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THESIS IMPROVING WRITING SKILL THROUGH GUIDED WRITING OF THE EIGHTH GRADE STUDENTS OF SMPN 2 SELAT IN ACADEMIC YEAR 2013/2014 ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2014

by Muhammad Umair

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Evangelyn Antoni

Nopi Surianto

The problem of the research is factors that influencing the students' writing skill. This research was conducted at English Education Department FKIP Lancang Kuning University, Pekanbaru. Using Descriptive Research focusing on the second year students of class A consisting of twenty five students. This research tries to explain the factors influencing the improvement of the students' writing skill. The instruments of this research were observation, field notes, and interview. After analyzing the data, it was found that factors influence the improvement of the students' writing skill were material, media, classroom activities, classroom management, teacher's strategy, and teacher's approach. In conclusion, materials, media, classroom activities, classroom management, teacher's strategy, and teacher's approach are factors that influence the students' writing skill.

Asmita Hasibuan

Preliminary writing is one of the important factors in supporting the succes of students in following learning and adapting to the rapid development, one of them is the development of knowledge or known as the 21st century. This study uses qualitative descriptive research approach. The results of the study that teachers have a role to teach students A. INTRODUCTION The development of the world of education is currently growing rapidly. This has an impact on the world of education, one of which is in learning Indonesian. Indonesian has a function as a communication tool. Communication tools consist of oral communication and written communication. Communication can be mastered if someone has language skills. Language skills consist of listening, speaking, reading and writing. Sadhono (2012: 3) states that in the use of language there are four basic language skills, namely listening, speaking, reading and writing. The acquisition of language skills, usually by means of an orderly relationship; at first in childhood he learned to listen then he learned to speak, after that he learned to read and write. The four skills are basically a unit, a single chess. This ability can be honed when starting to enter education. One of them is writing ability. According to Suparno and M. Yunus (2003: 3) found that writing is an activity of delivering messages (communication) using written language media. Translating sounds into written symbols. The ability to write in low class (first class) is called introductory writing. Beginning writing has an important role to be mastered by students, because preliminary writing will help students communicate in writing (Andayani, Pratiwi, & Priyatni, 2017). According to Rusyana (in Suhartini, 2015: 160) that initial writing is the ability to use written language patterns to express an idea or message. Early writing learning is productive. Beginning writing must be considered carefully, especially in basic education. According to Latae (2014: 200), introductory writing is a provision for students to learn other basic competencies in Indonesian and other subjects. Beginning writing helps support in mastering other subjects through writing. The ability to write good beginners helps students to face 21st century which emphasizes that must be innovative and creative. According to (Rudi, 2011) the goals of education in the 21st century are; (1) preparing people in a world of ups and downs, dynamic, unpredictable, (2) creative behavior, (3) liberating unique individual intelligence, and (4) producing innovators. The role of the teacher in learning pre-writing is very important to foster creative power for students. Teachers need methods or techniques to help their students to be able to write well. With the development of Oleh : Asmita Hasibuan

Teshome Tola

Desalegn Simachew

Firman Parlindungan , Alfan Zuhairi

Firman Parlindungan , Junaidi Mistar , Alfan Zuhairi

Akmal Akmal

2019, Proceedings of the 2019 Ahmad Dahlan International Conference Series on Education & Learning, Social Science & Humanities (ADICS-ELSSH 2019)

Dr. Alfan Zuhairi, M.Pd

2016, SSRN Electronic Journal

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Amelia Imanda

Writing is one of the four language skills that plays a very important role in the teaching of English since writing can really help the students learn a second language. Unfortunately, make a product of writing become problematic way since student does not know how to write well. Therefore, the students have master the step of writing process in order to get good writing such as prewriting, drafting, revising, editing, and publishing. The aim of this descriptive qualitative research is to investigate the teaching of writing especially in students’ writing process in SMP and SMA. This data of research were taken from three schools in Malang: MAN 03 Malang, SMA Islam Nusantara, and SMP Wahid Hasyim with 3 teachers come from 3 classes of each school. The data were obtained through video, observation sheets, lesson plan, and interview, and analyzed by comparing and contrasting all the research instruments. The findings of this study interpret that treating the students by using writing process will improve students’ writing skill. The comparison between teaching of writing in SMP and SMA are different in giving the topic. Thus, collaborative writing in writing process has also a big part of the teaching writing. Keywords: the teaching of writing, writing process, junior high school, senior high school

