students Research Articles

Sociocultural Based Descriptive Writing Skill Learning Module for Elementary School Students

Writing skill of the elementary school students becomes the scholar concern due to its important role in promoting students’ literacy in the early ages. In fact, there is a problem in the process of teaching and learning in the elementary school classrooms, especially the lact of appropriate learning modules accommodating sociocultural aroundthestudents.Thisstudyaimstoproducesocioculturalbaseddescriptivewriting skill learning module for elementary school students and to know the effectiveness of the learning module to descriptive writing skill of the fourth grade elementary school students. It used R&D model from Borg & Gall. The subjects were students and teachers of grade IV in SD Negeri Ngablak and SD Negeri Banyakan, Bantul. The data were collected through interview and observation, product validation, teacher and student response questionnaires, and descriptive writing skills test. Data analysis techniqueusedanindependentsamplet-testandpairedsamplet-testwithsignificance level 0.05. The results show that sociocultural-based descriptive writing skill learning module is valid and effective to improve descriptive writing skills of the fourth grade students. It can be seen from: 1) the material expert judgment with the value of ”B”, categorized as ”good” and the media expert, with ”A”, categorized as ”very good”, 2) the response of the students and teachers are “A”, categorized as “excellent”, and 3) the effectiveness test result using independent sample t-test and paired sample t-test on descriptive writing skill of students with p value<0.05. It means that the learning moduls is valid and effective in improving descriptive writing skills of grade IV elementary school students.

Pengaruh Teknik Akrostik Terhadap Keterampilan Menulis Puisi Siswa Kelas V SD Islam Al Amanah Tangerang Selatan

The Purpose of the study is to know Influence of Acrostic Technique to Poetry Writing Skills of Students. It was conducted at Al Amanah Islamic Elementary School South Tangerang, 5 th grade semester 2015/2016. The method used in this study was quasi-experiment with Non-Equivalent Control Grup Design. Samples were taken by purposive sampling. The first samples included 36 students of experimental class using acrostic technique and 34 students of control class using conventional learning. Based on posttest score, average poetry writing skill of experiment class students who using acrostic technique was higher than average poetry writing skill of controll class students who using conventional learning method. The average pretest score of experiment class was 64,28, while of the control class was 61,21. On the other side, the averafe posttest scored of experiment class was74,89 and the control class was 70,00. Hipothesis two class calculation using T-tes, Paired Sample T Test, achived the significance level of 0,050 showing that probability value (significance) was 0,004. Due to significance of 0,004 < α = 0,050, H 0 was rejected. This proved that usage of Acrostic Technique Influence to Poetry Writing Skills of Students 5 th Grade second semester at Al Amanah Islamic Elementary School South Tangerang 2015/2016.

The Influence of Fernald Method to Increase Early Writing Skill of Students with Intellectual Disability in Grade II of SLB Panca Bakti Mulia Surakarta 2018-2019

This research aims to determine the influence of Fernald method to increase early writing skill of students with intellectual developmental disorder in grade II of SLB Panca Bakti Mulia Surakarta in academic year 2018/2019. This research used pre-experimental design with one group pretest-posttest design. The sample of this research is five students with intellectual developmental disorder in II grade of SLB Panca Bakti Mulia Surakarta in academic year 2018/2019, using saturation sampling technique. The research instrument uses a written test in the form of a short answer, namely a written test that thickens words, copies words, and completes words. The results of this study were analyzed using a signed ranking test (Wilcoxon Sign Rank Test). Based on the data analysis that has been done, it is known that the value of Z count = -2,060 with Asymp. Sig. (2-tailed) of 0.039 which is below the significance level (p <0.05). These results indicate that the Fernald method has an effect on improving the writing skills of beginning class II students with intellectual developmental disorder at SLB Panca Bakti Mulia Surakarta Academic Year 2018/2019.

