Teaching Methods used by EFL Teachers Towards Student Interest and Achievement in Writing: A Case Study at SMA Negeri 10 Sidrap (original) (raw)
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2019
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The greatest concern of all English Foreign Language teachers is to develop and maintain their pupils’ best possible engagement and encourage them to participate actively in classroom activities in order to learn the target language. Most language teachers agree with the fact that classroom management is considered as a basic part in language teaching and/ or learning processes. This latter is considered as an essential part since it accomplishes all what goes on in the classroom; for instance, preparing the classroom, organizing students, and distinguishing different learning styles and interests. EFL teachers are faced with the most difficult task when it comes to stimulate students’ attention at the same time and that makes it too demanding and challenging. Being a teacher needs great patience, strength, courage, confidence, intelligence, humor and most importantly preparation and management. Digging deeper into teaching English language, the writing skill is one of the four basic skills that requires specific aspects to be achieved. It is one of the skills that has been given much more attention than before as it is considered as difficult for both teachers and pupils. For such, the present study, firstly, concerns classroom management and sheds light on teaching of writing on mixed ability classes. Teaching writing should incorporate various learning parameters to have a great influence on pupils’ achievement and success in their learning process.
2019
Abstract: This research is aimed at finding the answer to the following research questions: (1) What is the method used by English teacher to teach writing descriptive text at seventh grade of SMP Negeri 3 Klaten Academic Year 2016/2017? (2) What are the problems faced by the English teacher in teaching writing descriptive text at the seventh grade of SMP Negeri 3 Klaten Academic Year 2016/2017? The objectives of the research are divided into three, there are writing, descriptive text and the method used by English teacher. This study used descriptive qualitative research. The researcher as a non-participant observer. The researcher did three times observation in VII H and doing interview with one English teacher to know about the method used by English teacher to teach writing descriptive text. The subject of the observation consists of 37 students from VII H in SMP Negeri 3 Klaten academic year 2016 / 2017. The instruments used to collect the data were observation, interview and s...
APPLYING SCIENTIFIC APPROACH TO ENHANCE INDONESIAN EFL LEARNERS' DESCRIPTIVE WRITING PERFORMANCE
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Teachers unconsciously neglect writing as a must-have skill in 21 st century. Thus, they do not aware of designing classroom which enhance students to explore writing as a process and product. Starting from primary to tertiary level, students feel difficult to arrange their own writing even they are too focus on grammatical accuracy and afraid of accepting teachers' feedback on their text. Some problems encountered in this research, during the process of obtaining data through questionnaire as follows: L1 interference and cultural background, low internal and external motivation, reading habits and insufficient facilities. Contrary to this belief, this research tries to highlight: how is teachers' perception toward teaching writing for senior high school students? Are teachers aware of applying principles of teaching which are arranged by Brown (2004)?
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.
The main purpose of this study was to investigate the strategies in which teachers used in written feedback on students' writing in EFL classroom especially at first year students of wachemo University in college of social science and humanities.The study used mixed/ qualitative and quantitative research methods. The researcher used qualitative research techniques to collect participants experience and practices on written feedback in writing. Besides this, qualitative approach was also used to ensure the reliability of quantitative data gathering and to examine whether english teachers play relevant role in writing activity.There is no rigid guidelines which bounds about the size of sample, but scholars agree that a sample size of 10% can work well. Based on this issue the researcher planed to include about 40 research participants from the total of 349 students. Which means from each departments the researcher selected 10% participants by using simple random method. (i.e Specifically lottery method).however the total number of students in each department were not equal, as a result the researcher selected the participants in relation with their total numbers in all departments. Since the number of teachers were very small and manageable, the researcher included all in their sampling which is known as comprehensive sampling.Through this finding, useful light has been shed on teachers general practice, their writing instruction patterns, and their implementation of feedback in the writing class. There has also been an examination of the students' response and attitude to a feedback that occurred before the finally draft. The finding of the study is more or less positive because, it implies that the strategies of teachers' written feedback were somehow appropriate that contributes for the learners' development of compositions skill. However, the teachers' job is not limited to providing feedback as such, but it extends to ensure that the feedback provided has been taken in to account. The study also identified that, most of students have poor performance in writing and they could not accept their teachers' written feedback. This was the reason for the occurrence of problem in class room. In other way fear not to be judged by others also, factors that affect students' composition.
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.
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This study aims to 1) identity the technique used by the lecturer in teaching writing, 2) describe the procedure applied in teaching writing, 3) find the media in teaching writing, and 4) know the aspect of assessment to the result of the learner’s writing assignment to prospective students Writing IV at UMS. This research is classified as descriptive qualitative research. The object of this study is the process of teaching writing to prospective teacher at the fourth semester of English Education Department UMS consisting of technique used, procedures used, media usage, and the lecturer’s assessment. The data were collected from informant, event, and document. The techniques for collecting data were observation, interview, and documentation. To analyse the data,the researcher used interactive techniques comprising of data reduction, data description, and conclusion then verification. It was found that 1) the techniques used in teaching writing IV were real writing, brainstorming, e...