Journal articles on the topic 'Writing attitude'
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Floranti, Astri Dwi, and Hanif Nurcholish Adiantika. "The Correlation between EFL Students’ Attitudes towards Their Writing Ability." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 7, no. 1 (February 17, 2021): 1–10. http://dx.doi.org/10.35569/biormatika.v7i1.975.
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This study aims at examining the relationship between students’ attitude towards their writing ability. This study employed quantitative study by using Pearson-product correlation. The samples were randomly selected 35 students out of the total population 70 students in one senior high school in Bandung. The Data were obtained through questionnaire with regard to attitude and writing proficiency which are appropriate with several criteria of each writing element to scrutinize the correlation between students’ attitude and writing skill ability. The findings indicate that attitude has moderate correlation (.456) with students’ writing ability. In other words, it is obvious that attitudes are very essential for students to increase their writing ability. The English teachers are suggested to figure out the prominence of attitudes to their students for it has been found that attitudes is able to significantly contribute to the students’ writing ability.
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Giordano, Gerard. "Attitude Toward Writing." Academic Therapy 22, no. 4 (March 1987): 419–22. http://dx.doi.org/10.1177/105345128702200413.
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Fitriati, Sri Wuli, Yuni Awalaturrohmah Solihah, and Tusino Tusino. "Expressions of Attitudes in Students’ Narrative Writing: An Appraisal Analysis." Lingua Cultura 12, no. 4 (October 30, 2018): 333. http://dx.doi.org/10.21512/lc.v12i4.4789.
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This article investigated attitude, one of subsystem appraisal, in the English as a Foreign Language (EFL) university students’ narrative writings. Five narrative writing was selected purposefully from undergraduate students of the English Department at a local private university in Central Java. The findings demonstrate that the affect is the most dominant subsystem of attitude used in the students’ narrative writing to convey feelings and emotion of characters and events in the stories in order to make the readers involved in the stories. The prominent finding of this research implies that most students used expressions of attitudes which belong to basic English words and repetition of same words. This present research suggests English language teachers and lecturers pay more attention to the explicit teaching of attitudinal words usage in writing, especially narrative writing.
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Fitria, Eka Nur. "Exploring EFL Undergraduate Students’ Attitudes towards Learning Writing over Virtual Learning System: A Case Study of Indonesian College Students." Al'Adzkiya International of Education and Sosial (AIoES) Journal 3, no. 1 (June 9, 2022): 66–78. http://dx.doi.org/10.55311/aioes.v3i1.186.
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The study aimed to find out the EFL students’ attitudes toward learning writing over a virtual learning system. The researcher used a qualitative study. There were 46 undergraduate students participating in the study. The data were collected by using a questionnaire and interview sheet through a google form. The result shows that none of the students has a low attitude toward learning writing through online learning, while 58.69% of them have a moderate attitude toward learning writing through virtual learning and the rest of them have a positive attitude toward learning writing over virtual. The interview also reveals that although the students have a moderate attitude toward learning writing online, they see learning writing through online learning as difficult and ineffective while the students who have a high attitude toward learning writing through virtual mostly view learning writing online as interesting, effective, and easy. The students also faced challenges during learning writing through online learning. They are internet connectivity and distraction. The finding also reveals several students’ efforts to improve their writing skills, among others, are reading a lot to get knowledge and ideas, diary writing, and practice writing.
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Yoon, Heejeong. "The Effects of Genre-Based Writing on EFL Students’ Writing Performance and Attitude of English Writing and English Learning." Korean Society of Culture and Convergence 44, no. 10 (October 31, 2022): 651–64. http://dx.doi.org/10.33645/cnc.2022.10.44.10.651.
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The purpose of this article is to look into the effects of genre writing on EFL learners’ writing ability and attitude toward English writing and English learning. For this study, nine students were chosen as the participants and given genre writing instruction. In order to measure the students’ writing, pre-and post-writings were performed before and after the treatment. In addition, questionnaires, oral interviews and writing journals were conducted for data collection. In evaluating students’ writing products, holistic and analytical rubric were employed in this study. The following results have been obtained in this study. First, this study showed that there was great improvement in students’ writing in holistic and analytical scoring. Second, there were meaningful changes in attitude toward English writing and English learning as shown in questionnaires, interview and writing journals. Theses imply that genre writing practices had a positive effect on improving students’ writing ability and attitude toward English writing and English learning.