PENGARUH TEKNIK MIND MAPPING TERHADAP KETERAMPILAN MENULIS PUISI SISWA SEKOLAH DASAR

Abstract. This research is motivated by the low writing skills of poetry. This is characterized by students' poetry writing skills that are not productive, still informative, students are still difficult to express their ideas, and are less attractive to students because they only use one technique. One learning technique that can improve poetry writing skills is mind mapping techniques. Mind mapping is also a learning technique to stimulate students' imagination in generating ideas, recording and summarizing using mind mapping. This study aims to examine the effect of Mind Mapping Technique on Poetry Writing Skills of students in elementary school.This study was an experimental study of Quasi Experimental Design with Nonequivalent Control Group Design. The population in this study were all fifth grade students of class V. Sampling is done by saturated sample technique (total sampling), namely VB class as an experimental class and VA class as a control class. The experimental class consisted of 34 students and the control class consisted of 36 students. The instrument used to determine the effect of mind mapping techniques is observation and documentation. The experimental class was treated by using mind mapping techniques in poetry writing skills while the control class without using mind mapping techniques.Based on the results of the pretest obtained the average value of the experimental class 60 and the average value of the control class 64.2. From the results of the comparison of the two sample classes, there was a difference in value of 3.7, so it can be concluded that there is no significant difference between the two pretest grades, meaning that the two classes have the same initial ability. Next, learning was conducted using mind mapping techniques in the experimental class and learning without mind mapping techniques in the control class. After learning is given then in both classes posttest is conducted. For the experimental class obtained an average value of 82 and for the control class obtained an average value of 77.5. From the results of testing hypotheses with a significant level of 0.05 obtained a significant value of 0,000 because sig. &lt;α, the hypothesis is accepted, so it can be concluded that there is an effect of using mind mapping techniques on students' poetry writing skills in elementary school. Keywords: Mind Mapping Techniques, Writing Skills, Poetry

The Role of Metacognitive Technique for Enhancing the Writing Skills of Arab EEFL Students

One of the most problematic areas for foreign language learning is writing. Writing is the most complicated and complex aspect of the language system. This study aimed to investigate the kind of metacognitive strategies EFL students used before and after metacognitive strategy training and the effect of the changes observed. It also aimed to examine the influence of other external factors (L1 transfer, motivation, anxiety) on EFL students' performance when instructed to use metacognitive strategies. The subjects were 22 secondary school students in Irbid, Jordan. Two questionnaires were used to gather the data of this study. Questionnaire 1 contains metacognitive strategies (planning, monitoring, and evaluation). Questionnaire 2 entails three variables (L1 transfer, motivation, anxiety). This paper helps to understand how the level of writing skills can be increased among Arab EFL students. Hence, metacognitive techniques must be developed to have a mutual connection with self-regulation and learner’s development of self-scripting approaches. The result showed a positive significant correlation between metacognitive strategies and motivation, L1 transfer, and anxiety. Metacognitive strategies played an important role in enhancing students' writing performance and planning, monitoring, and evaluation process in writing performance.

Synopsis Writing Skills of Students at Public-Private Universities of Karachi: A Supervisors� Perspective

Objective: The study attempts to explore the perception and understanding of research supervisors regarding the strengths and weaknesses of the novice researchers in terms of developing a concise but effectively motivating research proposal. Method: This is a pure qualitative research, employing the thematic analysis approach, critically analyses the emerging themes and sub-themes from in-depth interviews. The findings of this research are based on 18 in-depth interviews conducted from guides/supervisors of 6 public universities and private degree awarding institutes in Karachi. Findings: The overall findings reveal that these novice researchers prefer supervisor’s suggested topic and possible research questions/ objectives for research instead of identifying a research gap/problem and then discussing with possible research guide. Majority of students select research topic without a substantial literature review, hence, the problem statements in the most of research synopses do not address the gaps in the literature. Improvements: The study strongly recommends that a systematic mechanism of training on research skills and various analytical instruments/software (i.e. SPSS, NVIVO) must be ensured in the universities. Besides, there must be a quarterly review of the students and they should be inquired about the required assistance for completing their research work. Keywords: Novice Researcher, Perception, Proposal Writing Skills, Thematic Analysis Understanding