SDK Natarmude 1212

Abstrak: Penelitian ini terdiri dari masalah, tujuan penelitian, metode, temuan penelitian dan kesimpulan. Penelitian ini terfokus kepada kemampuan siswa dalam menulis teks deskriptif. Teks deskriptif termsuk kedalam jenis teks yang tidak terlalu sulit namun masih ditemukan beberapa kesulitan yang dihadapi siswa saat menulis karangan ini, inilah yang melatar belakangi peneliti melakukan penelitian ini. Tujuan dari penelitian ini adalah untuk menganalisa kemampuan siswa dalam menulis teks deskriptif. Dalam mengumpulkan data, peneliti menggunakan tes menulis sebagai instrumennya. Penelitian ini merupakan sebuah penelitian deskriptif kuantitatif. Komponen-komponen yang dianalisis adalah pengembangan ide, pengorganisiran ide, tata bahasa, kosa kata dan tanda baca. Peneliti menganalisis kemampuan menulis siswa berdasarkan lima kategori: sangat bagus, bagus, cukup, lemah, kurang dan sangat kurang. Penelitian ini dilakukan di MAN 2 Padang kelas XI IPA1. Hasil penelitian ini menggambarkan bahwa siswa menghadapi kesulitan dalam mengorganisir dan mengembangkan ide. Mereka tidak mampu mengembangkan ide pada teks yang mereka tulis. Sedangkan pada komponen grammar tidak ditemukan kesulitan yang mendasar. Pada komponen kosa kata juga masih ditemukan beberapa kesulitan dalam mengaplikasikan kosa kata bahasa inggris yang baik dan masih menggunakan kosa kata bahasa indonesia. Untuk komponen tanda baca juga tidak ditemukan kesalahan yang begitu berarti. Berdasarkan hasil penelitian ini guru disarankan untuk lebih memperhatikan pengajaran struktur teks deskriptif dalam pengembangan ide, pengaturan ide, grammar, kosa kata san mekanik. Guru juga diharapkan lebih banyak memberikan contoh dan latihan mengenai deskriptif teks kepada siswa sehingga tercapai tujuan pendidikan dengan baik, khususnya mata pelajaran bahasa inggris Kata Kunci: Students' Writing Skill, Descriptive Text

irma rusanti

Suzihana Shaharan

Arab World English Journal (AWEJ)

This current study focuses its investigation on the skill-based language learning strategies by junior high school students in Indonesia. The purposes of this study are (1) to measure the intensity of use of learning strategy in learning writing skill, (2) to examine the correlation among the strategy categories of learning writing skill, and (3) to compare the use of learning strategies of learning writing by successful and less successful learners. The data were obtained from 257 students from two schools in Malang by administering a questionnaire from O'Malley and Chamot (1990). The strategies are classified into cognitive, metacognitive, and social/affective strategies. The result of the statistical analysis shows that the overall use of strategies of learning writing skill by Indonesian junior high school students is at moderate level (2.65) with cognitive strategies reported at the highest use (2.80). It is also revealed a strong correlation among the three learning strategies – cognitive, metacognitive, and social/affective with cognitive and metacognitive at the strongest correlation (.60<r<.80). In addition, this study does not find a sufficient proof that successful and less successful learners are significantly different in using the learning strategies in learning writing skill. The findings of this research then imply the need to engage the students with strategies to learn writing skill in order that they can maximize the strategy use. This can be done by incorporating strategies-based instruction in the classroom.

rizki nanda

Writing in English is one of the language skills that are taught in the context of learning English as a Foreign Language (EFL) in Indonesian senior high schools. According to previous studies, most of the students consider writing is the most difficult of the four skills. This research was aimed at finding out the main difficulties in writing faced by the grade XI students at SMA Negeri 10 Fajar Harapan, Banda Aceh, and the efforts made by their teacher to overcome those problems. The design of this study was a descriptive qualitative study. To obtain the data, the writers used document collection and interviews. The results from the document collection showed that the highest percentages of problems faced by the students were in the aspect of language use and the least problems were in the aspect of content. The results from the interviews showed that the most common correcting efforts made by the teacher were giving written feedback for all aspects of writing i.e. language use, m...

