EFL students’ ability in writing reviews for a novel at a university in Medan

Uswar, Yenita; Andriani, Nova

doi:10.24815/siele.v6i2.14784

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…In writing review text, the students admitted that they should think critically due to produce an objective review, not from their subjective view. This statement align with Uswar and Andriani (2019) that review text had to be related to products that happen in real world, it was not just narratives with the theme of common imagination.…”

Section: Critical Thinking On Students' Review Textsupporting

confidence: 61%

Move analysis and critical thinking perception on third semester students’ review text

Izdihar

Wijayatiningsih²,

Budiastuti³

2022

jees

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This paper contains genre analysis of Move-step structure results on review texts written by third semester students of English Education in Universitas Muhammadiyah Semarang. This study also examined third semester students’ critical thinking perception. The aims of this research are to found what are the move-step structure that lies in students' review texts and students’ critical thinking perception. Qualitative method is used as the research approach. Totally 33 review texts are analyzed. These review texts analyzed by using move-step structure. The result revealed that there are 3 moves found. There are Move 1 in the introduction paragraph. Then Move to via Step 1, Step 2, and Step 3 that found in the interpretative recount. The last move is Move 3 via Step 1 which is found in the evaluation and Move 3 via Step 2 found in the evaluative summation. The result showed 434 moves found from 33 texts. The Move that mostly found were Move 2 via Step 1 which resumed what was the artwork/thing that being reviewed. This research also figured out the perception of critical thinking from the students dealing with their review text writing products. Interview and questionnaire are used to unveil the critical thinking perception of the students. Most of the students still need guidance from their lecturer to develop their writing skills to be more precise.

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Section: Critical Thinking On Students' Review Textsupporting

confidence: 61%

Move analysis and critical thinking perception on third semester students’ review text

Izdihar

Wijayatiningsih²,

Budiastuti³

2022

jees

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“…The genre tackled in this study is the review text. A review is "an evaluation of a publication, product, service, or company" (Uswar & Andriani, 2019). Likewise, Gerot and Wignell (1995) define a review as "a text that serves to weigh, assess, and submit a criticism of the work or events".…”

Section: The Review Text As a Genrementioning

confidence: 99%

Fostering Written Production of Review Texts among EFL University Students Through a Genre-Based Approach

Durán

2021

Íkala

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This study investigated the effects of a Genre-Based Approach (gba) on 54 participants’ abilities to write a review text of a mobile application or website while reflecting on the “evaluating a text” function embedded in the target genre. The participants belonged to a pre-intermediate (A2.2 cefr) efl course offered at a university in Bogotá, Colombia that has implemented a gba for over five years. The program recently adapted the teaching and learning cycle to give more prominence to the students’ active participation in the Joint Construction phase by including systematic peer feedback with the further purpose of giving learners more independence from the teacher. The study aimed to assess the effects of the implementation on participants’ written production and to explore their insights and awareness of the selected genre. Data were collected through students’ artifacts, an online questionnaire, and focus groups, and were analyzed following a mixed-methods approach that incorporated grounded theory and descriptive statistics. Findings suggest an overall comprehension of the social purpose of the chosen genre, outstanding achievements of the task, a favorable acceptance of the implementation, and a perception of usefulness related to the peer feedback routines, although peer feedback was also considered the biggest challenge the participants faced.

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“…Thus, many EFL research have reported the writing difficulties faced by the students. For example, the EFL students cannot clearly express ideas (i.e., Faraj, 2015;Ibnian, 2017: Jayanti, 2019Alagozlu, 2007); they cannot organize the sentences cohesively and coherently (i.e., Chanyoo, 2018;Iseni, Almasaeid, & Younes, 2016); they do not have sufficient knowledge to use the mechanics (i.e., Sajedi, 2014;Uswar & Andriani, 2019;Ghufron & Roshida, 2018;Ibnian, 2017); they do not have sufficient knowledge to apply correct grammar forms (i.e., Yusuf, Mustafa, & Iqbal, 2021;Mohammad & Hazarika, 2016;Ariyanti, 2016;Rezaei & Jafari, 2014); and they do not have sufficient knowledge of vocabulary (Viera, 2017;Faraj, 2015;Ahmed, 2019;Sermsook, Liamnimit, & Pochakorn, 2017;Shokrpour, & Fallahzadeh, 2007). In addition, the EFL students may have received some knowledge from their teachers how to write the text but they they do not know how implement them to produce a proper text Farooq & Wahid, 2018;Bennui, 2016).…”

Section: Introductionmentioning

confidence: 99%

Using Picture-Series-On-Instagram to Improve Students’ Narrative Writing Skills at A Public Senior High School in Kampar

Amelia¹,

Natasha²,

Ulfaturrahman³

2023

MJTL

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Instagram app allows its users to tell their stories worldwide through publishing their images which are sometimes accompanied by some verbal description of the texts. This study aims to find out if picture-series-on-instagram app can be used as a learning tool in the classroom to improve students’ writing ability on narrative text type. The design of the present research was quasi-experimental. The population of the research was the tenth-grade students of a public senior high school in Kampar. Two classes were selected as the experimental and controlled classes. The total number of both classes was ninety students. Data collection technique was a pre-test and post-test of writing a narrative text. The results of test were scored by two experts as the raters whereas a writing assessment rubric by Brown (2007) was employed as the reference. Data analysis technique of the research used an independent t-test formula to compare the post-test results from the experimental and the controlled classes. The findings found that the post-test results of the experimental students were significantly higher compared to post-test results of the controlled students (Sig, 2-tailed = 0.039 < 0.05). As a conclusion, the use of the picture-series-on-instagram app was shown to significantly more effective to improve students’ ability to write a narrative text than the use of the conventional method. The findings of this present research support the findings of the previous studies that the picture-series is instrumental to improve the EFL students’ writing ability on narrative texts. Furthermore, it is recommended that the use of picture-series to improve students’ writing ability on narrative text could be used by the tenth-grade teachers in their classrooms.

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EFL students’ ability in writing reviews for a novel at a university in Medan

Cited by 3 publications

References 9 publications

Move analysis and critical thinking perception on third semester students’ review text

Move analysis and critical thinking perception on third semester students’ review text

Fostering Written Production of Review Texts among EFL University Students Through a Genre-Based Approach

Using Picture-Series-On-Instagram to Improve Students’ Narrative Writing Skills at A Public Senior High School in Kampar

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