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Writing knowledge pertaining to process, system, content, and genre plays an essential role to produce an intelligible composition. The purpose of the present study is twofold – to investigate the correlation between aspects of writing knowledge and quality of writing, and to investigate the contribution of the overall and individual aspects of writing knowledge to writing quality. The participants were 54 second-year ELT undergraduate students of a university in Indonesia. A writing test and multiple-choice test on writing knowledge were used as the instruments of data collection. The analysis employed Pearson correlation coefficient and multiple regressions. The result revealed a significant positive correlation between writing knowledge and writing quality. As a unit, the knowledge of process, system, content, and genre, indicates a significant contribution to the writing quality. Individually, however, only process knowledge significantly contributes to the writing quality. It provides additional pieces of evidence that process knowledge be given special attention, thus writing instruction should allow students to learn writing knowledge explicitly and implicitly.

This study aim to determine the effect of using local wisdom based learning model on students’ writing narrative text ability at the fourth semester students of English Education Program in Institut Pendidikan Tapanuli Selatan. The research type is quantitative with experimental method. The researcher collected the data by using composition writing test. The sample was taken by using total sampling technique, it was 25 students. The data were then analyzed by using descriptive and inferential analysis, it was t-test formula by Arikunto. The results of the research are the mean score of students’ writing ability before using local wisdom based learning model was 53.54 which categorized bad, then after using local wisdom based learning model was 82.50 which categorized good. The hypothesis testing showed that t-test was higher than t-table, it means that the hypothesis is accepted. The finding of research reveals that there is a significant effect of local wisdom based learning model on students’ writing narrative text ability at the fourth semester students of English Education Program in Institut Pendidikan Tapanuli Selatan.

TOEFL and IELTS are two major tests that measure language preparedness of prospective college students. The writing section of these two tests provide a measure of readiness for academic writing. However, to what extent these two tests measure the same contents has not been quantitatively investigated before. In this paper, multidimensional scaling (MDS) is applied to explore the content structure of writing prompts in TOEFL and IELTS examinations.

One of the countries in the world with the most comic readers is Indonesia. Based on Detik.com, Indonesia as the biggest southeast comic market has more than 6 million active users. This phenomenon becomes an opportunity for applying this media in the classroom. The purposes of this study are to find out the effect of modified digital comic as an alternative way in improving the students’ ability in writing narrative text and what aspect of writing which is influenced by this media. This research used quantitative approach and was conducted to 29 students. For collecting the data, the researcher administered the writing test. This study showed that there was a significant improvement of students who have low proficiency in the English language in writing narrative text after using modified digital comics as a language-learning media. However, the teacher perceived the use of modified digital comics in the classroom as time consuming and impractical. Keywords: modified digital comic, narrative text, writing ability.

The article describes the basics of testing: writing test documentation (an example based on a report defect was proposed) and some testing methods. A performance test was also developed to test the load. Received basic knowledge of testing theory, as well as skills of writing and using bash scripts for performance tests.

This research aimed to find out the effectiveness of Teaching Indonesian-English Combined Task to improve students’ skills in writing English sentences. It was undertaken in PDF Ulya As’adiyah Putri Sengkang in Academic Year 2016/2017. It applied pre-experimental method. Writing test was employed as the instrument of the research. The population of this research was 16 students. The technique of data collection involved giving pre-test to know the writing skills gained previously of the students and post-test after giving the treatment to know how the skills of the students in writing English sentences by using Indonesian-English combined task. The result of the calculation of the students’ score indicated that the mean score of the students’ pre-test was (55.25) which was classified as fair classification and the mean score of the students’ post-test was (73,93) as good classification. The value of paired sample test for post-test was greater than the t-table (10,239>2.131). In short, teaching Indonesian-English combined task is effective to improve students’ skills in writing English sentences.

