An effective way towards Students’ Writing (original) (raw)
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2016
This study is an assessment of challenges of teaching writing skills in EFL classrooms. It was conducted to assess the challenges that teachers face during teaching writing skills in EFL classrooms. It also aimed to identify the most serious challenges faced by teachers during teaching writing skills. The study was carried out in Sodo and Areka preparatory schools. All 28 English teachers who teach in preparatory level were included. In order to obtain relevant and sufficient information, the researcher used questionnaire and interview as instruments. Among the teachers, five teachers were used randomly for interview process. All the instruments were piloted before the actual data collection process on non-sample subjects. The data collected were analyzed quantitatively and qualitatively. The findings of the study revealed that teachers face a lot of challenges during teaching writing skills. These challenges are teacher related challenges, student related challenges, textbook relat...
The Teaching of EFL Writing in Indonesia The Teaching of EFL Writing in Indonesia
Writing is one of the most important aspects in English language acquisition. Teaching writing has its own challenges since there are some steps and requirements that teachers should prepare to undertake in the classroom. This article is aimed to discuss teaching and learning writing in the classroom based on theoretical conceptualisation. In addition, curriculum of teaching writing will be another important factor to consider as well as research and practice in teaching writing. Based on comparison to many theoretical concepts from various researchers, it shows that most of Indonesian students still struggle to figure out their problems of grammatical area. The biggest challenge is derived from the difference in cultural backgrounds between the students' mother tongue and English, so it is possible to know the production of their writing does not 'sound' well in appropriate culture of English. Several problems also occur when the teachers have big classes to teach and the result of teaching writing to the students may be defeated. In this case, time also being a big challenge for the teachers to have the students' writing improve because to accomplish a good composition in English, it needs complex steps such as brainstorming, prewriting, drafting, and editing. However, new techniques in teaching writing are needed to develop the students' writing outcomes.
TEACHING WRITING TO THE SECOND LANGUAGE STUDENTS
This article covers several changes and details that have occurred in attitude about teaching writing as a second language. In traditional classes, the main goal was learning grammatical rules and writing accurately. Writing different types of assignments motivate learners to be responsible for their own learning by increasing the students’ writing abilities. The aim of writing assignments should be focusing on the topic by letting students do self-assessment and peer assessment that encourages them in the writing process. To write for a reader being one of the important purposes of teaching writing nowadays in the secondlanguage can improve the students’ abilities to plan, revise and edit their texts, to search for appropriate words and phrases. Teachers must achieve a good learning atmosphere that will have a great impact on students’ learning.
Strategies for Teaching Writing in Efl Class at a Senior High School in INDONESIA1
Celt: A Journal of Culture, English Language Teaching & Literature, 2016
Writing skill has been considered the most difficult language skill to master, and teaching the skills has also been not simple. Part of a research report on teaching writing in English at a senior high school in Surabaya, this paper is aimed to demonstrate that English teachers at the school are skillful and resourceful in teaching writing. With reference to 11 elements or strategies of writing instruction discussed in Graham and Perin (2007), five English teachers at die school were interviewed. The interview guide includes 24 questions centered on the 11 elements. Interview results show that the teachers make vise of most elements or strategies in their English classes. The teachers explained that such strategies as collaborative writing, sentence combining, prewriting, inquiry activities, and study of models are conducted frequently in the classroom. They found the strategies important and helpful for teaching writing skills in English to their students. The findings indicate th...
The Process and Problems of EFL Learners in English Writing
Ethical Lingua: Journal of Language Teaching and Literature, 2020
The objectives of the study were to investigate the process of English writing from students of undergraduate international class, to describe problems faced by students in writing English, and to find out the factors which inhibit and improve their writing skills. There were six female respondents in international class. The study used documentation from the students’ work, open-ended questionnaire and interview as the instruments for data gathering. All the data were analyzed by using descriptive qualitative approach. The results of this study showed that all students used four stages in the process of English writing: planning, drafting, editing and final revision. The students’ English writing problems covered content, organization, vocabulary, language use and mechanic. The factors which inhibit them in writing English included not being confident in writing English, not mastering grammar and vocabulary, and lack of practice in writing. The aspects which encourage them to write...
2018
Writing in English has been so long becoming a required skill for EFL learners to master. However, to being well-qualified in this skill is not easy, since students should undergo systematic processes by learning and internalizing every single aspect of the language and the usage. Thus, students certainly have needs to be considered by English teachers when teaching. Definitely, every student has different personal competence that requires intensive guidance. This study is aimed at finding out and describing the Basic Writing students of STKIP SoE English Education Program objective needs in learning to write in English. Descriptive qualitative was applied as the method and 24 students who just finished with their Basic Writing class were the participants. Students’ writing drafts, reflective statements and interview were used to collect the data. Based on the data from the instruments, the result showed that almost all of the students were weak in applying the language aspects inc...
Approaches to teaching writing in efl classes
Общество и инновации, 2021
As the title implies the article describes the benefits of different approaches in teaching writing through different types of activities and methods. The aim of the article is to provide the reader with some material on organizing the writing lesson effectively. Variety types of useful activities of teaching writing skill are emphasized in the article.
La Ogi: English Language Journal, 2023
This article investigates whether or not the use of a teacher way of teaching can improve the ability of SMAN 10 SIDRAP students to write descriptive compositions, as well as students' interest in learning to write descriptive compositions by using a teacher teaching method in classes X IPA and XI IPS. The descriptive qualitative approach was used in this study. The total population was 155 pupils, and two classes and two English teachers were chosen as samples using the saturation sampling approach, class X IPA (15) and XI IPS (15). In this study, the descriptive-composition and questionnaire were used to gauge students' interest. From the result of data analysis, the researcher found that the mean score of students Class X IPA (78.00) and students Class XI IPS (77.46). This shows that the score was above of curriculum standard. The researcher concluded that teachers teaching method in teaching writing-improved the students' ability to write descriptive composition at X IPA and XI IPS, and the students interest Class X IPA (84.76) and students Class XI (85.17) it was categorized in strongly interested. It show that, the students of SMAN 10 SIDRAP-interested to learn write descriptive composition toward teachers teaching method.