The graphic organizer’s effect on the students’ writing achievement in argumentative paragraph

Hafidz, Moh.

doi:10.26905/enjourme.v6i1.5701

Cited by 6 publications

(5 citation statements)

References 9 publications

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“…It indicates that writing strategy, learning styles, and gender difference have a facilitative effect simultaneously on learners' writing accuracy. Dealing with the finding that writing strategy (here, GOs) has an effect on writing accuracy, the study was supported by Lasaka et al, 2018;Hafidz, 2021. They find that GOs are powerful tools to teach writing.…”

Section: Discussionmentioning

confidence: 78%

Exploring the Effectiveness of Graphic Organizers on EFL Learners’ Writing Performance Across Different Learning Style Preference and Gender at Higher Education

Sabarun,

Widiati,

Suryati

et al. 2023

JHETP

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The research investigated the interaction effect amongst types of writing strategy (x1), learning styles (x2), and gender (x3) on writing accuracy (y) at Islamic University Students. The 70 participants consisted of three groups based on types of writing strategy: free writing (n= 34) versus graphic organizers (n=36); types of learning styles : visual (n=22) versus auditory (n=26) versus kinesthetic (n=22); and gender (x3): male (32), female (38). A three-way ANOVA test was applied in the investigation. The study revealed that an interaction effect occurred amongst three variables on average of writing accuracy at F (2, 69) =3.34, p=0.02, eta 0.10. Then, the interaction effect also occurred between writing strategy and learning styles at F (2, 69) =7.40, p=0.01; and between learning styles and gender at F (2, 69) =6.56, p=0.03. On the contrary, the interaction effect did not occur between writing strategy and gender at F (1, 69) =1.79, p=0.19. Further investigation is needed to validate the finding.

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Section: Discussionmentioning

confidence: 78%

Exploring the Effectiveness of Graphic Organizers on EFL Learners’ Writing Performance Across Different Learning Style Preference and Gender at Higher Education

Sabarun,

Widiati,

Suryati

et al. 2023

JHETP

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show abstract

“…By prompting learners to visualize and categorize concepts on diverse topics, graphic organizers stimulate the organization and arrangement of ideas (Kılıçkaya, 2020). It removes writing block in EFL learners by furnishing a starting point for their writing and offers learners a visually appealing and structured format for arranging information, enhancing comprehension of the resources they are working on (Boykin et al, 2019;Hafidz, 2021;Trisusana & Susanti, 2020).…”

Section: Discussionmentioning

confidence: 99%

Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners

Sun,

Motevalli,

Chan

2024

QRE

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Writing anxiety has been identified as a significant obstacle for English as a Foreign Language (EFL) learners in China, with previous studies indicating that it can negatively affect writing performance. Despite this, most research on writing anxiety in the Chinese EFL context has focused on the relationship between writing anxiety and writing performance, with limited attention paid to exploring writing anxiety during the writing process and its sources in depth. This study applied a qualitative method to explore Chinese EFL learners’ writing anxiety in the writing process. Thematic analysis was used for analyzing data collected through semi-structured interviews with 18 Chinese EFL learners. The results revealed seven primary themes, including lack of knowledge about the writing topic, inexperience with the genre, challenges with brainstorming or coming up with ideas, trouble with structuring or arranging information, difficulty with integrating sources, linguistic difficulty, and negative or no feedback from instructors. The findings indicated that writing anxiety accompanies throughout the writing process. EFL learners need strategies to alleviate writing anxiety, including clear instructions on how to approach writing tasks, provision of appropriate resources, individualized feedback, and a supportive learning environment.

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“…Among all the problems that the students faced, one of them is students low motivation. Thus, studies mentioned the importance of providing essential instruction to develop students' Writing motivation (Suhartoyo et al, 2021), increase students' Writing achievement (Hafidz, 2021), and develop students' academic vocabulary (Lailiyah & Setiyaningsih, 2021).…”

confidence: 99%

Error analysis on auxiliary verbs do/ does, have/ has, and had

Syahputri

Keumala²,

Idami

2022

EnJourMe

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Error analysis is considered as a significant part in second and foreign language teaching. It helps teachers in understanding the better approaches for instructing by giving the input on the errors produced by students because students can learn from their errors. This study aimed at analyzing the errors produced by students in using do/does, have/has, and had. The methodology employed in this study was qualitative design. The population in this study was 149 students from all study programs. During the data collection, random sampling was utilized and there were 19 female students and 19 male students involved as the sample of this study. The instrument of this study was the instrument of this research adapted from Harald (2011). Later, the data were analyzed using Taxonomic Analysis. The result of the test showed that from the 38 students as the sample, 12 students were in high level of error, 8 students were in the level of fair, and 18 students were considered in the low level of error. These errors are assumed due to the interference of students’ first language structure to English. DOI: 10.26905/enjourme.v7i1.6684

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The graphic organizer’s effect on the students’ writing achievement in argumentative paragraph

Cited by 6 publications

References 9 publications

Exploring the Effectiveness of Graphic Organizers on EFL Learners’ Writing Performance Across Different Learning Style Preference and Gender at Higher Education

Exploring the Effectiveness of Graphic Organizers on EFL Learners’ Writing Performance Across Different Learning Style Preference and Gender at Higher Education

Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners

Error analysis on auxiliary verbs do/ does, have/ has, and had

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