Developing Students’ Skill in Script Writing for Their Final Project by Applying Guided Writing Task

Khairat, Mutia El; Sariani,

doi:10.21512/humaniora.v9i2.4478

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…To some extent, there is a high increment on "Graphics/ Pictures" component given by both raters with 5 -6 points raised compare to 1st and 2nd draft. It can be argued that teachers' frequent constructive feedback both spoken and written concerning the amount of pictures used, their quality and display on the e-brochure has a positive impact on the student' learning process (Baghbadorani & Roohani, 2014;El Khairat & Sariani, 2018).…”

Section: Resultsmentioning

confidence: 99%

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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Section: Resultsmentioning

confidence: 99%

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

Sariani¹,

Yaningsih²,

Rozi³

2022

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…Being guided in carrying out their writing task, is one of the effective factors where these students can improve and assist themselves in pre-writing process; formulating abstract ideas, or assumed as media. The three steps taken of pre, whilst, and post in writing significantly can improve their writing starting from drafting to finalizing, in terms of quantity and quality as they become more aware on details they should put into their writing (El Khairat & Sariani, 2018;Lan, Hung, & Hsu, 2011;Murray, 2012).…”

Section: Visual Images To Support Writing Taskmentioning

confidence: 99%

An Optimization of Language Learning in Writing Through E-Learning: Encountering Covid-19 Pandemic

Sariani

Khairat

Yaningsih

2021

ijole

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In response to the current situation of the pandemic covid-19 outbreak which has been affected worldwide, this study examines the opt on online learning for writing skill, and to assess the development of the writing task. It draws the data from an English as a Foreign Language (EFL) student’s writing documents, and marking documents of three experienced English teachers’s using the “Analytical Marking Scheme”. A qualitative approach was employed where the data was obtained during the online supervision of the student’s final project (TA) by integrating visual images into her writing project. The participant is in her final year at English Department, Politeknik Negeri Padang who focuses on writing brochure as her TA. The findings of this study show that there are two major progresses found in the writing documents of the first draft to the final draft. First, the content of the writing has been improved as seen from the variation of vocabulary used within. The essay has been organized well where the ideas are developed, and the information shared is logical and complete. Second, even though there is still a few errors occured in grammar, punctuation, and spelling, they have no influence on the idea conveyed. The student is able to adjust into the online learning, and increase her writing performance by utilizing the visual images given. The findings suggest that there should be more innovative learning designs to accommodate the needs of online learning. Since this type of learning is challenging for both teachers and student, teachers need to be able to put their role as facilitator to establish more engagements with the student, and to trigger the student to be more autonomous in learning.

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“…Observing the provided images can reinforce the students to obtain more information, construct knowledge by evaluating, synthesizing, analyzing their ideas and thoughts prior to write them down. By having this visual aids, teachers can assist their students in clarifying and coordinationg more accurate concepts, engaging them with more concrete study environmet so that while writing they can be more receptive on details [12], starting from drafting to finalizing [13,14].…”

Section: B Integrating Writing With Visual Imagesmentioning

confidence: 99%

Advancing Vocabulary Acquisition by Integrating Visual Image and Texts in Writing:

Sariani¹,

Khairat²,

Yaningsih³

2021

Advances in Social Science, Education and Humanities Research

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Recently, due to the pandemic covid-19 distance learning through online platform becomes the only option for the learners and the teachers to maintain the teaching-learning process. In line with this situation, the aim of this study is to assess the vocabulary acquisition growth on writing task of EFL learners by integrating visual images into the texts. This study was conducted during the supervision of the Final Project (TA) of the last year student at English Department, Politeknik Negeri Padang. A mix method was implemented to accomplish the aim of the study, the Vocabulary Size Test (VST) Monolingual -Version A, and semi open-ended interview were used to collect the required data. The VST was performed prior to and after the participant was facilitated by visual images in writing her project, whereas the interview came afterward. The study concluded that integrating visual images into the writing task could make a significant increase on the participant' vocabulary size via e-learning. The innovative learning design in accommodating the needs of EFL learners in writing task could overcome their anxiety in conducting this skill, and improve their vocabulary acquisition. For further research, it is hoped that there would be another analysis on how to provoke learners' independent learning and creativity involving other learning design like audiovisual to accommodate the needs of the learners.

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Developing Students’ Skill in Script Writing for Their Final Project by Applying Guided Writing Task

Cited by 3 publications

References 10 publications

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

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

An Optimization of Language Learning in Writing Through E-Learning: Encountering Covid-19 Pandemic

Advancing Vocabulary Acquisition by Integrating Visual Image and Texts in Writing:

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