Developing Writing Module for the Fourth-Semester Learners of English Department at State Islamic Institute of Palopo

Syam, Andi Tenrisanna

doi:10.21093/ijeltal.v5i1.548

Cited by 4 publications

(4 citation statements)

References 8 publications

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“…It is because in accomplishing a decent writing, procedural steps and complex elements should be employed in order to produce a valuable piece of writing. Writing becomes very challenging for teachers in teaching the students by using appropriate techniques, as well as for students as they face serious problems on developing their writing competences (Syam, 2020;Noor, 2016). Additionally, an obligation to pass the writing subject is not an instance process to be done just in a day but they need more attempts to practice their writing skills (Styati & Irawati, 2020).…”

Section: Introductionmentioning

confidence: 99%

Technology-Enhanced Paraphrasing Tool to Improve EFL Students’ Writing Achievement and Enjoyment

Ariyanti

Anam

2021

JELTL

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<p><em>The issue of plagiarism and EFL students’ difficulties in writing course appeared to be still the challenging task for teachers. Various efforts in order to increase students’ competence in producing a decent writing production are still fascinating until the present time. Therefore, the aim of this research is to examine whether the use of Technology-Enhance Paraphrasing Tool (TEPT) can improve EFL students’ writing performance. Additionally, the way the students react emotionally towards the use of TEPT in writing class, especially in paraphrasing activities was also measured to by the use of Foreign Language Enjoyment (FLE) questionnaire. Paired sample t-test was employed to 48 students from English Department at one of Private Universities in Samarinda, East Kalimantan, Indonesia. The findings showed that there was a significant effect towards the use of TEPT in writing class to improve EFL students writing achievement. In addition, all of the students performed positive emotions during the implementations of TEPT in writing class where the results from FLE questionnaire indicated that the students enjoy and being motivated in joining the writing class. Pedagogical implication of the research also discussed further in this article.</em></p>

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Section: Introductionmentioning

confidence: 99%

Technology-Enhanced Paraphrasing Tool to Improve EFL Students’ Writing Achievement and Enjoyment

Ariyanti

Anam

2021

JELTL

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“…The first phase of this model was the analysis phase and the researcher divided the need analysis into two groups: target and learning needs. As Syam (2020) states, target needs refer to what the learners must do in the particular context, while learning needs refer to the knowledge and abilities that learners will need to perform at the required level of competence in the target situation. In addition, the researcher also used participant observation as the steps to conduct this phase as Dewalt & Dewalt (2010) as cited in McGrath & Rudman (2019) stated that participant observation requires the researcher being engaged in the every day implied aspect of people's activities, and interactions.…”

Section: Discussionmentioning

confidence: 99%

Developing “Reverb English” Textbooks for Kindergarten Students: Is It Effective?

Khittahira

Tyas²

2022

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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English is one of the foreign languages taught in Indonesia. It has separated curriculum from other subjects which are taught in primary, secondary, and high schools by using English textbooks. However, English textbooks are limited to be developed in Kindergarten area. Therefore, this research conducted and aimed to develop adequate English textbooks based on Kindergarten syllabus which are annual and semester programs by the school. The researcher took the group A and B learners of Kindergarten students at TK Negeri Pembina 1 Malang year 2021/2022. The researcher involved 70 students as the participants. Research and Development (R&D) was conducted in this research with the ADDIE model. The instruments of the research were observation and interviews both teacher and students. The data analysis was obtained from the expert validation checklist also the transcription of the result from the interview with both teachers and students. Findings indicate that “Reverb English” textbooks are feasible and effective during the English teaching-learning process in the classroom for kindergarten students. It can help them to learn faster by visualizing the pictures and words in the book.

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“…However, traditional approaches to writing instruction, such as teacher-centred lectures and rote memorization of grammar rules, often fall short in equipping students with the necessary skills and engagement to excel in written expression (Roohani & Shafiee Rad, 2022;Widodo & Slamet, 2022). Numerous studies have highlighted the limitations of traditional writing instruction and advocated for alternative teaching methods that promote active learning and authentic writing experiences (Lin, et al, 2017;Syam, 2020;Teng & Zhang, 2020). One approach that has gained considerable attention is project-based learning (PBL) (Beckett, 2002;Hidayati et al, 2023;Krajcik & Shin, 2014;Lu, 2021).…”

Section: Introductionmentioning

confidence: 99%

Assessing the Impact of Project-Based Learning on Students’ Writing Skills: A Pre-Experimental Study

Hakimah¹

2023

acit.j.teach.educ.

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This pre-experimental study examines the effectiveness of project-based learning (PBL) on the writing skills of Class 9D students at SMP Negeri 48 Surabaya during the academic year 2022/2023, specifically focusing on procedure text. The goal is to enhance students’ writing abilities, particularly in the area of procedural writing. The study involves a single group of 42 students from Class 9D, selected through convenience sampling. The intervention consists of implementing PBL, where students actively engage in hands-on activities, collaborative projects, and authentic writing tasks related to procedure texts. The intervention period is designated for active student participation in procedure text-based projects. Pre-test and post-test assessments evaluate the impact of PBL on writing skills, considering criteria such as organization, clarity, coherence, and language proficiency. The analysis compares the writing scores from these assessments. The findings aim to provide insights into the effectiveness of PBL in enhancing students’ writing skills within the context of procedure text. Implications of the study suggest that implementing PBL strategies in writing instruction offers significant benefits to students. Authentic tasks and hands-on experiences foster creativity, critical thinking, and problem-solving skills. Educators can incorporate PBL into procedure text instruction based on these findings. Integrating PBL strategies into the curriculum enhances students’ writing skills. Providing professional development opportunities assists teachers in designing and implementing effective PBL activities. Further research is needed to explore the long-term effects of PBL on writing skills across different genres and grade levels.

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Developing Writing Module for the Fourth-Semester Learners of English Department at State Islamic Institute of Palopo

Cited by 4 publications

References 8 publications

Technology-Enhanced Paraphrasing Tool to Improve EFL Students’ Writing Achievement and Enjoyment

Technology-Enhanced Paraphrasing Tool to Improve EFL Students’ Writing Achievement and Enjoyment

Developing “Reverb English” Textbooks for Kindergarten Students: Is It Effective?

Assessing the Impact of Project-Based Learning on Students’ Writing Skills: A Pre-Experimental Study

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