The Implementation of Content-Based Approach in Improving Academic Writing Skills of Efl Students

Heriyawati, Dwi Fita; Sulistyo, Teguh; Sholeh, Agus

doi:10.18860/ling.v9i2.2735

Cited by 4 publications

(10 citation statements)

References 3 publications

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“…Teaching and learning process is not useful if there is no interest and motivation. According to Heriyawati, Sulistyo, and Sholeh (2014), students in general will learn effectively if they are motivated due to challenging and contextual activities. It can be said that the treatment as media to improving students' speaking ability is not useful without increasing the students' interest, motivations, and knowing the students' need.…”

Section: Findings and Discussionmentioning

confidence: 99%

Applying Debate Technique With Rebuttal Type in Speaking Class: Practices and Impacts

Vandani¹

2019

Jurnal Ilmiah Bahasa dan Sastra

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This study aimed at investigating the roles of debate technique with rebuttal type in a speaking class setting. It was motivated by the fact that EFL students tend to be passive in speaking activities in the classrooms. This present study applied quasi-experimental design by involving two groups of students: the experimental group and control group in which each group consisted of 35 students of a vocational high school in Malang, Indonesia. The findings suggest that the use of debate technique with rebuttal type empowers the learning activities to be more effective and interesting. It provides the issues in the pubic area and increases the critical thinking of the students. The implications and suggestions were also discussed. Keywords: debate technique, rebuttal type, speaking skills, critical thinking

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Section: Findings and Discussionmentioning

confidence: 99%

Applying Debate Technique With Rebuttal Type in Speaking Class: Practices and Impacts

Vandani¹

2019

Jurnal Ilmiah Bahasa dan Sastra

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“…It is a thoughtful activity where the focus is on the process and not the product. Within the activities, the students should have a sense of involvement in the target language by having relevant knowledge on ideas and appropriate words in brainstorming, and communicating their ideas before presenting them into written form (Anwar & Ahmed, 2016;Heriyawati et al, 2014). In other words, precedently, the learners should have come up with the idea of what they are going to write, how they can deliver their ideas into written form, review the writing documents and make some needed adjustments (Baker, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies showed that integrating CBI and e-learning by making use of technology-enhanced learning can help the students to increase their target language skills focusing on content as a resource to accomplish it (Shibata, 2019). Likewise, by centralizing and encouraging cognitive and self-regulatory learning strategies through technology-enhanced learning (Ahmadi, 2018;Mohammadi et al, 2011;Roziewicz, 2015;Sariani et al, 2021) and implementing CBI within the language learning process, students were benefitted in terms of knowledge obtained and motivation built (H. Brown & Bradford, 2016;Heriyawati et al, 2014;Snow, 2014;Snow & Brinton, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Accordingly, writing is a complex and very active process where the purpose is to focus on the "meaning" rather than the "format" of the language, and exploratory process based on the original ideas that have been generated throughout the process (Anwar & Ahmed, 2016;D. H. Brown, 2001;Cole & Feng, 2015;Heriyawati et al, 2014;Toquero et al, 2021). At recent times, due to the impact of pandemic COVID-19, most of the learning has been carried out through online setting.…”

Section: Introductionmentioning

confidence: 99%

“…At recent times, due to the impact of pandemic COVID-19, most of the learning has been carried out through online setting. However, the process of teaching-learning, especially in Indonesia as one of developing countries in the world has yet been effective since some of the teachers and students still encounter technical limitations by cause of less experience in using internet and computer (Heriyawati et al, 2014;Jaelani, 2017;Sariani et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Implementing Content-Based Instruction (CBI) on EFL Student’s Writing through Technology-Enhanced Language Teaching

Sariani¹,

Yaningsih²,

Rozi³

2022

Preprint

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Several empirical studies of Content-Based Instruction (CBI) have concluded that this approach has positive impacts in improving language learning skills including writing in foreign language learning environments. However, many of them carried out this approach within the traditional setting; face-to-face interaction instead of the e-learning. This current study is aimed to examine the impact of CBI on EFL learner’s writing through technology-enhanced language teaching. The approach was implemented in students who wrote e-brochure for the final project. It was a qualitative study where the data was obtained from assessing the writing documents using e-brochure scoring rubrics. The rubrics focused on functional adequacy containing of five dimensions: (1) organization of information, (2) content-accuracy and information validity, (3) spelling and mechanics, (4) attractiveness and organization, and (5) graphics/ pictures. Semi-structured interview was taken as the supporting data. The findings showed that CBI was beneficial on the EFL’s writing in advancing the writing skill, increasing the creativity in designing the brochure, and enhancing the interaction with the lecturer through the use of technology. For further research, teachers are invited to engage the students with specific CBI activities in diversified contexts.

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Content-Based Instruction (CBI) in Writing E-Brochure: Integrating Vocabulary Learning and Technology-Enhanced Language Teaching

Sariani¹,

Rozi²,

Yaningsih³

2022

Proceedings of the International Conference on Applied Science and Technology on Social Science 2021 (iCAST-SS 2021)

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In the past two years, technology has been evolving rapidly due to the pandemic outbreak in the whole world, and invoking a significant surge in usage of education technology. During thesetimes, both teachers and students have been gradually becoming digital natives in carrying out teaching-learning process. The objective of this study is to investigate the use of Content-Based Instruction (CBI) in improving vocabulary mastery on the writing skills utilizing technology-enhanced language teaching into the learning. It was a qualitative approach study, where the participant' writing documents were evaluated by two raters employing a standard analytic rubric for assessing the vocabulary on the English Language Learner (ELL)' writings. Moreover, unstructured interview was performed as data triangulation. The findings revealed that there had been a substantial improvement on the learner' vocabulary size. The learner' writing competence developed since the words used within the writing documents were varied, and in accordance with the topic discussed. There was also a positive and moderate relationship occurred between teachers and learner that increased the creative learning and innovative teaching for both in using the technology. Future research can look into how CBI can affect learners' vocabulary learning either through synchronous or asynchronous.

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The Implementation of Content-Based Approach in Improving Academic Writing Skills of Efl Students

Cited by 4 publications

References 3 publications

Applying Debate Technique With Rebuttal Type in Speaking Class: Practices and Impacts

Applying Debate Technique With Rebuttal Type in Speaking Class: Practices and Impacts

Implementing Content-Based Instruction (CBI) on EFL Student’s Writing through Technology-Enhanced Language Teaching

Content-Based Instruction (CBI) in Writing E-Brochure: Integrating Vocabulary Learning and Technology-Enhanced Language Teaching

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