The Impact of Brainstorming Strategies Iranian EFL Learners' Writing Skill Regarding their Social Class Status

Maghsoudi, Mojtaba

doi:10.11648/j.ijll.s.20130101.20

Cited by 28 publications

(27 citation statements)

References 3 publications

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“…Writing does not only stimulate thinking, compel students to concentrate and organize their ideas, and cultivate their abilities to summarize, analyze, and criticize. At the same time, it also emphasizes constant learning in, thinking in, and doing reflection in the English language (Maghsoudi & Haririan, 2013). Hence, in Malaysia, English writing skill is a skill that not only is tested in every valid language examination at different levels of education, but also a skill that learners should possess and demonstrate in academic contexts.…”

Section: Introductionmentioning

confidence: 99%

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The Use of Mind Mapping Strategy in Malaysian University English Test (MUET) Writing

Yunus¹,

Chien²

2016

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This study aims to investigate SMK Oya Pre-U students' perceptions on the use of mind mapping strategy in their MUET (Malaysian University English test) writing. To achieve the aim of the study, a questionnaire was used to collect both quantitative and qualitative data. Therefore, 25 SMK Oya Pre-U students with different band achievement in MUET (Malaysian University English Test) were selected to participate in this study. The analysis of the data indicated that majority of the students had positive perceptions of the use of mind mapping strategy in enhancing their writing skills. The use of mind mapping helps students in planning their writing, adapting a deeper level of understanding of the writing topics and promoting creativity in writing. The findings of the study are hoped to provide insights to the students, teachers and curriculum designers to integrate mind mapping strategy in ESL (English as a Second Language) writing classes. Instructional implications are provided as well.

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Section: Introductionmentioning

confidence: 99%

“…Nevertheless, students find composing in English difficult because the writing process demands them to employ many cognitive and linguistic strategies of which they are uncertain (Maghsoudi & Haririan, 2013). Even when they write, they look worried, hesitant, and thus their written points are disorganized.…”

Section: Introductionmentioning

confidence: 99%

The Use of Mind Mapping Strategy in Malaysian University English Test (MUET) Writing

Yunus¹,

Chien²

2016

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“…Writing a good piece of essay in English is difficult for pupils despite learning the language for six years in the primary school and another five years in the secondary school. This is so because writing requires cognitive and linguistic strategies that pupils are not aware of (Maghsoudi & Haririan, 2013).…”

Section: Introductionmentioning

confidence: 99%

A Study on the Effectiveness of Written Feedback in Writing Tasks among Upper Secondary School Pupils

Plaindaren¹,

Shah²

2019

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This research is a study on the feedback received among upper secondary school pupils on their writing tasks in school. As it is known, English is the second language taught in schools in Malaysia. Among the four skills taught in the English classroom, the writing skill is said to be one of the most difficult skills to be acquired. There are many methods and strategies that have been carried out by teachers and pupils to make acquiring this skill easy. Giving feedback to pupils' writing task has been one of the methods used to teach writing effectively. However, this skill continues to be the most difficult and the most time consuming skill to be taught and learned. Therefore, a study was carried out among 30 pupils of SMK Abdul Rahman Talib to examine the types of feedback received by secondary school pupils and the perception of pupils towards the feedback they received. Questionnaires were distributed to pupils which consist of four sections. Respondents were required to answer all sections. The data was analysed using SPSS. Based on the data collected, the results clearly showed that the feedback received by pupils helped them improve their writing skills. Thus, this study has proven that giving feedback in writing tasks is essential for pupils and it can make the teaching and learning of the writing skill easier to be carried out. Therefore, teachers have to practice giving written feedback in pupils' writing tasks. Creative Education tween people. It is the most common feature in a community. Most countries have a particular language which is dominant. However, for multiracial countries like Malaysia, there are a variety of languages which are used in people's daily communication. Teaching English involves teaching the four main skills, namely listening, speaking, reading and writing.As it is stated above, writing is one of the language skills in learning the English language. According to Floyd et al. (2007), writing is an essential part of language learning and it is the process of encoding the words. In other words, this means how people use words in writing in order to communicate or to put into writing what they think or what they intend to say. There are many ways how people use writing to do these things such as writing journals, diaries, memo, emails, letters or even poems. It is up to the writers themselves on which way they want to express their ideas and feelings.It is important to teach all four skills in Malaysian schools as pupils in Malaysian schools sit for numerous major examinations at different levels which tests all four skills. There are at least three major examinations in Malaysia that are the Ujian Penilaian Sekolah Rendah (UPSR) at the primary level. Then, there is the Penilaian Tingkatan Tiga (PT3) and the Sijil Pelajaran Malaysia (SPM) which are taken by pupils at the secondary school level. In all these major examinations, the writing skill is the main skill which is assessed. It is given utmost importance in all papers as it carries the most marks. For example, in Sijil Pelaj...

