writing-skills
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- PaperDOAJ — ELT & TESOL1 Oct 2023
Interpreting collaborative reasoning and instructional strategies in argumentative writing
Masrul Masrul, Sri Yuliani
An experimental study combined collaborative reasoning with instructional strategies to improve argumentative writing among Indonesian high school students. The treatment group outperformed the control group, suggesting that integrating social interaction with explicit teaching methods enhances writing skills.
Original abstract
This experimental study combined collaborative reasoning and instructional strategies as an alternative in argumentative writing. This is important to determine the extent to which the combination of these approaches can enhance students' writing skills. Collaborative reasoning is an approach in learning where students collaborate to formulate thoughts or solutions to a problem. Meanwhile, instructional strategies refer to the approaches and methods used by teachers to guide students in understanding and developing argumentative writing skills. The study took place at SMAN 1 Bangkinang Kota, Riau province, Indonesia. There were 100 students from second grade who participated. The results of the study showed that the combination of the socially-oriented approach in the forms of collaborative reasoning and instructional strategies in argumentative writing by the treatment group was more effective than the control group. Innovative teaching strategies are beneficial for both students and teachers. The combination has helped students develop better writing ability.
- PaperDOAJ — ELT & TESOL1 Nov 2020
The Use of Taking Notes on Report Text
Nila Susanti
This paper describes the use of note-taking to help secondary students improve reading and writing of report texts. It argues that note-taking simplifies the process and that teachers should equip students with this academic writing skill. The study emphasizes reading and continuous writing as methods to achieve proficiency.
Original abstract
Some problems of reading and writing incompetency are suffered by students commonly. It can become more difficult for them to understand what they are reading and writing. Additionally, it can become difficult to gain a deeper accepting of the text, something that requires assimilating competency, experience, and knowledge. This paper attempts to describe the use of taking notes on report text. Taking notes could help secondary level students to simplify the process of reading and writing report text. Students or learner who has decent skill of reading and writing and theory of taking notes will find less difficulties to write down report text as teacher requires. Therefore, teacher should equipped students by academic writing skill particularly about taking notes. Reading a lot and keep on writing are the best way to achieve those abilities. Keywords: reading, writing, taking notes, report text.
- PaperDOAJ — ELT & TESOL1 Oct 2019
Error Analysis of Students’ Recount Text Writing – Junior High School Student
Wahyu Indah Mala Rohmana, Puput Jianggimahastu
Analysis of five junior high school students' recount texts revealed common errors in grammar, lexical semantics, and first-language interference. The study recommends that teachers focus on verb usage, semantic sense relations, and grammatical accuracy.
Original abstract
Students have some difficulties in learning English as foreign language. The problems in four skills often appear especially in writing skill. Writing has some aspects that must be structured according to the system of rules in conducting coherent arrangement of word, clauses, and sentences. Some teachers use guided writing method in developing students’ writing ability which makes student imitate and manipulate the model provided by teacher. The research analyzes semantic error in students’ writing. Most of students in Junior high school have difficulties in producing well-formed sentences. The research is Class Evaluation Research using purposive sampling technique that the sample is taken from 5 students’ text of third grade Junior High School Student in SMPN 1 Maospati. The objective of the study is to examine kinds of error commonly found in students’ text writing. The analysis revealed that Junior High School students’ writing difficulties are commonly in the grammatical prerequisites, lexical semantic property and often interlanguage interference in translation from the first language structure. The numerous errors also include the innapropriate use of the word and grammar in certain context or the form of the sentences. Based on the findings, suggestion for the teachers and students are given. The study concludes that the teacher should teach lexical semantic sense relation, focusing on the correct usage of the verbs and also emphasizing on the grammatical sense