Many researches have shown the facts that the students’ skills in writing can be improved by having a good reading habit. It was convinced that the students reading habit has great impact on the improvement of students’ writing ability. The students who read extensively will acquire more vocabularies that lead them to have greater proficiency in writing. Therefore, this study was purposed to know whether reading habit of the eighth graders of SMPN 6 Kayuagung was significantly correlated to their writing skill. By means of Purposive sampling, 124 students of the whole number of the population were selected as the sample. A correlational study was applied. A questionnaire and  written test were distributed to get the data. Twenty items of a ready-made questionnaire were used to know students’ habit in reading and a writing test was administered to measure students’ writing skill. The writing test was reliable because its reliability coefficient was 0.942. In data analysis, Pearson  Product Moment Correlation coefficient on SPSS 20 was used. The findings revealed that r-obtained (0.685) was bigger than the value of r-table (0.176) at p-value which was less than 0.05. Thus, the formulated hypotheses were proved. In other words, there was a significant correlation between reading habit and writing skill of the eighth graders at SMPN 6 Kayuagung.  

This study aims to determine the ability to write an English analytical exposition text in class XI Religion 2 MAN 2 Polewali. Therefore, the main problem is how the students' ability to write analytical exposition texts in class XI Agama 2. This research is quantitative and descriptive. The population in this study were students of class XI Religion 2 MAN Polewali. This means that the population is 15 students, and this population is used as a sample of 15 students. In collecting the data, the researcher used a writing test. Students are asked to make an analytical exposition text. Analysis of student score data found that students' ability in writing analytical exposition texts was still lacking in class XI (15 students). In this case, in class XI, Religion 2, there were no students who got "very good" scores. Six students got the same student's work. The results of this study indicate that the ability to write analytical exposition texts is not capable with students' writing results below the average, and the researchers also found that students' writing results are considered impure because of the indications that students take them from the internet. This is indicated by the use of vocabulary used in addition to the results of interviews with the teacher. The researcher found that there was no guidance from the teacher to the students on how to write analytically. The teacher's exposition text only directs students to look for the structure of the analytical exposition text.

Rhetorical approach is a tool that can be used to analyze essay writing. Not only to analyze but also to help us making an essay. By using rhetorical, the writer can narrate, describe, classify, and give example. This research discusses about the structure and the difficulties of tertiary learners in essay writing based on rhetorical approach. The sample of this research was tertiary learners and they became the source of the data in the research. Writing test was used as the instrument in the research. Here, the researcher asked the tertiary learners to write an essay. Then, analyzing the data based on rhetorically approach. The result of the study showed that 55,56% tertiary learners are able in writing an essay based on the rhetorically approach. And Based on the analysis, the researcher found tertiary learners’ difficulties in essay writing, namely grammar, vocabulary, cohesion and coherence, misspelling, developing and organizing idea, and arranging or building sentences are still based on first language.

Abstrak   Pelatihan yang berbasis blended learning  ini diselenggarakan oleh Program Studi Pendidikan Bahasa Jerman bagi guru bahasa Jerman  bertujuan untuk meningkatkan kemampuan menulis guru bahasa Jerman pada level B1 dengan menggunakan teknik Assoziogramm. Dalam pelatihan ini guru diberikan pengenalan tentang model tes menulis bahasa Jerman level B1 yang sesuai Gemeinsamer europäischen Referenzrahmen (GER),  dan  juga penggunaan teknik Assoziogramm untuk mengembangkan keterampilan menulis baik secara kelompok maupun individu. Sebanyak 18 guru  bahasa Jerman yang telah memiliki ijasah  level  A1-B1 turut serta  dalam pelatihan ini. Metode yang digunakan adalah metode eklektik.  Hasil akhir pengabdian ini adalah adanya output dalam bentuk  hasil kerja kelompok berupa Assoziogramm  dan juga karangan tentang Umweltschutz  serta hasil kerja pribadi berupa Assoziogramm dan karangan tentang Online-Lernen.   Kata Kunci: Assoziogramm,  keterampilan menulis     Abstract   Training which is based on blended learning organized by the German Language Education Study Program for German language teachers  aims to improve the writing ability of German teachers at level B1 by using the Assoziogramm technique. In this training, the teacher is given an introduction to the German language writing test model level B1 which is suitable for the Gemeinsamer europäischen Referenzrahmen (GER), and also the use of the Assoziogramm technique to develop writing skills both in groups and individually. A total of 18 German teachers who already have A1-B1 level certificates participated in this training. The method used is the eclectic method.  The final result of this training is the output of group work in the form of an Assoziogramm and also an essay on Umweltschutz as well as personal work in the form of Assoziogramm and essays about Online-Lernen.   Keywords: Assoziogramm, writing skills