Visual Materials for the Language Teacher. Longman Handbooks for Language Teachers

Jedan, Dieter; Wright, Andrew

doi:10.2307/3530582

Cited by 4 publications

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“…In addition, the meanings of seven scales in the questionnaire were specified according to the translation of scales mentioned by Krosnick and Presser (2009) as can be seen in Table 3. Lastly, to analyze students' descriptive text writing assignments the researchers used a writing rubric obtained from (Heaton, 1988). The researchers adopted this rubric to assess students' descriptive writing ability based on the first and second assignments.…”

Section: Discussionmentioning

confidence: 99%

Students' Attitudes towards Internet Memes in Writing Descriptive Text

Adha,

Rezeki,

Husin

et al. 2023

acit.j.teach.educ.

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The aim of this research is to investigate students’ attitudes in writing descriptive text using Internet memes as a writing medium and the reasons leading to the particular attitude that occurred. This qualitative descriptive research was conducted using purposive sampling to a class that consists of 13 fourth semester students of the English Language Education study program at Universitas Tanjungpura in Essay Writing course. There are two types of data collected in this research; they are primary and secondary data. The primary data were obtained from the semantic differential questionnaire and the semi-structured interview, which was conducted to five of the students, whereas the secondary data were acquired from students’ writing scores of the Internet memes descriptive writing task. The findings reported that students have a positive attitude towards the task of writing descriptive text using Internet memes. Factors that influenced their positive attitude are the sense of enjoyment and casual feeling from the task, the sense of freedom and relatedness from their chosen memes, and the visual aid from the pictures that helps illustrate better description and helps them understand how to describe better in words. From the result, it is clear that the Internet memes pictures are helpful to boost their attitudes in writing descriptive text. It is suggested that by using fun writing media, such as Internet memes, writing teachers can put students in a comfortable learning atmosphere, so that they can absorb other important learning materials better.

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Section: Discussionmentioning

confidence: 99%

Students' Attitudes towards Internet Memes in Writing Descriptive Text

Adha,

Rezeki,

Husin

et al. 2023

acit.j.teach.educ.

View full text Add to dashboard Cite

show abstract

“…Among four skills in English, the complex skills for students are writing skills. Heaton (1975) stated, writing skills is not only talks about grammars and vocabularies but also of conceptual and judgment elements. Writing involves more than just expressing our thoughts, it also involves structuring ideas, editing for the grammar, spelling, developing vocabularies and other skills in addition to expressing what we think.…”

Section: Definition Of Writingmentioning

confidence: 99%

The Correlation of Self-efficacy Towards Students’ Writing Skills at Eleventh Grade Students of Senior High School 9 Jambi City

Naila,

Wennyta,

Yurni

2023

jelt

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The purpose of this research was to find out whether there is any correlation of self-efficacy toward students’ writing skills at eleventh grade students of Senior High School 9 Jambi City. This research used quantitative method with correlational research as the design. The population in this research was eleventh grade students of Senior High School 9 Jambi City with total 240 students and the sample in this research was 71 students taken by using simple random sampling technique. The technique data collection in this research using questionnaire and writing test. The data were analyzed by using person product moment correlation coefficient by SPSS 21. The result of the correlation coefficient (r) was 0.690 and that was higher than the rtable 0.230 on significant level 5%. The result of hypothesis test was 0.000 < 0.05. It means that Ho was rejected and Ha was accepted because the value of Sig. is less than the 0.05. In conclusion, there is significant correlation of self-efficacy towards students’ writing skills at eleventh grade students of Senior High School 9 Jambi City.

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“…There were four choices for each word: one correct answer, two distractors, and one choice named "I don't know" to avoid students guessing the answer. The correct answer was the same as provided by the 3,500 EFL word list, and the distractors were created following two criteria: (a) the length of the distractors should be equal to that of the correct answer (following Heaton, 1988;Hughes, 2002) and (b) the part of speech of the distractors should be the same as the correct answer's (Heaton, 1988).…”

Section: Instrumentsmentioning

confidence: 99%

Text First or Picture First? Evaluating Two Modes of Multimodal Input for EFL Vocabulary Meaning Acquisition

Liu

2022

Sage Open

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Several studies and assumptions support the advantages of presenting pictures before texts, such as the Sequencing Effects of Integrated Model of Text and Picture Comprehension (the Sequencing Effects of ITPC Model) and the Scaffolding Assumption. However, few studies have examined the efficacy of text-first or picture-first multimodal input on second language (L2) learners’ vocabulary meaning acquisition. To examine whether the assumptions can be applied to the L2 vocabulary context, this study compares the effect of text-first and picture-first multimodal input on English as a Foreign Language (EFL) learners’ word meaning learning and retention. The multimodal materials in this study included written forms of English words, audio, first language (L1) translations and pictures. For text-first input, Chinese translations preceded pictures while it was the reverse for picture-first input. Pre-, post-, and delayed post-tests were conducted to examine learners’ gains and retention of word meaning. The results showed that though both groups achieved significant gains, participants learning with picture-first input performed significantly better and reported positive attitudes. This study reveals the advantageous effects of presenting pictures before L1 translations on L2 vocabulary meaning learning, thus indicating that the Sequencing Effects of IPTC Model and the Scaffolding Assumption can be applied to the L2 multimodal vocabulary learning context, and providing pedagogical implications for EFL teachers and material developers.

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Visual Materials for the Language Teacher. Longman Handbooks for Language Teachers

Cited by 4 publications

References 0 publications

Students' Attitudes towards Internet Memes in Writing Descriptive Text

Students' Attitudes towards Internet Memes in Writing Descriptive Text

The Correlation of Self-efficacy Towards Students’ Writing Skills at Eleventh Grade Students of Senior High School 9 Jambi City

Text First or Picture First? Evaluating Two Modes of Multimodal Input for EFL Vocabulary Meaning Acquisition

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