In Search of Good Student Teachers in Writing Skill: The Impact of Different Task Variance on EFL Writing Proficiency

Makmur, Makmur; Ismiyati, Yanti; Mukminin, Amirul; Verawati, Verawati

doi:10.17985/ijare.45901

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…Among the four skills of English, Richardson and Morgan (2003) state that "writing may be the most complex communication process within the communicative arts" (as cited in Marzulina & Saputra, 2015, p.3). Therefore, writing is a part of language skills and it becomes one of Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi important skills in English (Astrid et al, 2019;Erlina et al, 2019;Makmur et al, 2016;Prasojo et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Using Guided Writing Strategy Strategy in Teaching Descriptive Writing to the Tenth Grade Students

Megawati¹

2020

EJPP

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The objectives of the study were to find out whether or not there was a significant difference on the tenth grade students’ descriptive text writing who were taught by using Guided Writing Strategy Strategy and those who were not, and to find out whether or not there were significant differences on the tenth grade students’ descriptive writing in excellent, good, average and poor categories by using Guided Writing Strategy Strategy at SMA Muhammadiyah 6 Palembang. The population of this study consisted of 132 students of SMA Muhammadiyah 6 Palembang in the academic year of 2017/2018. There were 64 students taken as sample. Each class consisted of 32 students from class X.IPA A chosen as experimental group and class X.IPA C chosen as control group. The sample of this study was taken by using purposive sampling method. The instrument used in collecting the data was written test. The test was administered twice, as the pretest and posttest for both experimental and control group. The results of the test were analyzed by using independent sample t-test and Two-way ANOVA. From the result of the independent sample t-test, it was found that there was a significant difference from students’ posttest experimental and control group, since the p-output (0.002) was lower than 0.05. From the result of the Two-way ANOVA, it was found that there were significant differences on students’ descriptive text writing who were taught by using Guided Writing Strategy Strategy, since the p-output (0.197) was higher than 0.05. The result alsho showed that there was no significant interaction effect of students’descriptive writing in excellent, good, average and poor categories.

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Section: Introductionmentioning

confidence: 99%

Using Guided Writing Strategy Strategy in Teaching Descriptive Writing to the Tenth Grade Students

Megawati¹

2020

EJPP

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“…Research has shown that English writing remains a challenging task that causes problems for EFL students (Astrid et al, 2019;De Silva, 2015;Hanh & Tinh, 2022;Wang, 2015;Zaghlool, 2020). A large number of EFL college students encounter difficulties in making their language work in a paragraph, such as constructing a grammatically correct sentence, or choosing appropriate vocabulary to link and convey their ideas (Mukminin et al, 2015;Makmur et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Interventions Improving University Students’ EFL Writing Competence

Zhang,

Tan,

Sinha Roy

2023

IJLTER

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Writing competence in English as a Foreign Language (EFL) is a critical skill for university students, as it affects their academic and career success. However, many EFL university students are not capable of writing English compositions and face considerable challenges in developing their writing skills. To address these challenges, various interventions have been proposed, yet few studies have integrated them in recent years. This study employed PRISMA guidelines to analyze forty-two empirical studies on interventions improving university students’ EFL writing competence based on peer-reviewed journals published between 2012 and 2022. The review identified the types of interventions, evaluated their effectiveness in improving students' writing competence, and provided recommendations for teachers and future researchers. Findings showed that teaching instruction, feedback, cooperative learning and modern technology were applied into teaching activities, which improved university students’ EFL writing competence to various degrees. Teachers are required to select suitable interventions or combine different interventions to help university students to effectively solve problems in English writing. Furthermore, the findings will make a contribution to understanding recent interventions in EFL writing instruction in university settings, providing a reference for educators to develop evidence-based practices to enhance university students’ EFL writing competence.

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“…It has been acknowledged that English has been already become an international language. It means that English is a means of communication that is used internationally by people to communicate with others to transfer ideas, thoughts, feelings, attitudes, or messages (Abrar et al, 2018;Erlina et al, 2019;Habibi et al, 2019;Makmur, Mukminin, Ismiyanti, & Verawati, 2016;Marzulina et al, 2019). One of the essential skills is listening (Maimunah et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Correlation between Self-Regulation Learning and Listening Comprehension of the Eleventh Grade Students

Yulianti¹

2020

EJPP

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This research aimed to describe the correlation between self-regulation and listening comprehension. The method which was used in this research was correlational research. The population of the research was the eleventh grade students of SMA Muhammadyah 2 Palembang. There were 105 students from four classes as the population in this research. The sample was taken by using a total sampling which consists of 99 students. Furthermore, there were two variables in this research. The first one was self-regulation (variable X) and the second one was listening comprehension (variable Y). The self-regulation score was taken from the MSLQ questionnaire whereas the student’ comprehension in listening was taken from TOEFL Junior descriptive statistics for the MSLQ and listening comprehension. Based on Pearson Product Moment Correlation Coefficient, the result indicated that the pattern of correlation between self-regulation and listening comprehension was negative. The correlation coefficient or the r-obtained (.300) was higher than r-table (.0.1663). Then, the level of probability (p) significance (sig.2-tailed) was .003. It means that p (0.03) was lower than .05. Thus, there was a significant correlation between the self-regulation and listening comprehension.

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In Search of Good Student Teachers in Writing Skill: The Impact of Different Task Variance on EFL Writing Proficiency

Abstract: The purpose of this experimental study was (M = 72.57, SE = 1.81) than Group II on student's writing proficiency (M = 56.50, SE = 2.16). This difference is significant (t (58) = 5.70; p < 0.05

Cited by 4 publications

References 15 publications

Using Guided Writing Strategy Strategy in Teaching Descriptive Writing to the Tenth Grade Students

Using Guided Writing Strategy Strategy in Teaching Descriptive Writing to the Tenth Grade Students

A Systematic Review of Interventions Improving University Students’ EFL Writing Competence

The Correlation between Self-Regulation Learning and Listening Comprehension of the Eleventh Grade Students

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