The Effect of Mind Mapping on EFL Students’ Idea Development in Argumentative Writing across Gender Differences and Learning Styles

Ningrum, Ary Setya Budhi; Latief, Mohammad Adnan; Sulistyo, Gunadi Harry

doi:10.21093/di.v16i1.296

Cited by 21 publications

(14 citation statements)

References 7 publications

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“…Creating encouragement among students of Indonesia to write is not easy (Nurhayati, 2016). Teaching writing in the context of English as a Foreign Language (EFL) is not an easy task (Ningrum, Latief, and Sulistyo, 2016). As we can see, it's very rare to find people that make writing as their hobby.…”

Section: Introductionmentioning

confidence: 99%

The Quality of Essay Writing of Indonesian EFL Learners

Qonitatun

2016

ASIANTEFL

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<em>There is an assumption that the writing ability of the forth semester students have been improved because the students have learned about how to develop paragraph in writing I, writing II, and writing III subject, so they are expected able to develop an essay. The purposes of the study are to describe the organization of the essay developed by the students of Widyagama University and to know the grammar problems found in the sentences of the essay developed by the students of Widyagama University. Based on finding and discussion of the research, the researcher concludes that the organization of the essays that developed by the research subjects is poor. Only one essay has a complete organization. The developing paragraph of each essay is also poor. Most of the paragraphs don’t have concluding sentence. Generally, the essays had covered four types of the sentences; simple sentence, compound sentence, complex sentence, and compound-complex sentence. However, the essays are dominated by only one type of sentences, simple sentence. The grammar problems that found are fragment sentence, the errors of subject-verb agreement, and the errors in using coordinating conjunction</em>

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Section: Introductionmentioning

confidence: 99%

The Quality of Essay Writing of Indonesian EFL Learners

Qonitatun

2016

ASIANTEFL

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“…Within the research carried out by Corkett, Hatt, and Benevides (2011) on 6th grade students it is indicated that the self-efficacies of the female students regarding writing were higher than male students. However in the research carried out on university students by Ningrum, Latief, and Sulistyo (2016) it was determined that there was not a significant difference in terms of gender variable considering learning styles.…”

Section: Discussionmentioning

confidence: 97%

The Relation between the Awareness Level of Writing Strategies and Writing Self-Efficacy

Demir¹

2018

IES

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Although language is a communicational system which is based on two fundamental language skills; internal and external, it is one of the external/productive language skills together with speaking that requires a certain civilization level for a society. Writing is a tool that transfers every kind of message, dialogue, emotion, desire to stones, tablets, papyrus and finally on paper through symbols that are the result of reaching a certain level of civilization. While writing strategies enable a type of cognitive monitoring mechanism to operate; writing self-efficacy meets the need of belief regarding managing, achieving before deeds regarding performance. The purpose of this research is to determine the relation between the awareness level of writing strategies and writing self-efficacy of the secondary school students. The population of the research consists of secondary school students and the sample consists of 671 students from 5, 6, 7 and 8 th grade students of four secondary schools, which were chosen from every educational region in the city of Aksaray in Turkey through simple random sampling method. Within the analysis of the data independent group t test was used in terms of gender variable; and variance analysis was used in terms of grade, parental education status, and duration for reading books, watching television, and the use of internet. In order to determine the relation between the two variables Pearson correlation coefficient and for the determination of the predicting level between these two variables, simple linear regression analysis were used. As a result of the study it was seen that both the writing strategies awareness level and the self-efficacy of the female students were higher; as the grade increases, as the parental education status decreases, as the duration for daily book reading decreases and the time for watching television increases the writing strategies awareness levels of the students and their writing self-efficacies decrease. However the time for internet use did not reflect in a negative way. In addition in the research it was determined that writing strategies awareness level is a significant predictor of writing self-efficacy.

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“…As Saed and Al-Omari add on that "it is a comprehensive skill that helps reinforce vocabulary, grammar, thinking, planning, editing, revising, and other elements" (p. 88). For these reasons, writing is considered as a difficult process in EFL teaching and learning (Ningrum, Latief & Sulistyo, 2016). Therefore, advancing the learners' writing abilities is believed to be one of the necessary part of EFL learning process (Ibnian, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…For these reasons, institutes, educators, researchers and so on began to investigate recent techniques to boost the EFL learners' language proficiency levels (Hinrichs, 2011). Following these, numerous investigators have examined the instructional approaches, methods, models and so on that might be effective to advance the EFL learners' writing proficiency (Ningrum, Latief & Sulistyo, 2016). Significantly, the majority of the traditional approaches for writing are outdated and do not take into consideration the learners' higher order thinking abilities in the Turkish Cypriot context (Dimililer & Kurt, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%