“What Happen Next?” Strategy to Improve Students Skill on Writing Narrative Text

Abstract

Most of the EFL learners, especially at senior high schools, frequently consider that writing is the most difficult skill compared to the three other language skills. This difficulty was also faced by the second year students of Madrasah Aliyah Muhammadiyah Malang. The results of their writing performance at the preliminary research indicated that on average they achieved low grades in writing narrative texts. Moreover, the students in this school were not motivated in writing. For this case, the writer applied a strategy "what happen next?" which can improve the skill in writing narrative texts. The strategy was implemented in action research through four steps: planning, implementing, observing, and reflecting. The action research was conducted in two cycles and involves 24 students. The results of the findings showed the improvement of the students' skill in writing narrative texts and also the improvement of the students' involvement in the writing activities during the teaching and learning process.

Telegram App in Learning English: EFL Students’ Perceptions

“…It indicates that students regarded Telegram as a suitable tool for speaking skill learning. The result of the currents study is consistent with the findings of a previous study of Setiawan and Wahyuni (2017) who stated that E-talk castle model via Telegram app gives good contribution for the students to improve their speaking skill in the English language. It is also in line with the result of the study of Abbasi and Behjat (2016) which assigned that the storytelling through Telegram app could improve learners' speaking complexity.…”

“…Many previous studies proved the effectiveness of the Telegram app in teaching and learning the English language (Heidari-shahreza & Khodarahmi, 2018;Xodabande, 2017). The adoption of Telegram in English language learning ameliorate different angles of EFL learners' English language skills, such as reading comprehension ability (Naderi & Akrami, 2018), vocabulary (Ghobadi & Taki, 2018), writing skill (Aghajani & Adloo, 2018), and improving speaking skill (Setiawan & Wahyuni, 2017;Xodabande, 2017). Akobirov and Vokhidova (2018) discussed the significance of mobile learning in teaching and learning the English language.…”

“…In the same context of implementing Telegram app in the educational process of English skills, there were two of a previous study (Abbasi & Behjat, 2016;Setiawan & Wahyuni, 2017;Xodabande, 2017) which concentrated on improving speaking ability. Abbasi and Behjat (2016) investigated the effect of storytelling with Telegram on EFL students 'speaking complexity.…”

“…Additionally, Setiawan and Wahyuni (2017) showed the role of E-talk Castel's model in improving students' speaking skill in English by using a recording tool in telegram application. The results revealed that implementing E-talk castle model supported by Telegram provided students with good aid to improve their English speaking skill.…”

“…The results revealed that implementing E-talk castle model supported by Telegram provided students with good aid to improve their English speaking skill. Setiawan and Wahyuni's (2017) study is affirmed by Xodabande (2017) who examined the usability of Telegram in teaching pronunciation of the English language to EFL learners. The findings showed that the use of Telegram contributed significantly to amelioration in participants' pronunciation.…”