Writing Ability

To better illuminate the link between scaffolding and visual aids, this quasi-experimental study attempted to scaffold an intact group of 14 intermediate-level Iranian English as a foreign language (EFL) learners through providing graphs with the aim of enhancing their writing ability. Ensuring lack of familiarity with eight unknown words, they were scaffolded through visual images. The scaffolding process included three respective phases of contingency, fading, and transferring. As post-tests for checking the learners' understanding of and opinion about the graph scaffolding process, a researcher-made questionnaire and a semi-structured interview followed the treatment phase. The results of the questionnaire showed that visual scaffolding aided the learners to better grasp the meaning of the target vocabularies and even some grammatical points in the materials. Moreover, the visual scaffolding helped them to produce the material in different modalities. The results also indicat...

The objective of the study was to find whether there was a significant difference between the students taught using authentic materials and the students taught using non-authentic materials on the students' writing score. The quasi-experimental design was applied in this study. The population was all the tenth year students at MAN Model Palangka Raya. The samples were determined using purposive sampling. The samples were XA as the experiment group and XB as the control group. The collected data were obtained from test and documentation. The main data were analyzed using ttest formula and SPSS 17.0. The results showed that the mean of pre-test score in experiment group was 59.76 and the mean of post-test score was 72.9. The value difference of both means was 13.14. The mean of pre-test score in control group was 53.8 and the mean of post-test score was 58. The value difference of both means was 4.2. It means that teaching writing procedural text using authentic materials was more effective than teaching writing procedural text using non-authentic materials because the authentic materials taught was appropriate with the level of students' ability in this study.

The  aim of this  study  was  to investigate  if  there could be a  significant positive effect by using Peer-Review Technique (PRT) on students‟ ability in writing  English. An experimental research  method  was used in this study. A writing test based on the indicators of Jacobs et al. (1981) was completed by 65  undergraduate  students  in  English  from  the  English Department  at  the Faculty  of Education and Teacher Training in the  State Institute for Islamic Studies “Imam Bonjol‟  at  Padang.  The students  were divided into two groups:  an  experimental group (n=33) and  a  control group (n=32). Both groups  were similar in terms of academic level,  the  given writing task and their  target language  [English]   proficiency. The experimental participants were introduced to  Peer-Review  Technique in  essay writing sessions whilst the control group participants were taught through the teacher’s traditional feedback (TTF) whereby  students worked individually to produce the...

Personality is considered one of the internal factors that have an impact on students' ability in language learning. The present study investigated the impact of personality types on their ability in writing English. There are two types of personalities studied: Extrovert and Introvert. The research is quasi-experiment. Students at grade XI Vocational School 1 Sungai Penuh engage in the study, whereas only two classes selected as samples (experimental class and control class). Students were given a personality questionnaire to recognize their personality types. Then, the writing test carries out in each class in order to know the student's ability in writing. The data are analyzed by using t-test. The finding of hypotheses testing proves that the p-score is 0,00. Thus, the p-score is lower than 0,05 (0,00<0,05) which means H0 is rejected and H1 is accepted. Hence, there is a significant impact on students' personalities to their writing ability. Students with introvert personalities have better writing scores than students with extrovert personality.

The purpose of this study is to investigate Foreign Language (FL) learners' ability in writing an essay by using an environmental topic in terms of how they write the introduction, the body of the piece, and conclusion through content analysis design. Twenty-nine students, who took an academic writing class in the academic year 2019-2020 in a private College of Teachers Training and Education (STKIP PGRI) in Pasuruan, Indonesia, become the sample of the study. The result shows that to write the introductory paragraph, the majority of the students (69%) uses general way to open the essay, while the rest prefers questions (24%) and anecdote (7%). The result also shows that almost all the students can state their thesis statement (97%). The body of the essay is organized by using a cause-effect relationship (17%), reasoning (38%), problem-solution (10%), and the combination of those (35%). Moreover, almost all the paragraphs in the body of the essay have their topic sentences (90%). In terms of the concluding section, all students can provide proper conclusions for their essays by using recommendation or advice (48%), summary (48%), and hope (4%). In sum, using an environmental topic can help the students to write better because the issue is close and personal. Furthermore, the issue triggers students' self-awareness to protect their environment.

