Materials for Assessing the Writing Skill

Nimehchisalem, Vahid

doi:10.7575/aiac.alls.v.1n.1p.233

Cited by 2 publications

(1 citation statement)

References 17 publications

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“…Teachers help students in order they feel alert that writing is an activity demanding active participation, exploration process, and mind organization. Precisely, teachers should display activities about effort of evoking curiosity, spirit, and prediction (Leontis, 2019;Lerner, 2017;Nimehchisalem, 2014;Rohrman, 2006) Writing as a productive activity is a conscious process and intends to express something creatively, manage, change, add, reduce, choose, identify, analyze, seek a way, classify, explain and generalize content or communication material. To this degree, writing as a productive activity, creative, and expressive frequently results in something concrete, real and existed which visually can be read (Eslava-Schmalbach & Gómez-Duarte, 2013;Lerner, 2007a;Nimehchisalem, 2014).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Students’ Writing Ability Through ‘Junior Journalists’ Program in Elementary School Using PAKEM Model

Cahyani¹,

Daris²

2020

Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)

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The present research was conducted based on the students' writing ability which was considered low. One of the appropriate models to use is PAKEM model (Active, Creative, Effective and Joyful Learning), which puts students to act out as junior journalists. A mixed-method was employed in the present research. A quantitative approach with the quasi-experiment method was applied to get data of students' ability in writing interview reports after 'Junior Journalists' program. While the qualitative approach was implemented to describe profile data of students' ability to write their reports before the technique was applied. The findings signified that the technique was effective to promote students' ability in writing a report with the following result: tcount > ttable (7.452> 2.719). The level of significance used was 0.05, in which in the end the hypothesis was accepted (H1: 1 2). This was proved by the experimental class score which increased from pretest mean (57.47) to posttest (78.50). Meanwhile, the mean of the control class score was 57,00 in the pretest and showed an increase to be 68,78 in the posttest. The difference gain was 21,03 for the experimental class and 11,78 for the control class. This denoted that the students' writing ability could be enhanced by the PAKEM model through 'Junior Journalists' technique.

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