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Amri, Samsul. "Exploring EFL Higher Education Learners’ Attitudes Toward Writing Skills Process." PANYONARA: Journal of English Education 4, no. 1 (March 31, 2022): 94–108. http://dx.doi.org/10.19105/panyonara.v4i1.5878.
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Learners' writing attitudes have been heavily debated as a research topic. The main objective of this current investigation is to explore the learners' attitudes towards the writing process and functions at the higher education level. It is designed as a quantitative approach, with the design as survey research. Thirty-five learners of the English Study Program of FKIP Universitas Islam Indragiri were chosen as the samples. The researcher utilized a questionnaire designed on a Likert scale in obtaining the data. Then the data was analyzed using descriptive statistical analysis, which included individual scores, percentages, mean scores, and attitude level. The findings indicate that the learners' attitudes toward the writing process and functions ranged in the mean score of 3.83, which was categorized as a positive attitude. Therefore, it can be inferred that they have good skills for writing because they have a positive attitude toward writing.
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Yen, Hsiu-Ling, Shi-Jer Lou, and Ru-Chu Shih. "Integrating Blended Learning into Situational Writing for Vocational High School Students." International Journal of Online Pedagogy and Course Design 3, no. 3 (July 2013): 85–100. http://dx.doi.org/10.4018/ijopcd.2013070106.
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This study aims to explore vocational high school students’ attitudes toward integrating blended learning into situational writing, and the learning effectiveness of that integration. A total of 84 vocational high students were divided into an experimental group and a control group. The experimental group received writing instruction through an online platform, whereas the control group received writing instruction in traditional classrooms. Attitude toward writing and writing performance were assessed before and after the experiment. Also, learning satisfaction survey was conducted afterwards. The findings of this study reveal that results of the post-test total scores and behavior are significantly higher than the pre-test total scores and behavior results for both the experimental and control groups. Particularly, organization, language usage, and the overall performance in the students’ writings are significantly improved. Scores for affection and behavior and total scores for attitude toward writing are significantly higher for the experimental group than for the control group. Both groups show significant satisfaction with the instructional method, interactivity, and total grades.
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Bozgun, Kayhan, and Fatih Can. "Digital Reading and Writing Attitudes of Preservice Elementary Teachers: A Correlational Research." International Journal of Education and Literacy Studies 10, no. 3 (August 12, 2022): 25–32. http://dx.doi.org/10.7575/aiac.ijels.v.10n.3p.25.
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This study aims to examine the relationship between digital reading and digital writing attitudes of preservice elementary teachers. The sample of the research consists of 294 preservice elementary teachers studying at the faculty of education. The research sample was determined using the convenience sampling method. Attitude Scale for Digital Writing, Attitude Scale towards Digital Reading, and Personal Information Form were used as data collection tools. Data were analysed using R Studio software. Independent sample t-test, one-way ANOVA and simple linear regression analysis were used in the analysis process. The findings indicated that the reading attitudes and writing attitudes scores of the preservice elementary teachers did not differ according to gender, age, and grade level. However, it was found that the preservice teachers who stated that they read digital books had a higher level of reading and writing attitudes than the preservice teachers who stated that they did not read. It has been determined that there is a high level of significant relationship between digital reading and writing attitudes. According to the results of the simple linear regression analysis, it was found that the writing attitudes of the preservice elementary teachers who had high digital reading attitude levels were also high. As a result, it can be said that as the digital reading attitudes of the preservice elementary teachers increase, their attitudes towards writing will also increase. Experimental studies can be conducted to determine the effect of reading digital books on digital writing attitudes.
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Aliyu, Muhammad Mukhtar, and Gambo A. Danladi. "Attitude of Hausa ESL Secondary School Students Towards Spelling and Writing in English." International Journal of Language Teaching and Education 2, no. 3 (December 1, 2018): 184–94. http://dx.doi.org/10.22437/ijolte.v2i3.5908.