This study is aimed at developing mind mapping strategy to improve the tenth-year students’ writing ability at Madrasah Aliyah (MA) Mambaus Sholihin Gresik and focused on solving the problem of how the students generate and organize ideas for writing a topic. The design of the study is collaborative classroom action research. Both the researcher and his collaborator work together in cyclic activities – planning, implementing, observing and reflecting on the data gained from the teaching and learning process – which runs into three cycles, each of which covers four meetings. The findings show that by implementing mind mapping with the proper model developed, the students’ ability in writing a descriptive text improves. It is indicated by the improvement of the percentage of the students achieving the score greater than or equal to 65 and of the percentage of the students’ involvement in the writing activities during the implementation of mind mapping in the instructional process in Cycle I, II, and III. The improvement of the students’ ability in writing a descriptive text can be reached but it should follow the procedures of the proper model of mind mapping developed.

Process based writing approach that aims to grade it in order to facilitate the writing process is an approach based on the structuring and digestion of knowledge on the mind. İt aims to teach students how to use and improve writing skills.  The purpose of this research is determining the opinions of the Turkish teachers about the applicability of the process based writing approach. The research was carried out in phenomenological form from qualitative patterns and analyzed data by content analysis method. The study group was determined on the basis of volunteerism through the gradual sampling method consists of 14 Turkish teachers working in Elazığ province. Face-to-face interviews were conducted with the semi-structured interview form developed by the researchers and the findings were tabulated by determining frequency distributions. As a result of evaluating the opinions of the Turkish teachers, it was found that there are serious difficulties and deficiencies about the applicability of the process based writing approach. These difficulties stem from problems such as excessive time in practice, lack of information on the subject during the preparatory phase, and the inability to learn artificial language skills.

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Süreç temelli yazma yaklaşımı; yazma sürecini aşamalandırarak yazma işlemini kolaylaştırmayı, öğrencilerin yazma becerilerini nasıl kullanacaklarını öğretmeyi ve bu becerilerini geliştirmeyi amaçlayan, bilginin zihinde yapılanmasını ve özümsenmesini temel alan bir öğretim yoludur. Bu araştırmada Türkçe öğretmenlerinin süreç temelli yazma yaklaşımının uygulanabilirliğine yönelik görüşlerinin tespit edilmesi amaçlanmıştır. Araştırma, nitel desenlerden fenomenolojik türde gerçekleştirilmiş ve veriler içerik analizi yöntemiyle analiz edilmiştir. Aşamalı örnekleme yöntemiyle gönüllülük esası temel alınarak belirlenen çalışma grubu, Elazığ il merkezinde görev yapan 14 Türkçe öğretmeninden oluşmaktadır. Araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu ile yüz yüze gerçekleştirilen görüşmeler sonucunda elde edilen bulgular, frekans dağılımları belirlenerek tablolaştırılmıştır. Türkçe öğretmenlerinin görüşlerinin değerlendirilmesi sonucunda süreç temelli yazma yaklaşımının uygulanabilirliği konusunda ciddi zorluklar ve eksiklikler yaşandığına dair görüşler tespit edilmiştir. Katılımcılar tarafından bu zorlukların, yaklaşımın uygulamada fazla zaman alması, öğrencilerin hazırlık aşamasında konu hakkında yeterli bilgi edinememesi ve yapay dil becerilerini öğrenememiş olmaları gibi sorunlardan kaynaklandığı belirtilmiştir.

This research is aimed to find out the effectiveness of using guiding questions technique in improving students' ability to write recount text in terms of content and organization. This research uses pre-experimental design with one-group pretest and posttest. The population of this research is the eight grade students of SMP Negeri 1 Sungguminasa. The sample of this research consists of 30 students in class VIII F. The independent variable is the use of guiding questions technique. The dependent variable is students' writing ability of recount text. The instruments use pretest and posttest (writing test) to collect the data. The data will analyze by using t-test formula.

To better illuminate the link between scaffolding and visual aids, this quasi-experimental study attempted to scaffold an intact group of 14 intermediate-level Iranian English as a foreign language (EFL) learners through providing graphs with the aim of enhancing their writing ability. Ensuring lack of familiarity with eight unknown words, they were scaffolded through visual images. The scaffolding process included three respective phases of contingency, fading, and transferring. As post-tests for checking the learners’ understanding of and opinion about the graph scaffolding process, a researcher-made questionnaire and a semi-structured interview followed the treatment phase. The results of the questionnaire showed that visual scaffolding aided the learners to better grasp the meaning of the target vocabularies and even some grammatical points in the materials. Moreover, the visual scaffolding helped them to produce the material in different modalities. The results also indicated a...

