Increasing EFL Students’ Writing Skill Using Jigsaw and Online Searching Strategy

Isgiarno, Yofita Christy; Cahyono, Bambang Yudi; Rahmaningtyas, Hasti

doi:10.15408/ijee.v7i1.16383

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…Over the last five years, more than ten studies have been published that describe several successful approaches for addressing the above-mentioned writing skill difficulties (i.e. Farida, 2017;Isgiarno et al, 2020;Kartawijaya, 2018;Ranabumi et al, 2017;Septiani, 2018;Yulianti et al, 2019;etc). This enthusiasm on the part of the researchers demonstrates their worry about the inequality in writing ability proficiency in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Collaborative Writing Technique to Improve Students’ Writing Performance and Soft Skill

Rezeki

Rahmani

2021

VELES

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The purpose of this study was to look into the use of collaborative writing techniques to help higher secondary students enhance their writing skills and soft skills. This was done based on the findings of earlier studies that showed the effectiveness of collaborative writing techniques in increasing students' writing abilities and soft skills development. Students in Grade 10 at Sekolah Tunas Bangsa Kubu Raya participated in the study, which used a mixed-methods research methodology. For qualitative data, an observation checklist and field note was used, while for quantitative data, a questionnaire and writing tasks were used. The researchers discovered that collaborative writing was effective in improving students' writing proficiency and soft skills after they evaluated and calculated the data. (1) improvements in writing task mean scores from 78.67 in Meeting 1 to 87.13 in Meeting 3; (2) students' responses on a questionnaire about their writing ability and soft skills reached 92 percent in elaborating ideas and 93 percent in gaining self-esteem and confidence; (3) improvements in observation checklists that were performed excellently (scale 4) by the observers on the third meeting; and (4) the note taker's complimentary comments on the field notes about the pupils' writing abilities and soft skills As a result of this data, it is suggested that collaborative writing techniques be used with higher secondary students to improve both writing performance and soft skills.

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Section: Introductionmentioning

confidence: 99%

The Implementation of Collaborative Writing Technique to Improve Students’ Writing Performance and Soft Skill

Rezeki

Rahmani

2021

VELES

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“…According to (Isgiarno et al, 2020) the jigsaw is an activity that creates interaction by providing students with an opportunity to help each other build comprehension actively. By using the jigsaw, students are encouraged to communicate and accomplish the idea of the task given by the teacher, together with their group members actively.…”

Section: Literature Reviewmentioning

confidence: 99%

The effectiveness of jigsaw learning strategy to teach speaking

Widodo¹,

Mugiyo²

2021

Universitas Jambi

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This research aims to know whether the jigsaw learning strategy is better than the audio-lingual method to teach speaking. This experimental research was carried out in the vocational school. The population was four classes (140 students) of eleventh grade A, B, C, D, and E. The samples were the eleventh grade A as the experimental group and B as the control group. Each group consists of 30 students. The experimental group was taught using the Jigsaw learning strategy, while the control group used the Audio-Lingual Method. The data collection technique was through the speaking test, and the data analysis technique was through descriptive statistics and inferential statistics. The data analysis shows that the mean score of the students who were taught by using the jigsaw learning strategy is 81,23, while the mean score of the students who were taught by using the audio-lingual method is 76,03. Moreover, the Fo (8,77) is higher than Ft (4,00) at the significance level of significance α= 0,05, which means the null hypotheses are rejected, and the alternative hypotheses are accepted. In conclusion, the jigsaw learning strategy is more effective than the audio-lingual method to teach speaking.

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“…After getting the input, the students are expected to give the output that is shown by the skill of speaking and writing to produce messages. In fact, reaching out the skill of writing is regarded as the last and the most difficult to be perceived by the students (Ampa & Quraisy, 2018;Dewi, 2016;Isgiarno et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

A Psycholinguistics Analysis: How do ESL Learners in Higher Education Write Paragraphs?

Nida

2021

LENSA

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Having the ability to write paragraphs is important, especially for students in higher education. Nevertheless, mastering the skill of writing is not easy, takes time, and sometimes is boring. Looking for the alternative leads the researcher to do research with the aim of finding the favorite topics of writing and understanding the difficulties in writing a paragraph using the psycholinguistics approach. Students are firstly given an explanation about the paragraph including the intrinsic and extrinsic elements of it. Then, they are instructed to write a paragraph in several steps but are free to choose their own topics. Their works then are analyzed in order to see the topic chosen by the students in writing paragraphs. Next, the analysis is focused on the structure and the ideas they deliver through the sentences. The results show that the topics chosen are about things related to their real life, like health, technology, food, sport, and natural disaster. Meanwhile, dealing with the structures and the ideas, the students’ works are divided into five categories. The two dominant categories are expected structure but unexpected content, and expected structure and expected content. Hence, the findings will be taken into the consideration for the lesson material. Besides, the student’s skill of writing and their problem in writing that is shown by the analysis of structure and content will be the focus of lesson discussion. Therefore, the students are expected to have fun learning in writing.

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Increasing EFL Students’ Writing Skill Using Jigsaw and Online Searching Strategy

Cited by 3 publications

References 7 publications

The Implementation of Collaborative Writing Technique to Improve Students’ Writing Performance and Soft Skill

The Implementation of Collaborative Writing Technique to Improve Students’ Writing Performance and Soft Skill

The effectiveness of jigsaw learning strategy to teach speaking

A Psycholinguistics Analysis: How do ESL Learners in Higher Education Write Paragraphs?

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