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Writing skill is described as an essential language tool for students. Studies have shown that Hausa ESL secondary school students commit various errors in their writing in English. Various factors have been identified as responsible for the problems. However, the students’ attitude towards spelling and writing has not been investigated. It is believed that students’ attitude plays an important role in motivating and influencing their second-language learning. Therefore, the aim of this study is to explore the attitude and perception of Hausa ESL secondary school students towards English spelling and writing. The study adopts a survey research design where an intact class of 75 students from a secondary school in north-eastern Nigeria was selected. To collect the data for the study, a questionnaire was employed. The questionnaire comprises two sections: (i) attitudes toward English spelling and (ii) attitudes toward writing in English which include four writing purposes: (a) School Use, (b) Social Use, (c) Official Use, and (d) Creativity. Findings of the study revealed that the participants have a moderate positive attitude and perception towards English spelling and writing. The findings also indicated that the students’ attitude toward the School Use of English is the highest, whereas their Creativity in writing has the lowest means among the four purposes. In addition, the study revealed that there is a significant positive relationship between the participants’ attitude towards spelling and writing. To enhance students’ creative writing and thinking skills, the study suggests that literature in English should be made compulsory to all secondary school students. Story-reading and creative writing should be incorporated into the curriculum. Other extracurricular activities such as spelling completion should be organised to help the students.
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Mousavi, Seyedeh Maryam, and Laya Heidari Darani. "Effect of collocations on Iranian EFL learners’ writing: Attitude in focus." Global Journal of Foreign Language Teaching 8, no. 4 (November 30, 2018): 131–45. http://dx.doi.org/10.18844/gjflt.v8i4.3568.
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This study aimed at investigating the effect of collocations as language chunks on Iranian female intermediate EFL learners’ writing skill. Moreover, the researchers intended to find out the attitude of learners towards writing skill after collocations were taught. To this end, 30 female Iranian EFL learners who were studying English in a language institute in Isfahan, aged between 18 and 26 years old formed the sample. The instruments used for data collection included three tests (Oxford Placement Test, writing pretest and posttest) and an attitude questionnaire developed by Peter Elbow and Pat Belanoff. The results obtained from the statistical analyses revealed that there was a significant effect of using collocations on the writing skill of Iranian female intermediate EFL learners. Furthermore, based on the findings, it can be claimed that the learners’ attitude boosted in the course of this experiment, indicating that using collocations had a significantly positive impact on the attitudes of Iranian EFL learners towards writing skill.
Keywords: attitude, collocations, language chunks, writing skill
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Indah Sari, Anni Holila Pulungan, and Rahmad Husein. "Students’ Cognition and Attitude in Writing Descriptive Text." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 1 (March 20, 2020): 395–404. http://dx.doi.org/10.33258/biolae.v2i1.210.
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College students are in formal operational in period of cognitive development which they can use symbols logically related to abstract concepts, acquire flexibility in thinking as well as the capacities for abstract thinking and mental hypothesis and consider possible alternatives reasoning and problem solving. However, the students’ writings have some mistakes in terms of using surface features such as spelling, grammar, usage, punctuation, grammar, vocabulary and tenses. This study aimed to analyze about the students’ cognition and attitude in writing descriptive text. The design of this study was descriptive qualitative by conducting the in-depth interview and questionnaire administration. The data of this study were the sentences in descriptive text and transcript of interview. Moreover, the data source were 2 students of 7th semester at STBA – PIA Medan. The results showed that 1) the dominant type of students’ attitude in writing descriptive text was cognitive domain followed by affective and conative domains which could be interpreted that the students had positive attitude regarding to the writing of descriptive text, 2) the students’ cognition in writing descriptive text was having the stages of writing process which consists of pre-writing, drafting, revising, editing and publishing, and 3) the reasons of applying the students’ cognition and attitude in descriptive text were they had the goals and purposes in their thoughts when they were writing. Moreover, they believed that writing could improve their skills in learning English as a foreign language.
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Udu, Titus Terver. "Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?" Studies in English Language and Education 8, no. 1 (January 3, 2021): 143–56. http://dx.doi.org/10.24815/siele.v8i1.17524.
