Solving the Students� Problems in Writing Argumentative Essay Through Collaborative Writing Strategy

Abbas, M. Fadhly Farhy; Herdi, Herdi

doi:10.25134/erjee.v7i1.1499

Cited by 25 publications

(44 citation statements)

References 5 publications

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“…Writing skills include one of language skills that involve active and productive abilities. Writing skills are an attempt to express thoughts and feelings that exist in a person by promoting language [4]. To achieve those efforts, preservice teachers should have an ability to use word diction, grammar, and writing mechanics including the use of capital letter, spelling, and punctuation [5].…”

Section: Introductionmentioning

confidence: 99%

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: Introductionmentioning

confidence: 99%

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

Haerazi¹,

Irawan²,

Suadiyatno³

et al. 2020

IJERE

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show abstract

“…Studies have been conducted to investigate students' abilities in argumentative writing. A research on advanced level students in EFL writing showed that students had poor abilities in writing argumentative essays [1,7,12,13,14]. In line with this result, research reveal that EFL learners commonly face problems with regard to vocabulary, grammar, organization, and mechanics while at the same time they need to deliver a decent piece of writing [5,6,11,12].…”

Section: Introductionmentioning

confidence: 90%

“…Research shows that EFL learners' ability in writing argumentative essay is average. It is affected by the respondents' low scores in grammar and lack of ability of composing organized essays [1,5,11]. Meanwhile, another study shows that Indonesian EFL learners face problems in three categories namely linguistics problems, cognitive problems, and psychological problems [15].…”

Section: Literature Reviewmentioning

confidence: 99%

EFL Students’ Problems in Writing Argumentative Essays

Saputra¹,

Jumariati²,

Febriyanti³

2021

Advances in Social Science, Education and Humanities Research

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Writing in a foreign language is not easy because students have to consider not only the content but also the vocabulary, grammar, and mechanics. This study aimed to investigate the problems that English students have in writing argumentative essays. The subjects of this research were 55 students who were enrolled in Advanced Writing course at English Language Education Study Program of FKIP Universitas Lambung Mangkurat. A descriptive design within mixed method approaches was applied. A questionnaire was distributed and an open-ended interview was carried out to reveal problems that students face in writing argumentative essays. Moreover, an analysis on students' argumentative essays was employed to confirm the findings from the questionnaire and interview. The results indicated that the students had problems in writing argumentative essays pertaining to cognitive aspects (lack of knowledge on the key features of an argumentative essay), linguistic aspects (content, grammar, organization, vocabulary, claim, and evidence), and psychology aspects (fear of making mistakes, lack of self-esteem, and low motivation) that affected them in writing. These findings demand attention from the lecturers of Advanced Writing course particularly on the needs of more explicit instruction on writing claims and providing evidence in argumentative essays. The findings also suggest that more effective approach of teaching argumentative writing is needed to overcome students' problems.

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“…In this research, the data was collected after giving instruments of collecting data from students. The data was analyzed through quantitative analysis by calculating the mean score and standard deviation of the students' achievement by using SPSS version 22.After collecting the data, the researchers assessed and analyzed the students' test results using the final score category provided in table 1 as follow: Abbas, 2015Abbas, , 2018…”

Section: Writing Testmentioning

confidence: 99%

Creating Comfortable Classroom by VAK Learning Styles: Planning for Early Childhood to Interest in Learning English

Litta

Budiarty

2020

IDEAS

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The objectives of the research were to investigate whether or not creating a comfortable classroom by VAK learning styles as a technique has significant effects for early childhood in learning English and whether or not the students are interested in creating a comfortable Classroom by VAK Learning Styles as a technique in Learning English. This research employed a pre-experimental method by using one group pre-test and post-test design, where the writer did an experiment in a single group only. The population of this research was the students of TK Tri Putri in Makassar Suburb academic year 2019/2020. This research used purposive sampling. The sample consisted of 34 students. Those students should be 5-6 years old. The data was collected by using a writing test and observation checklist. The findings showed that there was an improvement in the students’ English ability after the treatment. The students’ result of the posttest was more significantly improved than the students’ result of the pretest by the mean score of 81.18 > 50.12. The difference of both scores was statistically significant based on the t-test value at significant level 0.05 in which the P-value is lower than the significant level (0.000 < 0.05). The mean score of the students’ interest in cycle 2 was 80 and it was categorized as interested classification.

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Solving the Students� Problems in Writing Argumentative Essay Through Collaborative Writing Strategy

Cited by 25 publications

References 5 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

EFL Students’ Problems in Writing Argumentative Essays

Creating Comfortable Classroom by VAK Learning Styles: Planning for Early Childhood to Interest in Learning English

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