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“…Writing stimulate thinking, compel students to concentrate and organize their ideas, and cultivate their abilities to summarize, analyze, and criticize. It also give emphasis to constant learning in, thinking in, and doing reflection in the English language (Maghsoudi & Haririan, 2013).…”

mentioning

confidence: 99%

“…Hence, pupils find composing in English is difficult because it demands them to apply many cognitive and linguistic strategies of which they are uncertain (Maghsoudi & Haririan, 2013). Even when they write, their ideas are disorganized because of their anxiety and uncertainty.…”

mentioning

confidence: 99%

Build Me Up: Overcoming Writing Problems Among Pupils In A Rural Primary School In Belaga, Sarawak, Malaysia

Ien

Yunus

Embi

2017

JPH

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This study aims to investigate the effect of the 'Build Me Up' in helping Year 5 pupils in a rural primary school overcome problems in constructing correct sentences. To achieve the aim of the study, a pre-test and post-test were used to collect the quantitative data required. Therefore, 16 pupils from a rural school in Belaga, Sarawak, Malaysia, with weak writing skills were selected to participate in this study. The analysis of the data indicated that the 'Build Me Up' tool did help the pupils overcome their problems in writing grammatically correct sentences. The use of 'Build Me Up' aids pupils in writing sentences using present tense, past tense, present continuous tense and past continuous tense correctly. Besides that, it also helps the pupils to understand the sentence pattern better in order to improve their writing. The findings of the study may be beneficial to ESL teachers and educators, as it can be as an alternative which can assist them in teaching writing. In addition, it also encourages the pupils to take charge of their own learning. It is suggested that future research should include the perceptions of the pupils and the teachers towards the tool as well.Key Words: overcome, writing, writing tool, rural primary school, sentence construction Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh 'Build Me Up' dalam membantu siswa kelas 5 di sekolah dasar pedesaan untuk mengatasi masalah dalam membangun kalimat yang benar. Untuk mencapai tujuan penelitian ini, sebuah pre-test dan post-test digunakan untuk mengumpulkan data kuantitatif. Oleh karena itu, 16 murid dari sekolah pedesaan di Belaga, Sarawak, Malaysia, dengan kemampuan menulis yang lemah dipilih untuk berpartisipasi dalam penelitian ini. Analisis data menunjukkan bahwa 'Build Me Up' membantu siswa mengatasi masalah mereka dalam menulis kalimat yang benar secara tata bahasa. Penggunaan 'Build Me Up' membantu murid dalam menulis kalimat dengan menggunakan present tense, past tense, present continuous tense, dan past continuous tense dengan benar. Selain itu, juga dapat membantu siswa memahami pola kalimat dengan lebih baik agar bisa memperbaiki tulisan mereka. Temuan penelitian ini mungkin bermanfaat bagi guru dan pendidik ESL, karena dapat menjadi alternatif yang dapat membantu mereka dalam mengajar menulis. Selain itu, juga mendorong murid untuk mengendalikan pembelajaran mereka sendiri. Disarankan agar penelitian selanjutnya harus mencakup persepsi siswa dan guru terhadap alat ini.

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The Impact of Brainstorming Strategies Iranian EFL Learners' Writing Skill Regarding their Social Class Status

Cited by 28 publications

References 3 publications

The Use of Mind Mapping Strategy in Malaysian University English Test (MUET) Writing

The Use of Mind Mapping Strategy in Malaysian University English Test (MUET) Writing

A Study on the Effectiveness of Written Feedback in Writing Tasks among Upper Secondary School Pupils

Build Me Up: Overcoming Writing Problems Among Pupils In A Rural Primary School In Belaga, Sarawak, Malaysia

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