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This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.
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Akhtar, Rubina. "The Effects of ESL Student‟s Attitude on Academic Writing Apprehensions and Academic Writing Challenges." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5404–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020247.
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Haryanti, Dhena Usthiana, Fathor Rasyid, and Sri Wahyuni. "Path Analysis on Writing Anxiety, Writing Attitude, Language Awareness, and Writing Achievement of University Students." English Learning Innovation 3, no. 1 (February 23, 2022): 85–99. http://dx.doi.org/10.22219/englie.v3i1.19657.
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During the teaching and learning process in writing context, EFL learners have their own intrinsic problems. They tend to experience some psychological tensions such as writing anxiety, writing attitude and language awareness. In line, some academical issues they need to handle in writing context are text organization, grammar, spelling, punctuation and ideas development. The aim was to find out the direct and indirect contribution among the variables. Thus, writing anxiety and writing attitude were the exogenous variable, then language awareness as mediated variable, while the writing achievement as the endogenous variable. This study applied the combination of multiple regression and mediated model as a part of Path Analysis. There were four instruments used, namely SLWAI, ATWQ, LALQ, and TOEFL Independent Writing Test. These instruments were fulfilled by 100 participants of fourth semester English Department students. The data was collected online through Google Form, Google Meet and personal chat on WhatsApp. The result shows that there was low significant direct contribution of writing anxiety toward writing achievement. Meanwhile, there was no significant direct contribution of writing attitude toward writing achievement. In addition, there was a significant direct contribution of language awareness toward writing achievement. Besides, the result of indirect contribution revealed, there was no indirect contribution of writing anxiety through writing attitude toward writing achievement. Then, the indirect contribution of writing attitude through language awareness toward writing achievement was found out significant. Lastly, it was revealed that there was no indirect contribution of writing anxiety through language awareness toward writing achievement.
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Gatcho, Al Ryanne, and Eduardo Teodoro Ramos. "Common Writing Problems and Writing Attitudes among Freshman University Students in Online Learning Environments: An Exploratory Study." Journal of Translation and Language Studies 1, no. 1 (November 14, 2020): 49–66. http://dx.doi.org/10.48185/jtls.v1i1.6.
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This paper is an exploratory study on college freshmen’s writing problems in relation to their attitudes towards writing in online learning environments. The writing problems that were explored were the following, as identified by Yates and Kenkel (2002): a) Surface writing problems and b) Global writing problems. The problems were found in the essays of the participants. In conjunction with the writing problems that were identified, attitudes towards checking and revising one’s work, towards writing, and towards receiving feedback on one’s writing were also identified through the writing attitude scale adopted from Erkan and Saban (2011) and was re-worded to suit the Philippine college context. The results of the study revealed that the majority of the writing problems were surface problems, particularly those related to verbs, nouns, and prepositions. As for writing attitudes, the participants of the study generally manifested positive attitudes towards writing.
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Wagiyo, Supiah. "THE CORRELATION BETWEEN STUDENTS’ WRITING ATTITUDE AND COMPOSITION PERFORMANCE." Scientia: Jurnal Hasil Penelitian 6, no. 1 (November 26, 2021): 22–35. http://dx.doi.org/10.32923/sci.v6i1.1860.
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The main objectives of this study were to find out (1) whether student’ writing attitude correlates with their composition performance (2) whether the factors of writing attitude correlate with their composition performance, (3) whether students’ writing attitude give contribution to the value of their writing composition and (4) whether the factors of students’ writing attitude give contribution to their composition performance. The population and sample of the study covered one hundred and fifty-six students of six semester of English Study Program. The data were obtained giving a questionnaire and composition writing test. The data collected from were analyzed by using regression analysis and hypothesizes were tested by using F-test. The results show that there were significant correlation between the student writing attitude (total) and their composition performance. (R =.242 and R²=.058). Out of the five factors of student writing attitude, there were three factors which had a significant statistical relationship with the student composition performance. They were writing perception (R= .220 and R²= .049), positive writing activities (R= .176 and R²=.031), and reading preferences (R= .193 and R²= .037). The first factor, writing perception give much contribution to the sub scales of composition performance. Furthermore, the unhypothesized findings showed that gender and writing attitude were correlated significantly in composition performance since the mean value was balanced between male and female students. However, based on the mean value, male group has better writing attitude while female group has better composition performance. Finally, the results of this research are hopefully beneficial for the English teaching and learning processes, such as writing skills. Student’s writing attitude should be considered since students may have different attitude toward writing that can affect their performance in writing.