To better illuminate the link between scaffolding and visual aids, this quasi-experimental study attempted to scaffold an intact group of 14 intermediate-level Iranian English as a foreign language (EFL) learners through providing graphs with the aim of enhancing their writing ability. Ensuring lack of familiarity with eight unknown words, they were scaffolded through visual images. The scaffolding process included three respective phases of contingency, fading, and transferring. As post-tests for checking the learners' understanding of and opinion about the graph scaffolding process, a researcher-made questionnaire and a semi-structured interview followed the treatment phase. The results of the questionnaire showed that visual scaffolding aided the learners to better grasp the meaning of the target vocabularies and even some grammatical points in the materials. Moreover, the visual scaffolding helped them to produce the material in different modalities. The results also indicated all the three characteristics of scaffolding were met by the visual scaffolding. Finally, the interview results revealed the learners had favorable attitude toward visual scaffolding and considered the third phase of the scaffolding as the most challenging one. It can be concluded that the findings gave credence to the effectiveness of visual scaffolding in improving EFL students' writing ability.

Irmayanti Kusuma English Department Teacher Training Education Muha mmadiyah University of Makassar irmayantikusuma240117@gmail.com ABSTRACT: This study is a descriptive study. The aim of the study is to know the ability of using auxiliary verbs in writing essay by the EFL students from Alauddin State Islamic University of Makassar. There are two research problems that formulated in this study , those are(1) How is the students' ability of using primary auxiliary verbs in writing essay at the fifth semester of English Language and Literature of Alauddin State Islamic Universityof Makassar? (2) How is the students' ability of using modal auxiliary verbs in writing essay at the fifth semester of English Language and Literature of Alauddin State Islamic University of Makassar? The objectives study are the answers of the problems statement itself. The researcher uses probability sampling , which is the sample contains of  the fifth semester students from English Languange and Literature Department. There research instrument is the writing test or worksheet with the certain kind and topic of essay. In addition, the researcher collects the data by using qualitative research. Keywords: Ability, Auxiliary Verbs, Essay, Writing

To better illuminate the link between scaffolding and visual aids, this quasi-experimental study attempted to scaffold an intact group of 14 intermediate-level Iranian English as a foreign language (EFL) learners through providing graphs with the aim of enhancing their writing ability. Ensuring lack of familiarity with eight unknown words, they were scaffolded through visual images. The scaffolding process included three respective phases of contingency, fading, and transferring. As post-tests for checking the learners’ understanding of and opinion about the graph scaffolding process, a researcher-made questionnaire and a semi-structured interview followed the treatment phase. The results of the questionnaire showed that visual scaffolding aided the learners to better grasp the meaning of the target vocabularies and even some grammatical points in the materials. Moreover, the visual scaffolding helped them to produce the material in different modalities. The results also indicated a...

There has always been a debate whether or not the learners' first language (L1) can facilitate the process of learning foreign language. Since foreign language writing (FL) is a complicated process, it seems that the role of the learners' L1 and its effect on FL writing is of great importance in this regard. The present study aimed at investigating the role of Azerbaijani EFL learners' L1 and L2 (Persian) on their FL writing. To meet the purposes of the study, 30 female EFL upper-intermediate students were selected (through running an OPT), who were native speakers of Azerbaijani, with Persian as their L2 and official language of Iranian context. The data were collected through running three writing sessions (in which the participants wrote three essays in each session using Azerbaijani as L1, Persian as L2, and direct writing) using the think-aloud protocol, through which they were asked to report their thoughts loudly to record using a tape recorder. In addition, a survey was used to ask their perceptions towards each writing task. The analysis of the data obtained from the evaluation of learners' writings indicated that the mere use of their L1 or L2 in foreign language writing was by no means helpful for them and they performed better on direct writing task in comparison with the two other ones. It was also found that the majority of the learners (70%) had difficulty in generating their ideas using Azerbaijani as their L1. In addition, nearly 77% of them claimed that even in direct writing mode, they made use of their L2 (Persian) on the occasions they could not find a proper word or phrase in English. As the implications of the study, it seems that the present study can bring helpful insights for both FL teachers and learners about the roles that Azerbaijani and Persian languages play as the students' L1 and L2 in FL writing.