EFL learners inevitably will enter the world of academia, which makes it mandatory for them to write academic writings, especially in the form of research articles. They are obliged to broaden knowledge in the field of their interest by conducting research. Unfortunately, academic writing has always been a serious challenge for them. Writing research articles indeed requires them to be familiar with the writing guidelines, particularly about how the ideas are developed. This present study is therefore intended to assist EFL learners, particularly those who have just started their academic writing experience. Insight and ideas on how to write a research article are presented in this paper. To do that, a qualitative methodology on discourse analysis was employed. The data was taken from a research article focusing on discourse marker comparisons between academic and non-academic writings. The article is broken down in detail to provide a clear picture of how it is constructed by the authors. The analysis revealed that even though it contains some minor weaknesses, the research article overall is well-written and follows the author guidelines. This study allows EFL learners to receive more explicit input and, hopefully, adapt and adopt the steps of how the article is written.
During the pandemic of COVID-19, remote learning has been very highlighted. This environment creates huge challenges especially to those teaching in remote areas. Drawing on them, this descriptive qualitative study aims to explore teaching strategies applied there. In collecting the data, interviews and questionnaires were given to two English teachers of a Junior High School in Aranio, Banjar Regency. The results show that they have to face some challenges such as the limitedness of internet access and low motivated students when implementing remote learning. Due to this condition, they need to survive by making some efforts such as creating and using interesting teaching modules, coordinating with the related parties, carrying out blended learning, conducting home visit and setting up offline classes because of no possibility for online learning. Through this study, other teachers are kindly informed on the applicable teaching strategies to create effective remote learning experiences in remote areas.
POWER (Plan, Organize, Write, Edit, and Revise) is an organizational strategy to produce good writing by exploring and reinforcing students' ideas through the stages of the writing process. This article considers an experimental study on the effectiveness of POWER strategy to teach writing viewed from students' creativity at one Senior High School in Surakarta. The sampling used in this research was clustering sampling with two classes as samples, namely experimental class taught using POWER strategy, and control class taught using guided writing. In this research, there were two instruments to collect the data: writing and verbal creativity tests. The data obtained were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey test. The result of the research shows that: (1) POWER strategy is more effective than guided writing to teach writing; (2) students having high creativity have better writing than those having low creativity; and (3) there is an interaction between teaching strategies and creativity. It means that the use of the POWER strategy is useful to teach writing.
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