The Implementation of Jumbled-Sentences  Toward Students� Skill in Writing Report Text

Utami, Fatmawati Setia; Pabbajah, Mustaqim; Juhansar, Juhansar

doi:10.25134/erjee.v7i1.1501

Cited by 8 publications

(11 citation statements)

References 2 publications

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“…Writing skills are an attempt to express thoughts and feelings that exist in a person by promoting language [4]. To achieve those efforts, preservice teachers should have an ability to use word diction, grammar, and writing mechanics including the use of capital letter, spelling, and punctuation [5]. In speaking skills, thoughts or ideas and feelings are conveyed verbally, while in the writing skills of thoughts and feelings are Int J Eval & Res Educ.…”

Section: Introductionmentioning

confidence: 99%

Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity

Haerazi¹,

Irawan²,

Suadiyatno³

et al. 2020

IJERE

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<span>This study was aimed at finding out the effectiveness of genre-based instructional model in the teaching of writing skills viewed from students’ creativity. This study employed a quasi-experimental research design. The samples consisted of two classes in which one class was treated by using genre-based instructional (GBI) model and the second class was subjected to the process-based instruction (PBI) model. The writing test and creativity test were functioned as research instruments to collect the data in both classes. The data were analyzed by using the multifactor analysis of variance (ANOVA). The research finding informed that the GBI model was more effective than the PBI model. It was proved with the value of sig. (0.008) was lower than sig. level 0.05. Thus, students having high creativity have better writing achievement than those who have low creativity and it was proved with the value of sign (0.000) was lower than sig. level 0.05. It means that the effect of instructional model and writing skills rests on the level of students’ creativity. The finding indicates that there is significant interaction between instructional model being applied and creativity in the teaching of writing skills.</span>

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Section: Introductionmentioning

confidence: 99%

Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity

Haerazi¹,

Irawan²,

Suadiyatno³

et al. 2020

IJERE

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“…In other words, it is not the same as reading a story because it narrates a story from memory (Sembiring & Ginting, 2019); because of the numerous benefits embedded in stories, storytelling is one of the best ways to help EFL students learn the four skills in their first and second languages. It also improves learners' communication abilities (Utami et al, 2018).…”

Section: Nomentioning

confidence: 99%

EFL Students’ Perceptions on the Use of Storytelling towards English Speaking Proficiency

Budiarti

Juhansar²,

Rahmawati³

et al. 2022

edumaspuljr

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In this modern era, where everything is entirely technological, storytelling can still be found everywhere, not only in children's reading books or school books but also on the internet, for learning media. In Indonesia itself, there are a plethora of storytellings. Storytelling as a medium for teaching speaking is also expected to improve EFL students' language skills. Using storytelling as a method to teach speaking is also one of the ways that teaching speaking activity becomes enjoyable. In this study, the research aims to know EFL students’ perception of storytelling and their proficiency in English speaking skills using storytelling. This research is conducted using a quantitative method. The data are collected by questionnaire to determine their understanding of storytelling and test; the scoring method employs a speech to text application; we grade three aspects: pronunciation, fluency, and accuracy. The sample of this research is UTY English education EFL students in 2020 and 2021. This research shows that using storytelling can improve EFL students speaking skills. Storytelling to teach speaking to EFL students is hoped that EFL students will be able to hone their speaking skills consciously and use storytelling strategies. In this study, it is known that storytelling is possible to teach speaking skills in the classroom.

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“…To construct a good writing, the elements of language and content should be arranged well to meet the coherent and cohesion of writing (Haerazi, 2010). Most EFL students have difficulties in constructing a good writing because of the lack of word diction, grammar error, and writing mechanism including the use of capital letter, spelling, and punctuation (Utami, Pabbajah & Juhansar, 2018). Moreover, students must be skilled at utilizing the content of idea, language structure and vocabulary.…”

Section: Teaching Writing In the Elt Contextmentioning

confidence: 99%

Investigating the Process of Joint Construction in Teaching Writing to Improve Students’ Writing Skill

Hasanah¹,

Gunawan²,

Emilia³

et al. 2021

Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021)

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Teaching writing for EFL students faces many interesting and challenging factors regarding students' and teachers' factors such as learning style, teacher's role, and teacher's teaching method, so that, every English teacher is suggested to choose an appropriate teaching method to maximize student's ability in producing a good writing. Based on the phenomenon above, joint construction, as the model of teaching writing is selected to be investigated in this research that is grounded by genre-based approach. This research aims to describe the undergoing process of students learning to write through the process of joint construction toward students' writing skill. The participant of this research is a senior English teacher since she has got many experiences in teaching process. This research used qualitative inquiry that employs model of phasal analysis (Gregory, 1985;1988;Dreyfus, Macnaught & Humphrey, 2011) as design to analyze the different stages of joint constructions. Therefore, the data of this study is drawn by observation and documentation of students' writing. The findings of this research showed that joint construction had been well implemented by the teacher in the classroom. The findings also pointed that joint construction helped students to manage and develop their ideas in constructing a text. Although joint construction gave a good effect of students written text length, it does not give effect of students written text quality.

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The Implementation of Jumbled-Sentences Toward Students� Skill in Writing Report Text

Cited by 8 publications

References 2 publications

Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity

Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity

EFL Students’ Perceptions on the Use of Storytelling towards English Speaking Proficiency

Investigating the Process of Joint Construction in Teaching Writing to Improve Students’ Writing Skill

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