This study investigates students’ causes of students’ difficulties, kinds of students’ difficulties, and the most dominant problem in writing recount text written by ten students at a Senior High School in Indramayu, West Java. This study employed a qualitative research design, embracing characteristics of a case study. The data were obtained from collection of samples of students’ recount texts. The findings revealed that most students have been able to implement the schematic structures and linguistic features of argumen texts, which indicates the ability of students to write the texts and to achieve its purpose. However, some students found difficulties in terms of the use of tenses, the use of vocabulary, and the use of specific participants. Based on the analysis of students’ writing, it was found some causes that made students did some mistakes in writing recount texts. Based on these findings, it is recommended that explicit teaching be needed to develop students’ writing skills.
Identifying appropriate writing techniques to help students with different self-esteem improve their writing ability needs to be considered by educators. This study attempted to examine the effectiveness of two writing techniques, Reflective Learning Portfolio (RLP) and Dialogue Journal Writing (DJW) in improving the writing ability of undergraduate students with different self-esteem. A quasi-experimental design was employed in this study. The participants of the study were 62 undergraduate students from a private university in West Java, Indonesia, which were divided into two groups that received different treatments, RLP and DJW techniques. A set of questionnaires to measure students’ self-esteem and writing tests were utilized to collect the data. Data from questionnaires were analyzed by using Likert Scales. Data from pre-test and post-test, to know the effectiveness of RLP and DJW was administered by using a paired t-test. The finding revealed that the writing performance in RLP class was significantly better than in DJW class. In other words, RLP is more effective in teaching writing to students with different self-esteem. The use of explicit teaching, peer feedback, and teacher feedback in RLP class could have caused the RLP technique to be more effective in improving the students’ writing ability compared to the DJW technique.
This study is aimed to report elementary students' engagement and perception of the use of storytelling in reading comprehension. The use of storytelling as one of the oldest ways of human communication is already known. It is also one of the pedagogical tools to develop language skills in first, second, and foreign languages regardless of students' age, gender, and ethnicity. Storytelling proved to be more effective in language teaching than traditional teaching material because it is fun, engaging, and raises students' interest in listening to the stories as well as retelling them. Meanwhile, reading is a crucial aspect of life, improving brain performance, increasing knowledge, and sharpening memory. This research employed a case study with a qualitative approach. The participants of the study were 31 elementary school students. The data were derived from classroom observations, questionnaires, and interviews. The results showed that the students engaged in the activity in storytelling class. The questionnaire and observational data indicated that the children responded positively to storytelling activity and engage the students to the reading class, motivating students' behavior and attitudes in EFL reading activity. Drawing on the findings, pedagogically, this study implied story telling can be adopted as the scaffolding to engage students in reading comprehension situated in elementary school context.
This research aimed to discuss the potential of the WhatsApp application as a tool of online learning at a higher educational level that could stimulate students’ interactions and discussion with the lecturer or their peers. With interactions, they can experience and develop an awareness of behaviors required to facilitate their participation in online learning. Therefore, this study identified the specific and general types of undergraduate students’ online interactions and investigated their patterns across time. The study was carried out by 6 undergraduate students of the 2019/2020 academic year in the English Education Department, Wiralodra University. Students’ posts in WhatsApp group discussion were analyzed in terms of online interaction types identified by MacKinnon (2000) and Jung et al. (2002). The result shows that the students mostly expressed their opinions and judgments in academic-related discussions rather than moved to a higher level of knowledge construction, such as providing their own example upon their ideas and elaborating more on certain topics in the discussion. Further investigation can be done to find the factors that affect students’ interaction, the relationship between topics, and online interactions in another online learning platform.
Writing is a complex task and considered as one of the most difficult skills in learning English. Writing is the best way to practice language because it can be used to communicate, explore other subjects, and show students social identities. As explicit literacy skills are modeled through dialogue, the engagement of students needs to be considered. This study aimed at investigating the use of using dialogue journal Writing (DJW) in improving students' ability in writing argumentative text. This study, which followed the experimental design, was conducted in a class of 30 students at a university in Indramayu. During one semester, the dialogue journal writing (DJW) was used as the treatment to teach writing. Questionnaire was given to students to express their perception to the use of dialogue journal in their classroom. The writing scores of the pretests and posttests were compared using a t test to determine if there is any significant improvement in the students' writing performance after using dialogue journal.
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