Villamor Dumlao

Writing is one of the four macro skills in English. It is where one produce concepts, ideas and thoughts through written words in a structured and well-organized manner. It is very essential to academic and professional level as it enables one to think logically and creatively. In addition, it is considered as the hardest skill to acquire. The purpose of this study is to identify the hindrances in the enhancement of English writing skills. The study utilized descriptive method of research to identify the existing barriers in enhancement of the writing skills in English medium. Significantly, descriptive research used mixed method to gather information from the participants. The descriptive study also utilized probability simple random sampling approach. Self-composed standardized questionnaires with four-point Likert scale were used where it underwent a reliability analysis and obtained a Cronbach alpha of .908 which showed that it is a reliable tool. Moreover, data are interpreted by getting the mean of every items answered by the participants from the survey questionnaire to get the descriptive value for the quantitative part. On the other hand, thematic analysis for the qualitative part to extract emerging concepts. The participants of this study were the Grade 9 students of St. Rose Catholic School, Inc. There are two hundred thirty-three (233) students from Grade 9 and a total of one hundred forty-five students (145) were randomly selected as participants as calculated in Slovein’s formula. The results showed the different hindrances in composition skills such as grammatical errors and technical errors kept learners from further improvement of their skills and these difficulties were not addressed on their lower years where they are supposed to learn the basics of writing. Hence, resulting into incompetent composition skills. Keywords: Macro Skills, English, Concepts and Ideas, Academic and Professional Level, Writing, Writing Skills, Produce Concepts

Saeed Ketabi , Mehdi Mirlohi

2012, International Journal of Linguistics

Kamaruzaman Jusoff

2010, Journal of Languages and Culture Vol

Stephannie Mandik

2013, Konferensi Linguistik Tahunan Atma Jaya 11

"This paper describes the attempts being made by an English writing teacher to improve the secondary students’ writing skill in a national-plus secondary school in Serpong area. The main problem found in the EFL students’ writings is the use of the first language concept in their English sentences, or first language interference. Shifting the concept from Indonesian language concept into English when students write is the huge challenge faced by most EFL teachers. The paper uses descriptive method to describe the challenges faced by both teacher and students in the writing class. It also employs textual analysis on samples of students’ writing. The data were gathered through classroom observation and students’ written work. The teacher applies extensive reading, proofreading, and error analysis in the attempts to reduce errors, mistakes, and lapses in students’ writing. The paper concludes that those attempts are able to raise students’ awareness of the use of English language concept in their sentences, resulted in their effort to write more carefully. The attempts have also raised their confidence to write in English and thus, led to them to be courageous in exploring their English. Key words: English teaching, teaching writing, teacher’s roles, reading, correction, and feedback "

Yusna Bantulu

Jambura Journal of English Teaching and Literature

Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-relate...

Muhammad Wasim Shahzad

2022, Status Of Teaching English Regarding Effective Writing Skills At Elementary Level: Problems And Factors

disclose that the foremost problems of students' English writing are due to poor command over English tenses, grammar, syntax and insufficient vocabulary as well as untrained English teachers, ineffective teaching methods, lack of reading and writing practices and overcrowded classrooms. Lack of creative ideas, writing anxiety, weak structural organization and dependence on L1 are also the major cause of learners' poor writing in English.

Inmaculada Ortega Angulo

sherly dwi kurmaningrum

The objectives of the study are to describe the process of teaching writing at the second semester of English Department in Muhammadiyah University of Surakarta in 2014/ 2015 academic year and describe the problems faced by the teacher in teaching writing process. In this research,there are five components of teaching learning process that the writer analyze, such as: (1) Learning Objective. (2) The Syllabus. (3) The Material. (4) The Media. (5) The Technique and the problems faced by the teacher. This study is a descriptive qualitative research. The data are taken from observation, interview, and document. In collecting the data, the writer employs observation and interview. The technique for analyzing data is data reduction, data display, and conclusion and verification. The results of this study are: (1) Learning Objective of writing to make ths students able to develop paragraph and apply coherent and cohesion in making paragraph. (2) The type of syllabus is task based syllabus....

Prasanta Gayen

2021, International Journal of Multidisciplinary Research and Development

Writing skill is the skill of expressing thoughts, ideas, feelings etc. in written form. For becoming a good and successful writer one must have to acquire mastery over the language and the skill of writing. But there needs extra effort and concentration if the language is other than the mother tongue. And for this practice and effort are essential and must. The present research work deals with the problems that the secondary school students have to face in acquiring the skill of writing in the second language (English) in India. Besides all these, it also suggests some probable solutions to such problems. The researchers have reviewed some research articles and books of other writers and have sorted out basic problems that the secondary school students of India face while acquiring the skill of writing in the second language. They have also categorized the problems and gave tentative solutions to such problem. The present status of second language in India and specifically in West Bengal is also discussed. The result reveals that the present condition of second language in Indian education system is very poor and not satisfactory. Government should take some necessary steps to uplift English language from this present distressed condition. Keywords: writing skill, secondary school students, second language, education system, English, ESL/EFL

