Teaching Essay Writing Using Authentic Materials to Improve Students' Writing Performance

El-Sulukiyyah, Ana Ahsana; Aisyah, Rasyidah Nur

doi:10.21070/jees.v4i2.2443

Cited by 3 publications

(4 citation statements)

References 10 publications

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“…It was concluded that the use of authentic material was effective in improving students' abilities in making procedural texts. Recent research has also revealed that authentic material is effective in improving students' ability to write essays (El-Sulukiyyah & Aisyah, 2019). Furthermore, through experimental design carried out at a university in Ecuador, Chamba, Reinoso, Rengifo (2019) have also proven that students who use authentic material are able to write better in terms of coherence, cohesion, use of vocabulary, grammar, and also in cultural understanding.…”

Section: Introductionmentioning

confidence: 97%

The Effect of Authentic Materials on Writing Performance across Different Levels of Proficiency

Sukmawan¹,

Setyowati²,

El-Sulukiyyah³

2021

ijole

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The use of authentic materials for language teaching is common. Yet, there is not much information about what type of instructional materials benefits learners. The purpose of the study is to find empirical evidence of whether non–fiction authentic materials are more superior that fiction authentic material. The researchers used an experimental design to answer the research question. The population of the study was all students who took an essay writing course at University PGRI Wiranegara in the academic year 2019-2020. The sample was taken by using a systematic random sampling method which results in two equal numbers of students in two experimental groups. Group A was taught with non-fiction authentic material, while group B was taught with the fiction authentic material. The researchers used ANOVA to analyze the data in SPSS 22. The process of teaching and learning followed the writing as a process approach and was done in a blended-learning setting because of the pandemic of COVID 19. The result shows that there is no significant interaction between content type and proficiency level (F(2,30) = 1.347, p = .275). The main effect of content type on writing performance was not significant (F(1,30)=.001, p .973), but the main effect of proficiency level on writing performance is significant such that the students who have a higher level of writing proficiency have better performance than the students who have a lower level of writing proficiency (F (2,30) = 5.653, p .008). The researchers conclude that both types of authentic materials are equally effective to improve the students’ essay writing performance.

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Section: Introductionmentioning

confidence: 97%

The Effect of Authentic Materials on Writing Performance across Different Levels of Proficiency

Sukmawan¹,

Setyowati²,

El-Sulukiyyah³

2021

ijole

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“…Through writing, students can refine their concepts and strengthen students' language competencies so they can be expressed in written performance (Elsulukiyyah and Aisyah, 2019). Ali et al (2021) concluded that non-native speakers have problems in terms of ideas generation, technical aspects of essay writing, and limited vocabulary mastery.…”

Section: Introductionmentioning

confidence: 99%

“…According to Elsulukiyyah and Aisyah (2019), there are two approaches to teaching essays; writing as a process and writing as a product. When students write as products, they do so based on assigned topics without the guidance or advice of their teachers.…”

Section: Introductionmentioning

confidence: 99%

Improving Critical Malay Essay Writing Competency through Authentic e-Learning

Koon,

Atan,

Harun

et al. 2024

IJARPED

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This study focuses on the significance of employing authentic e-learning strategies to improve Critical Malay Essay Writing among Chinese school students. Ministry of Education reports have highlighted the inadequate performance of Chinese school students in Malay essay writing, attributing this to their limited Malay language proficiency, inadequate thinking competencies, and minimal exposure to authentic e-learning environments. Consequently, a transformation in education is imperative, integrating multimedia technology to enhance essay writing skills and critical thinking abilities. The research implemented an authentic elearning environment, a multimedia technology platform, to facilitate this transformation. Employing a pre-experimental time series design, the study involved 33 students from a secondary school. The research instruments included Pre-Activity, Post1-Activity, and Post2-Activity essays, analysed using the Friedman Test and Wilcoxon SR Test through the SPSS application. The test results indicated a significant difference (p < 0.05) between Pre-Activity, Post1-Activity, and Post2-Activity, signifying a positive impact of the treatment on students' critical Malay essay writing competencies. The findings underscore the identification of five authentic e-learning activities crucial for supporting students in writing critical Malay essays. These activities merit inclusion in the critical essay writing curriculum. Additionally, this study proposes further research endeavours focusing on the implementation of these activities.

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“…Realia is expected to be one of the teaching tools for descriptive text. It is a plastic replica object that students can use to express and develop their ideas (El Sulukiyyah & Aisyah, 2019). Realia can assist students in recognizing an object or a person by assisting them with the shape, characteristic, taste, or smell, allowing them to write about their ideas more easily.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of REALIA as a Medium for Writing Descriptive Text

Natsir

2023

BADI

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The goal of this study was to see how effective Realia was at writing descriptive text by the first semester of English at Unismuh Makassar. The sample for this study was drawn from two classes using the purposive sampling technique, with one group serving as the experimental class and the other as the control class, for a total sample of 30 students from the English Department at Unismuh Makassar's first semester. This study's instrument was a writing test. The researcher used a pre-test and a post-test to collect data. The researcher taught the descriptive text using realia. The researcher used the t-test to statistically analyze the data. The t - value was calculated to be 6.55. The t- table value was 2.00 based on the 0.05 significance level, and the computation revealed that the t- value was more significant than the t- table, which was 6.55>2.00. The effectiveness of realia can also be seen in the experimental and control groups' post-treatment scores. The experimental class's mean posttest score was 86.51, putting it in the very good category. The control group's mean posttest score was 76.54, putting it in the good category. The experimental group outperformed the control group, it is possible to conclude. Based on the t-test results, it can be demonstrated that using realia as a media in writing, specifically descriptive text for students, is a reference for teachers.

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Teaching Essay Writing Using Authentic Materials to Improve Students' Writing Performance

Cited by 3 publications

References 10 publications

The Effect of Authentic Materials on Writing Performance across Different Levels of Proficiency

The Effect of Authentic Materials on Writing Performance across Different Levels of Proficiency

Improving Critical Malay Essay Writing Competency through Authentic e-Learning

The Effectiveness of REALIA as a Medium for Writing Descriptive Text

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