The Effect of Mind Mapping Technique on Poetry Writing Skills Elementary School Students

This study aims to examine the Effect of Mind Mapping Techniques on Poetry Writing Skills of students in elementary schools. This research is an experimental research type Quasi Experimental Design with the design of Nonequivalent Control Group Design. Based on the results of the pretest the average value of the experimental class 60 was obtained and the average value of the control class was 64.2. From the results of the comparison of the two sample classes obtained a difference in value of 3.7, it can be concluded that there is no significant difference in the value of the pretest of both classes, meaning that both classes have the same initial ability. Then learning is done using mind mapping techniques in the experimental class and learning without mind mapping techniques in the control class. After learning was given later in both classes posttest was conducted. For the experimental class the average value is 82 and for the control class the average value is 77.5. From the results of testing the hypothesis with a significant level of 0.05 obtained a significant value of 0,000 because of sig. &lt;α, the hypothesis is accepted, so it can be concluded that there is an effect of using mind mapping techniques on students' poetry writing skills in elementary schools.&#x0D; &#x0D; Keywords: Mind Mapping Techniques, Poetry, Writing Skills

The Use of Historical Novel in Social Studies Course and Its Effect on Creative Writing Skills of Students

In this study, the effect of the use of historical novels with different forms of fiction on the creative writing skills of the students in social studies course was studied. The study group consists of 80 students from 4 different classes in the 7 th grade of a state school in Sivas province. The study group consists of 3 experimental and 1 control group, each of which consists of 20 people. The research was carried out in the pretest-posttest control group experiment design. In addition, while examining the creative writing activities of the students, document analysis and creative writing rubrics developed by Ozturk (2007) were used. After determining the homogeneity of variance and the normality of data distribution, one-way variance analysis, anova analysis in repeated measurements and Tukey test analysis were performed on the data obtained from the creative writing studies of the students. In addition, the arithmetic mean of creative writing studies was also used. In each experimental group, in addition to the curriculum, historical novels with different fiction forms (classical, modern and postmodern) were used. In the control group, the course was continued in line with the curriculum. As a result of the research, postmodern and modern fiction-style historical novels have been observed to be very effective on the creative writing skills of the students. Classical historical novels based on chronology, on the other hand, have been determined to have little effect on the creative writing skills of the students.

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

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.

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

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.

The Benefits of Improved Information Literacy Skills on Student Writing Skills: Developing a Collaborative Teaching Model with Research Librarians in Undergraduate Social Work Education

ABSTRACTImproving the information literacy and writing skills of undergraduate social work students continues to be an issue for social work educators. In spite of the persistent concern, only a few studies examine the factors influencing these skills and interventions to strengthen them. This article details a faculty–librarian collaborative teaching model to develop students’ information literacy and writing skills through an iterative, peer-reviewed process that includes online and in-class library instruction. Pre- and posttest results from course evaluations, using the learning management system, indicate that students improve their information literacy skills, which in turn improves their writing skills. The article concludes with a discussion of implications for academic and professional development.

A problem-Based learning" Program to Enhance EFL Creative Writing Skills of Secondary Stage Students

A problem-Based learning" Program to Enhance EFL Creative Writing Skills of Secondary Stage Students

DEVELOPING OF “BAHASA” INDONESIAN LANGUAGE LECTURE MATERIALS TO INCREASE SKILLS WRITING STUDENTS S-1 NURSING BINA SEHAT PPNI HEALTH SCIENCE INSTITUTE