Ludovikus: Eleventh Grade Students’ Performance in Writing Descriptive Texts at SMK N 1 Kasihan Bantul This study was conducted to find out: (a) How is the students’ performance in writing descriptive texts and (b). What are the factors that affect the students’ performance in writing descriptive texts. This research was conducted at SMK N 1 Kasihan Bantul, especially for the eleventh grade students as the participants. The researcher used case study; the data employed were classroom observation, interview, the task and documentation. The collected data in this research were analyzed descriptively. The validity and reliability of the data were conducted by applying the protocol analysis. Findings show that students’ performance in writing descriptive texts was various. Some students preferred to write the texts spontaneously and directly and other students found it easy to write or describe the things or places they have ever visited. Almost all the students said that they did not make the outline and draft before writing. Some of them stated that they made the revision and the topic sentence in their writing and some of them did not develop the idea and arranged the words correctly in the topic sentence in each paragraph. Most of them can develop the supporting idea in their writing but few students just make the topic sentence and they cannot develop their ideas because lack of vocabulary about generic structure. The factors that affect students’ performance were also various. They found difficulty in vocabulary and grammar that made them unable to develop the idea in the topic sentence and to arrange the text in the paragraph and grammatical structure. Keywords: Students’ Performance, Writing, Descriptive Texts

MITTUN SIREGAR

saiful bahri

2010, JOURNAL OF EDUCATION

Marcus Gee-Whai Kho

Writing is one of the four main skills in learning and it is important especially in the academic context where students have to write all sorts of texts such as assignments, essays and reports. Often, second language students find that it is difficult to express their thoughts in writing, especially when they have to write in English. Therefore, the purpose of this study was to investigate the writing difficulties faced by the Politeknik Kuching Sarawak Diploma students when writing their assignments. The respondents of this study comprised 132 students who had enrolled in the A4004 English for Commercial Purposes course. Questionnaires were used to collect data from the respondents. The information gathered from the questionnaires was then analyzed using descriptive statistics (frequency count and percentage). The findings showed that the students faced major difficulties in completing writing tasks that required creativity and/or critical thinking. They also faced problems in proofreading and in writing grammatical sentences. It was also found that students often thought in their first language and translated their thoughts into English when writing assignments. Other difficulties encountered by the students included not being able to decide on the correct tenses, and differentiating between British English and American English. Some also encountered difficulties in finding suitable words to say what they meant.

Ariyanti Ariyanti

Writing has become one of important skills in English language acquistion since a long time ago. Without leaving aside the importance of using active English to communicate, the passive one also plays important role to convey the message. Writing, as a way to explore our passive English is not merely intended to describe any topic without purposes. In this case, writing is a progressive activity. Oshima and Hogue (1997:2) explain the meaning of progressive in writing is when we want to start the first step to write about a certain topic, actually we have already known what we are going to write and how we explore it. After that, we read over our writing than we will do some corrections and also changes. In short, in order to have a better writing we should never stop only in one step. The more particular and specific urgency in writing is how to make our writing academic. This is what the most college students face in their writing tasks such as essays and final projects which become the requirement for them to finish their study in a university. In fact, academic writing is not as easy as the students think that they will just ask to write a passage freely. In this case, academic writing gives full description and complete guidance on how to make their writing sounds academic. So that is what the researcher tried to explained to the readers especially for students who need to shape their ability to in doing such academic writing.

Eka Sustri Harida

Penelitian ini terkait dengan kemampuan menulis mahasiswa STAIN Padangsidimpuan secara akademis. Menulis tulisan akademis maksudnya menulis tulisan secara ilmiah. Tujuan penelitian ini untuk mengetahui kemampuan menulis essay mahasiswa semester VII TBI STAIN Padangsidimpuan, selain itu juga untuk mengetahui kesulitan yang dimiliki mahasiswa dalam mengembangkan kemampuan menulis karya ilmiahnya. Dari penelitian ini ditemukan bahwa kemampuan mahasiswa dalam menulis masih cukup rendah, dan kesulitan mereka adalah dalam mengarang karangan imilah, dalam hal pengembangan ide dan kosa kata. Key Word: Students, Ability, and Academic Writing.

