Utilizing Flow Chart in Writing Narrative Essay: English as Second Language Students’ Perceptions

Selvaraj, M.; Aziz, Azlina Abdul

doi:10.6007/ijarbss/v10-i3/7017

Cited by 7 publications

(4 citation statements)

References 16 publications

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“…Narrative writing requires the students to write an essay by incorporating all the elements of a narrative essay, such as plot, characters, setting, events, and moral values. Hence, to compose good narrative writing, the key elements play a central role (Selvaraj et al, 2020). However, to write a good or improve their narrative writing, students need more exercises (Ghulamuddin et al, 2021).…”

Section: Narrative Writing Skillsmentioning

confidence: 99%

A Need Analysis of Incorporating A New Teaching Approach via Technology

Ramasamy,

Mohamad,

Sanmugam

et al. 2024

JCLC

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English plays a vital role in our lives as it helps communication. There are four major English skills: reading, listening, speaking, and writing. However, it has always been a huge problem when it comes to writing among students in Malaysia. This study aimed to determine the effectiveness of using the 4Cs, which are collaboration, communication, critical thinking, and creative thinking of the 21st-century learning skills, to foster students' narrative writing skills using online learning platforms via mobile learning. A need analysis was conducted using a questionnaire through Google Forms. The respondents for this study were 100 teachers who teach the English language among Form 4 students in Malaysia and have different teaching experiences. The findings revealed that integrating the four main skills (4Cs) of the 21st-century skills and online learning platforms via mobile learning has great potential to foster narrative writing skills among upper-secondary students. This study was significant as it explored the potential and requirement of the 4Cs and online learning platforms via mobile learning in developing students’ narrative writing skills. The outcomes from this study could enable future researchers or policymakers to provide specific guidelines by incorporating the 4Cs, using online learning platforms via mobile learning and preparing appropriate online writing modules for students in Malaysia to progress in their writing skills. Such initiatives align with the Ministry of Education’s blueprint that promotes the integration of new teaching and learning approaches, especially by using technological features in the Malaysian education system (Education Blueprint 2013-2025).

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Section: Narrative Writing Skillsmentioning

confidence: 99%

A Need Analysis of Incorporating A New Teaching Approach via Technology

Ramasamy,

Mohamad,

Sanmugam

et al. 2024

JCLC

View full text Add to dashboard Cite

show abstract

“…This method is also thought to help instructors and students improve their writing abilities by expressing their originality. This method helps students grasp the target genre's characteristics, enhancing their competence since they simultaneously study form, language, and function (Rusinovci, 2015;Selvaraj et al, 2020;Cer, 2019). In conclusion, no one way can enhance students' writing competence in ESL classes.…”

Section: Eclectic Approachmentioning

confidence: 99%

Analyse and challenges of teaching writing among the English teachers

et al. 2021

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Teaching is one of the productive skills in English language writing, which involves developing students' linguistic competence, which many ESL teachers find difficult. The study's main goal is to examine the challenges faced by ESL teachers in teaching writing skills to students in university classrooms. This study aims to identify problems faced by teachers of Arts faculty at the Universities level. The researcher used questionnaires to survey teachers' concerns about teaching writing skills. The researcher used a descriptive method to report the problems encountered by the sampled teachers in teaching writing skills. The survey had 12 questions. This study's findings not only revealed the problematic factors but also suggested some practical solutions. This study's findings and recommendations may help teachers reflect on their teaching practices and assist authorities in supporting teachers' efforts to improve student writing skills.

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“…Therefore, some techniques to improve students' narrative writing have been conducted by previous researchers. For example, the use of picture series (i.e., Gutierrez, Puello & Galvis, 2015;) story-mapping technique (i.e., Ibnian, 2010;Rahmawati & Cahyono, 2018), clustering technique (i.e., Adriati, 2013), and flowchart (i.e., Selvaraj, et al, 2020). Among all of these techniques, picture series seems promising to improve narrative writing for students who have difficulty finding ideas to write (i.e., Anggita, Mahpul, & Riyantika, 2021Hidayah, Mulyati & Suprojadi, 2019Imastuti, 2013).…”

Section: Introductionmentioning

confidence: 99%

Using Picture-Series-On-Instagram to Improve Students’ Narrative Writing Skills at A Public Senior High School in Kampar

Amelia¹,

Natasha²,

Ulfaturrahman³

2023

MJTL

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Instagram app allows its users to tell their stories worldwide through publishing their images which are sometimes accompanied by some verbal description of the texts. This study aims to find out if picture-series-on-instagram app can be used as a learning tool in the classroom to improve students’ writing ability on narrative text type. The design of the present research was quasi-experimental. The population of the research was the tenth-grade students of a public senior high school in Kampar. Two classes were selected as the experimental and controlled classes. The total number of both classes was ninety students. Data collection technique was a pre-test and post-test of writing a narrative text. The results of test were scored by two experts as the raters whereas a writing assessment rubric by Brown (2007) was employed as the reference. Data analysis technique of the research used an independent t-test formula to compare the post-test results from the experimental and the controlled classes. The findings found that the post-test results of the experimental students were significantly higher compared to post-test results of the controlled students (Sig, 2-tailed = 0.039 < 0.05). As a conclusion, the use of the picture-series-on-instagram app was shown to significantly more effective to improve students’ ability to write a narrative text than the use of the conventional method. The findings of this present research support the findings of the previous studies that the picture-series is instrumental to improve the EFL students’ writing ability on narrative texts. Furthermore, it is recommended that the use of picture-series to improve students’ writing ability on narrative text could be used by the tenth-grade teachers in their classrooms.

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Utilizing Flow Chart in Writing Narrative Essay: English as Second Language Students’ Perceptions

Cited by 7 publications

References 16 publications

A Need Analysis of Incorporating A New Teaching Approach via Technology

A Need Analysis of Incorporating A New Teaching Approach via Technology

Analyse and challenges of teaching writing among the English teachers

Using Picture-Series-On-Instagram to Improve Students’ Narrative Writing Skills at A Public Senior High School in Kampar

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