language “bahasa” teaching materials to improve the writing skill of the S-1 students of Nursing Stikes Bina Sehat Ppni Mojokerto is based on the needs analysis of the S-1 Nursing students. the analysis of the characteristics of the S-1 nursing students, and the need analysis for lecturers. In the requirement analysis for students, the average score obtained by the category strongly agree (SS) for the development of teaching materials got 29.6%, and the category agreed (S) got 62%. Likewise with the analysis of student characteristics, the average score of students who strongly agree (SS) get the number 29.4%. Furthermore, the students who agreed (S) obtained a score of 33.4%. Likewise with the questionnaire needs for lecturers who want a module in the learning process. The purpose of this study is to obtain an objective description of the needs of learning materials and obtain an objective description of the Indonesian language teaching materials development model to improve students writing skill S-1 nursing stikes bina sehat ppni mojokerto. Development of Indonesian Language Material to Improve Student Writing Skill S-1 Nursing Stikes Bina Sehat Ppni Mojokerto, using 4-D development model (four D model). The 4-D development model consists of four development stages: define, design, develop, and disseminate or be adapted into 4-P models (model 4 P), defining, designing, developing, and deploying. Given the limitation of the researcher on financial problems, for the stage of dissemination is not done. The result of analysis of validation sheet of material experts, designers and learning media, and practitioners expert, can be concluded that the teaching material is very valid. It can be known based on the value in the material expert's validation sheet reaching 92.5%. Designer and learning media expert who reached 93%, and expert practitioners who reached 89%. With the explanation that the values entered in the scoring scale are very valid.&#x0D; Keywords: development of teaching materials, modules, writing skills, S-1 Nursing students

DEVELOPING OF “BAHASA” INDONESIAN LANGUAGE LECTURE MATERIALS TO INCREASE SKILLS WRITING STUDENTS S-1 NURSING BINA SEHAT PPNI HEALTH SCIENCE INSTITUTE

language “bahasa” teaching materials to improve the writing skill of the S-1 students of Nursing Stikes Bina Sehat Ppni Mojokerto is based on the needs analysis of the S-1 Nursing students. the analysis of the characteristics of the S-1 nursing students, and the need analysis for lecturers. In the requirement analysis for students, the average score obtained by the category strongly agree (SS) for the development of teaching materials got 29.6%, and the category agreed (S) got 62%. Likewise with the analysis of student characteristics, the average score of students who strongly agree (SS) get the number 29.4%. Furthermore, the students who agreed (S) obtained a score of 33.4%. Likewise with the questionnaire needs for lecturers who want a module in the learning process. The purpose of this study is to obtain an objective description of the needs of learning materials and obtain an objective description of the Indonesian language teaching materials development model to improve students writing skill S-1 nursing stikes bina sehat ppni mojokerto. Development of Indonesian Language Material to Improve Student Writing Skill S-1 Nursing Stikes Bina Sehat Ppni Mojokerto, using 4-D development model (four D model). The 4-D development model consists of four development stages: define, design, develop, and disseminate or be adapted into 4-P models (model 4 P), defining, designing, developing, and deploying. Given the limitation of the researcher on financial problems, for the stage of dissemination is not done. The result of analysis of validation sheet of material experts, designers and learning media, and practitioners expert, can be concluded that the teaching material is very valid. It can be known based on the value in the material expert's validation sheet reaching 92.5%. Designer and learning media expert who reached 93%, and expert practitioners who reached 89%. With the explanation that the values entered in the scoring scale are very valid.&#x0D; Keywords: development of teaching materials, modules, writing skills, S-1 Nursing students

Peer Feedback Technique in Teaching Writing Skill of the Third Semester Students of IAIN Parepare

Writing is still considered as a difficult skill in language learning by Indonesian students. For that reason, it is urgent for teacher to seek for interesting ways to teach writing in the classroom. This study examines the effectiveness of the use of peer feedback technique to improve students’ skill in writing descriptive paragraph. Some studies have proved the effectiveness of the technique to improve students’ writing skill. The study employs experimental research in which one class of 20 students is taught to write narrative paragraph and correct their paragraph using peer feedback technique. The result of the study shows that the technique improves the students writing skill in narrative writing, however the scores are not significant. This suggests that there is a factor that affects the result of the teaching using peer feedback, and it is the less time of treatment which is indicated as the factor.

