Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

Mali, Yustinus Calvin Gai

doi:10.24167/celt.v17i1.1139

Cited by 5 publications

(6 citation statements)

References 20 publications

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“…They still do awkward structure and unorganized paragraphs. It is in accordance with Mali [6], Aunurrahman [7], and Sitorus & Sipayung [8] who reported that students still have low writing skills if they do not have enough knowledge of vocabulary, the organization of ideas, the grammar, and the mechanics. The mistakes made by the students in writing show that they still need to get serious attention, because these errors interfere with the success of the writing learning.…”

Section: Issn: 2252-8822 supporting

confidence: 86%

Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity

Haerazi¹,

Irawan²,

Suadiyatno³

et al. 2020

IJERE

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<span>This study was aimed at finding out the effectiveness of genre-based instructional model in the teaching of writing skills viewed from students’ creativity. This study employed a quasi-experimental research design. The samples consisted of two classes in which one class was treated by using genre-based instructional (GBI) model and the second class was subjected to the process-based instruction (PBI) model. The writing test and creativity test were functioned as research instruments to collect the data in both classes. The data were analyzed by using the multifactor analysis of variance (ANOVA). The research finding informed that the GBI model was more effective than the PBI model. It was proved with the value of sig. (0.008) was lower than sig. level 0.05. Thus, students having high creativity have better writing achievement than those who have low creativity and it was proved with the value of sign (0.000) was lower than sig. level 0.05. It means that the effect of instructional model and writing skills rests on the level of students’ creativity. The finding indicates that there is significant interaction between instructional model being applied and creativity in the teaching of writing skills.</span>

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Section: Issn: 2252-8822 supporting

confidence: 86%

Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity

Haerazi¹,

Irawan²,

Suadiyatno³

et al. 2020

IJERE

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“…Due to these activities, the teacher feels easy to promote students' self-confidence and self-efficacy to accomplish their learning assignments inside and outside classes. It is in line with some previous studies reporting that students' partnership and teachers' participation can improve students' self-efficacy and motivation (Burić & Kim, 2020;Cave et al, 2018;and Mali, 2017).…”

Section: Skills Of Interpreting and Relatingsupporting

confidence: 91%

The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception

Haerazi¹,

Dehghani

Rachmawati

et al. 2021

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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This study investigates the culture-based instructional materials (C-BIM) model to improve studentsâ€™ reading and writing skills viewed from critical thinking skills at the junior-high-school in Indonesia. This study is a mixed-method employing the explanatory sequential design. The data are in the form of quantitative and qualitative data. The quantitative data are collected first and followed by the quantitative one. The research instruments are in the form of reading and writing tests, questionnaires, and interview sheets. The test is used to see the studentsâ€™ reading and writing achievements. Meanwhile, the questionnaire is utilized to determine the studentsâ€™ and teachersâ€™ intercultural awareness and perception of incorporating cultures in teaching materials. The data of reading-writing achievement are analyzed using descriptive and inferential statistics. Thus, the data of studentsâ€™ and teachersâ€™ cultural awareness and perception are gained by applying qualitative steps: analysis, reduction, coding, interpretation, and conclusion. Based on the result of the research, this study indicates that the C-BIM model significantly affects studentsâ€™ reading and writing skills. Also, it has an interaction between teaching materials and critical thinking skills. Researchers elaborate on those in the discussion part of this article regarding the students' intercultural competence and perception.

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“…Furthermore, the students' speaking skill still have difficulties and low confident to speak English in front of the class. It is in line with some studies that informed the same challenges and difficulties (Mali, 2017;Firdaud & Amaniarsih, 2018;Haryadi & Aprianoto, 2020;Suadiyatno et al, 2020;and Salim et al, 2020) Teaching speaking is not an easy job for teachers at the level of senior high schools. Speaking is categorized as a productive skill.…”

Section: Introductionsupporting

confidence: 82%

Improving Students’ Speaking Skills Through the Use of Video-Based Scientific Approach

Ardiansyah

2020

JOLLT

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The objective of this classroom action research (CAR) was to improve the students’ speaking skills through video based scientific approach at class XI MIPA 1 SMAN 9 Mataram in the Academic Year of 2019/2020. The CAR was conducted in two cycles. Each cycle consisted of three meetings. The steps were reconnaissance, planning, action and observation, and reflection. The researcher worked collaboratively with the English teacher and the students. The data collected were in the forms of qualitative. The qualitative data were gained through observing, interviewing the English teacher and students, and taking photographs. The data were in the forms of vignettes, interview transcripts, and photographs. In addition, this research implemented five criteria of validity namely democratic validity, dialogic validity, outcome validity, process validity, and catalytic validity. To get the trustworthiness, the researcher used some triangulation principles such as time triangulation and investigator triangulation. The results of this research showed that using videos based on scientific approach in the teaching and learning of speaking was proved to improve the students’ speaking skills in five aspects: vocabulary, pronunciation, grammar, fluency, and comprehension. The students were more enthusiastic in learning speaking. They could actively involve in the speaking learning process. Moreover, the students were more confident and fluent in speaking practices.

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Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

Cited by 5 publications

References 20 publications

Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity

Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity

The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception

Improving Students’ Speaking Skills Through the Use of Video-Based Scientific Approach

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