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YETIS, Veda ASLIM. "Sources of Writing Anxiety: A Study on French Language Teaching Students." International Education Studies 10, no. 6 (May 30, 2017): 72. http://dx.doi.org/10.5539/ies.v10n6p72.
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Conducted on French Language Teaching students, this research aims to determine the causes of writing anxiety. Designed in accordance with the mixed method, a writing anxiety inventory, a language proficiency exam, a retrospective composing-process questionnaire, a writing attitude scale and semi-structured interviews were used. After identifying anxiety levels of 22 Turkish students attending French Writing Activities, course, proficiency levels, attitudes towards writing, and the composing-process have been found as possible sources of writing anxiety. Data obtained via semi-structured interviews held with students have not only confirmed these results, but also revealed new findings as to other causes of writing anxiety: classmates, time pressure on writing activities, and teacher’s attitudes towards students.
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Khadawardi, Hanadi Abdulrahman. "Saudi Learners' Perceptions of Academic Writing Challenges and General Attitude Towards Writing in English." Journal of Language Teaching and Research 13, no. 3 (May 2, 2022): 645–58. http://dx.doi.org/10.17507/jltr.1303.21.
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Second language (L2) academic writing is one of the most fundamental, yet sophisticated skills for university students to master. It requires the ability to not only create ideas using sentences, but also construct meaningful, logical and comprehensible texts. Thus, understanding students’ attitudes towards L2 writing and exploring the challenges that they experience while composing texts are necessary for L2 teachers and curriculum designers. The overall goal of this study is twofold: (1) to investigate students’ perceptions of the difficulty that they experience while writing academic texts in English and (2) to explore learners’ attitudes towards writing assignments in English. The goal here is to explore these issues using data obtained from 109 Saudi university students. Data were first collected using a questionnaire and then quantitatively analysed. The results show that students tend to perceive academic writing as challenging and adopt a mildly to moderately positive attitude towards writing in English. These findings offer some implications for teachers and curriculum designers to improve the L2 academic writing skills of students.
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Saibi, Elvina A. Saibi Saibi, Aimifrina Aimifrina, and Fitra Afrida Amna. "Contribution of Learning Attitude to Writing Skills Exposition Discourse of Class XI Students Smk Negeri 1 Tanah Datar." International Journal of Educational Dynamics 2, no. 1 (January 17, 2020): 24–29. http://dx.doi.org/10.24036/ijeds.v2i1.222.
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ABSTRACT
This study aims to determine the contribution of learning attitudes and learning motivation to the writing skills of exposition students of class XI SMK Negeri 1 Batipuh. This research is a type of cor-relational research. The population of all students of class XI of SMK Negeri 1 Batipuh totaling 187 people and a sample of 65 students. The instruments of this research were questionnaire and performance test. The results of the validity of the student learning attitude questionnaire were declared valid and the results of the reliability test were used reliably / reliable. The technique of analyzing research data uses the Kolmogorov-Smirnov test, multiple correlation test, t test, F test, and the determinant coefficient formula. The results of this study are learning attitudes contribute to the writing skills of exposition discourse by 10.0%. The conclusion of the study is the attitude of learning provides a significant positive contribution and relationship to the writing skills of exposition discourse.
Keywords : Learning Attitudes and Writing Skills
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Suhita, Raheni, Herman J. Waluyo, and Budhi Setiawan. "Factors Affecting Writing Skill Using Computer Assisted Test (CAT) in Junior High School Students." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 447. http://dx.doi.org/10.14419/ijet.v7i2.13.18137.