Ibrahim Huwari

This paper is intended to explore the reasons behind the weakness of writing among pre-year students at Taibah University. For the purpose of this study, only one research question was provided and discussed. The participants of this study were 10 pre-year male students at Taibah University &quot;Yanbu Branch&quot; in Saudi Arabia for the academic year 2012-2013. This study is a qualitative study. The data for this study was collected through semi-structured interview from male students only. The findings of this study revealed that grammatical weakness, knowledge and understand, less practice and educational background were the main themes discovered by the students. The implementation of this study may help the teachers to resolve the problem and may find some strategies to help them. It is hoped that this study would enhance the findings all over the world to improve students writing, especially in the Arab society.

Indah Purnamasari

Putu Dian Yuliani Paramita

Journal of Business on Hospitality and Tourism

This study was aimed at knowing whether the final product of composition which is given detailed feedback (error correction) performs better than of that given global feedback. The accessible population of the study was the fourth semester students of D3 tourism of The International Bali Tourism Institute, academic year 2017/2018. The study used quasi-experimental, nonrandomized control group, pretest-posttest design. This was so because the experiment was conducted in classroom setting in which the classes had been organized into classes A and B. The result of the study revealed that there was no significant difference of the two groups – experimental and control group. The result showed that the two groups had the same ability in writing paragraph. From the result concluded that the final product of composition written by students which is given detailed feedback (error correction) perform the same as of those given global feedback.

muhammad nadeem Anwar

The writing skills are very important for the students with regard to assessment and evaluation of the students’ level of understanding in different subjects. These skills are also significant in case of awarding grades. The grades are critically important for admissions to different degree program and for getting an employment. This study is based on the review of literature to explore difficulties faced by students in writing, especially in the second language. According to the researchers, writing is a reflective activity and requires thinking, ideas, relevant knowledge and vocabulary. The writing in second language becomes even more difficult task for the students. Writing is more difficult than speaking because the former is more formal than the latter, and also due to the fact that people speak more than writing in their routine life. Moreover, spoken language occurs in natural environment; whereas, writing takes place in artificial environment. Writing requires learning vocab...

Indonesian Journal of EFL and Linguistics , Ariyanti Ariyanti

Dr. Neena Dash

2021, Research Paper

Identification of writing problems of secondary school students in English language is done from the point of view of students and from classroom observation. It is found that in writing 12% students never face any difficulties in use of correct tense where as 44% students face difficulty in use of correct tenses every time. Seventeen percentage of students never write English essays as they write in Odia (Mother Tongue) .language. It is also concluded that 36% students use first language to help with words in English to great extent where as 40% students do not use first language to help with words in English at all. At early production stage in writing 16% students are able to use prewriting activities in English to great extent where as 60% students are unable to use prewriting activities in English. Twenty three percent of students are able to complete simple sentences in English where as 55% students are unable to complete simple sentences in English. Twenty two percent of students elaborate ideas and details where as 50% students do not elaborate ideas and details. Students are unable to use more complex sentences. Students are unable to engage themselves in research projects for more contents in the subject matter. At advanced fluency stage in writing students are unable to write competently to meet both social and academic demands for specific purposes and audiences. Students are not able to produce writing with varied grammatical structures and vocabulary comparable to native English-speaking peers.

Mohammad Abdul Wakil

Firman Parlindungan

Rahmatullah Syaripuddin , Fathu Rahman

2019, The Asian EFL Journal

This research is a comparative study focusing on students’ writing ability in two different languages. In this case, Indonesian language as a first language (mother tongue) taught formally in elementary school up to university and English language as a second language (foreign language) taught formally in junior high school up to university. The research aims to know the students' ability to write descriptive texts in two different languages and comparing them at the same time. The research is quantitative research, where the data analyzed quantitatively. The research subject was the students who passed certain English subjects, namely writing I, writing II, writing III, and writing IV and Indonesian language subject, namely scientific work subject written in the Indonesian language taught in the first semester.

Su-Hie Ting

suci sintia putri

English writing skills is one of the most important aspects in learning English. When teaching writing, most teachers experience various challenges or difficulties. So, the purpose of this research is to find out the challenges of teachers in teaching English writing skills to students in the class and the solutions that can help, or minimize, existing problems in English writing. Data collected by observation and interview. The researcher interviewed an English teacher at MTs. Islmiyah. The instrument used in the study was structured interviews. Data collected from observation and interviews were analyzed descriptively. The findings show that there are several factors that cause challenges that must be faced by teachers. The factors include such as lack of vocabulary, grammar problems, lack of motivation and reading habit, level differences of the students, learning environment. The finding of results will facilitate teachers and related authorities to improve the teaching of English writing.

gharbi amira

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