Effect of story maps on EFL students’ achievement in writing narrative texts

Rahmawati, Fardhila Sheli; Cahyono, Bambang Yudi; Anugerahwati, Mirjam

doi:10.23971/jefl.v8i2.877

Cited by 6 publications

(8 citation statements)

References 10 publications

(4 reference statements)

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“…This finding proves the theory about sources of problems in writing may originate from three sources, namely psychological problems, linguistic problems, and cognitive problems [4]. It is also compatible with the research result of research from Rahmawati and Rahmatunnisa [15,16] revealing that Indonesian EFL learners faced linguistics problems, cognitive problems, and psychological problems when they write paragraphs and essays.…”

Section: Cognitive Variablessupporting

confidence: 88%

“…Writing skills is considered challenging for most students as they face difficulties with the content, organization, vocabulary, and grammar [6,8,10]. Furthermore, EFL learners face problems in writing that originate from three sources namely psychological, linguistics, and cognitive aspects [4,16] each of which needs attention from both the students themselves and the teachers. This is because having good ability in writing will enable students to perform good either in academic or career that require writing skills.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It becomes more difficult when students are writing in a language that is not their own [16]. Research shows that teaching writing to Indonesian students is challenging because at the same time they write, they are dealing with problems in using proper vocabulary and grammar [2,10,18] and cultural differences between Indonesian and English [16]. Thus, experts consider that writing is the hardest part of learning English.…”

Section: Introductionmentioning

confidence: 99%

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EFL Students’ Problems in Writing Argumentative Essays

Saputra¹,

Jumariati²,

Febriyanti³

2021

Advances in Social Science, Education and Humanities Research

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Writing in a foreign language is not easy because students have to consider not only the content but also the vocabulary, grammar, and mechanics. This study aimed to investigate the problems that English students have in writing argumentative essays. The subjects of this research were 55 students who were enrolled in Advanced Writing course at English Language Education Study Program of FKIP Universitas Lambung Mangkurat. A descriptive design within mixed method approaches was applied. A questionnaire was distributed and an open-ended interview was carried out to reveal problems that students face in writing argumentative essays. Moreover, an analysis on students' argumentative essays was employed to confirm the findings from the questionnaire and interview. The results indicated that the students had problems in writing argumentative essays pertaining to cognitive aspects (lack of knowledge on the key features of an argumentative essay), linguistic aspects (content, grammar, organization, vocabulary, claim, and evidence), and psychology aspects (fear of making mistakes, lack of self-esteem, and low motivation) that affected them in writing. These findings demand attention from the lecturers of Advanced Writing course particularly on the needs of more explicit instruction on writing claims and providing evidence in argumentative essays. The findings also suggest that more effective approach of teaching argumentative writing is needed to overcome students' problems.

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Section: Cognitive Variablessupporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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EFL Students’ Problems in Writing Argumentative Essays

Saputra¹,

Jumariati²,

Febriyanti³

2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…Hence, feedback plays a vital role before the learners revise their drafts. Support this, Rahmawati et al (2018) suggest that an adequate amount of feedback from teachers and the learners' peers can motivate them to write better. Therefore, EFL teachers should consider giving a sufficient amount of feedback to the learners to be aware of applying cohesive devices in their compositions.…”

Section: Discussionmentioning

confidence: 90%

Cohesive devices in argumentative essays by Indonesian EFL learners

Nindya

Widiati

2020

J. Eng. Foreign. Lang.

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Cohesive devices are essential elements that have long been recognized as important features of good writing. However, making use of them appropriately is viewed as problematic for learners. This descriptive qualitative study aimed to investigate Indonesian EFL learners' ability to use cohesive devices in their writings. Twenty EFL learners of a state university in Malang, East Java, Indonesia were required to write and send one piece of argumentative essay consisting of five paragraphs to be analyzed. Twenty essays were analyzed by identifying the number of correct and errors of grammatical cohesion. The errors were then evaluated to know the possible causes that contributed to the learners' errors. The results showed that the total number of grammatical cohesion used by the learners was 2386, while 175 of them performed errors. It was also found that there was a heavy reliance on the use of particular cohesive items. The intralingual transfer mostly caused the errors made by learners. This implied a need for writing teachers to apply strategies for the development of EFL learners' writing ability, such as exposing students to exercises, using collaborative learning, giving feedback, and using the learning management system.

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“…By using drama in the language classroom, teachers usually activate the communicative approach. The principle of the latter maintains that the most effective way to learn a language is accomplished by real communication among learners (Larsen-Freeman & Anderson, 2016;Rahmawati et al 2018). Sam (1990, p. 3) considers drama as a communicative activity as it promotes effective communication among learners and offers them with prospects "to use the target language in various 'make believe' situations."…”

Section: Introductionmentioning

confidence: 99%

Using drama in the Palestinian EFL classroom: teachers’ attitudes, advantages, problems, and teaching techniques

Farrah¹,

Halahla

Sider

2021

J. Eng. Foreign. Lang.

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The use of drama activities is a method that allows learners to improve their communication skills, think critically, learn new vocabulary, and increase their motivation for learning. This study investigates the attitudes of English language teachers, as well as the advantages, problems faced in, and teaching techniques of the English language learning process in Palestinian schools using drama activities. Using both qualitative and quantitative research methods, the researchers investigated the extent to which drama activities are used while teaching English as a second language in Palestinian schools using a questionnaire and interviews. In the questionnaire, the participating English language teachers were 39 females and 12 males. Two teachers were interviewed. The findings confirm the need to implement changes and improvements regarding the use of drama activities in the language classroom. Moreover, the findings suggest following specific drama usage recommendations to ensure satisfactory results for both teachers and students to improve the four language skills. The implication of this study calls for providing clear and sufficient materials for drama classes, as well as offering teachers training programs to enhance their abilities to use drama activities in an effective way.

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Effect of story maps on EFL students’ achievement in writing narrative texts

Cited by 6 publications

References 10 publications

EFL Students’ Problems in Writing Argumentative Essays

EFL Students’ Problems in Writing Argumentative Essays

Cohesive devices in argumentative essays by Indonesian EFL learners

Using drama in the Palestinian EFL classroom: teachers’ attitudes, advantages, problems, and teaching techniques

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