Learning Modal Adaptability to Improve Reading and Writing skills of Students

Learning Modal Adaptability to Improve Reading and Writing skills of Students

A Research on The Improvement of Persuasive Writing Skill of Sixth Grade Students in Secondary School

Today's communication possibilities bring along directive communication. Certain groups, institutions, or people can use communication to persuade for their special purposes. When Turkish main language curriculums were examined, even though the persuasive writing takes place at the elementary school level, it does not take place at the secondary school level. Contrary to this situation in Turkey, in the main language curriculums of many countries such as South Korea, China Hong-Kong, Singapore, Canada, Ireland, Australia, and the USA there is a systematic and important place at elementary and secondary school level for persuasive writing. In this research, moving from the lack of this writing skill at secondary school level, an action research process based on the question can the persuasive writing skills of 6th-grade students in secondary school be improved in Turkish lesson? was carried out. For this purpose, a persuasive writing education program was prepared using a process - based writing model. This program was applied 15 weeks (34 class hours) in a class of 18 students and the effect of the program on the students was followed. Research questions are as follows: What is the opinion of students about persuasion before persuasive writing education? What is the effect of persuasive writing education on the ability of students to create the persuasive text? How is the relationship between persuasive text analysis and persuasive text creation? What are the views of students about persuasive writing education? What are the problems encountered in the research process? The data in the study were obtained from student products, evaluation rubric for persuasive text, analysis texts, checklist, student and researcher diary. In data analysis SPSS 23 and NVivo-11-Pro programs were used. In the direction of the findings, text creation and text analysis ability of 6th-grade students developed in the process and that there is a meaningful relationship between these skills. Moreover, it was seen that students did not succeed at the expected level in applying counter opinions and source items of persuasive expression in the process of text creation and text analysis, and there was no significant progress with the education process in spelling and punctuation. On the other hand, it has been found that students are level for “elaboration, transition words” and very good level for title, introduction, development, result, thesis, supporting opinions, emotional orientation, repeat, call, justification, “requirement statements. After analyses of researcher and student diaries, the themes have been reached that can increase productivity in education.

Effective Use of Peer-feedback in Developing Academic Writing Skills of Undergraduate Students

Effective Use of Peer-feedback in Developing Academic Writing Skills of Undergraduate Students

The Evaluation of Third-Grade Music Lessons and Student Writing Skills with Student Diaries

This study aims to evaluate the case of reaching the outcomes of music lessons and the development of written expression skills with student diaries. Document review technique as a part of qualitative research design was used and purposeful sampling was applied. Thirty students studying in third grade during the 2013–2014 academic year participated in the research. The participants were asked to keep a diary for 8 weeks in relation to the outcomes covered at the music lesson. Student diaries were examined based on content analysis and written expression skill was evaluated with rubrics prepared in connection with the outcomes. It was found that students developed their written expression skill in their diaries after the activities and they used the terms related to music in an appropriate way, while expressing the knowledge and skills they acquired during treatment. Student diaries can be used for all lessons, especially in primary schools. Keywords: Student diary, music education, writing skills, third grade;

Developing Writing Skill of Language Students by Applying Innovative Teaching Strategy Model Based on Social and Local Wisdom Contexts

&lt;p&gt;The aim of this study is to build up students’ writing skills through Innovation Teaching Strategy Model (ITSM). This study was conducted in Letters and Culture Faculty of Universitas Negeri Gorontalo (UNG), with the students of English and Indonesian department as the participants. The current study is based on the social culture and local wisdom context utilizing Information Computer Technology (ICT). This model supports the students to have a high level of thinking and performance in writing skills in English and Indonesian language. This study utilized Research and Development (R &amp;amp;D) approach using Focus Group Discussion (FGD) and Reflection method with the strategy of one group pre-test and post-test design. This study reaches two target achievements; &lt;strong&gt;&lt;em&gt;firstly&lt;/em&gt;&lt;/strong&gt; creating the effective innovation teaching strategy model after statistic examining through one group pre-test and post-test design, and &lt;strong&gt;&lt;em&gt;secondly &lt;/em&gt;&lt;/strong&gt;improving the students’ competencies and writing skill through learning and teaching process treatment of writing course as an effect of applying Innovation teaching strategy model application. &lt;/p&gt;