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This study aimed to determine the factors affecting writing skill quality and the level of their contribution to help language teachers to formulate more effective strategies using CAT to enhance writing skill. The correlating factors discussed in this research were students’ reading comprehension skill, vocabulary mastery, and attitude toward language. The study applied quantitative approach with simple and multiple correlation and regression techniques. The samples of the study were 100 students taken using stratified random sampling technique from a population of 2000 junior high school students in Surakarta City. The data were collected using multiple choice test for students’ reading comprehension skills and vocabulary mastery, writing assignments, and questionnaires for their attitudes toward the Indonesian language. The findings showed that there are positive correlations between the independent variables, either individually or simultaneously, with writing skill. The individual contribution levels is 44.75% of reading comprehension skill, 27.70% of vocabulary mastery, and 28.5% of attitude toward language. As for the simultaneous correlation of the three determining factors make up to 45.16%. contribution level to writing skill quality. Thus it can be concluded that reading comprehension has the most contribution to writing skill compared to vocabulary mastery and attitude toward language. The identified levels of contribution can be taken into consideration in formulating teaching strategies and materials to enhance writing skill quality.
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Adejimi, Saheed Ayodeji, Wenceslas Nzabalirwa, and William A. Shivoga. "ENHANCING STUDENTS’ ATTITUDES TOWARD BIOLOGY USING CONSENSUS AND COOPERATIVE REFLECTIVE JOURNAL WRITING EDUCATIONAL STRATEGIES." Problems of Education in the 21st Century 80, no. 2 (April 20, 2022): 242–55. http://dx.doi.org/10.33225/pec/22.80.242.
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Biology is a core and required science subject offered at the upper secondary school level in the Nigerian educational system. However, students’ attitude towards the subject is poor, a trend probably due to the use of teacher-centred educational strategies. Scholars have thus advocated for the need to adopt innovative educational strategies to enhance students’ attitude towards biology. This study investigated the use of consensus and cooperative reflective journal writing educational strategies in enhancing students’ attitudes towards biology in two Local Government Areas (LGAs) within Ibadan Metropolis of Oyo State, Nigeria. The study adopted a quantitative pre-test-post-test, control group quasi-experimental design involving a 3x2 factorial matrix, with a positivist paradigm. Purposive sampling was used to select six schools across the LGAs while an intact class of upper secondary school II students was selected from each of the schools for a total of 305 participants. Two instruments, the Biology Attitude Questionnaire (BAQ) and the Students’ Verbal Ability Test (SVAT) were used during the study. The data generated were analysed using the Analysis of Covariance (ANCOVA). Results showed that, treatments enhance students’ attitudes toward biology. Results also revealed that students’ verbal ability has effect on students’ attitudes toward biology. The interaction between treatment and verbal ability was not significant to enhance students’ attitudes toward biology. The two strategies, therefore, enhanced students’ attitude towards Biology in the two LGAs within Ibadan metropolis of Oyo State, Nigeria. The two strategies should therefore be adopted in teaching Biology to upper secondary school students in Nigeria and elsewhere. Keywords: attitude toward biology, consensus strategy, cooperative strategy, reflective journal writing, verbal ability
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Setyowati, Lestari. "The Eight Graders Writing Attitude toward Efl Writing in Indonesian Context." International Journal of Languages' Education 1, Volume 5 Issue 3 (January 1, 2017): 422–33. http://dx.doi.org/10.18298/ijlet.2034.
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Sulistiyono, Roni. "KEMAMPUAN MENULIS ARGUMENTASI MAHASISWA Survei pada Mahasiswa Pendidikan Fisika Universitas Ahmad Dahlan Yogyakarta." Jurnal Tuturan 1, no. 1 (April 5, 2018): 84. http://dx.doi.org/10.33603/jt.v1i1.1092.
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This research is aimed to determine the correlation between (1) grammatical competency and the ability in writing argumentation, (2) attitude toward Indonesian language and the ability in writing argumentation, (3) grammatical competency and attitude toward Indonesian language and the ability in writing argumentation.The research was conducted at Physic Education, Ahmad Dahlan University, from July to October 2010. The research used descriptive of correlation. The research population was the second semester at Physic Education. The sample consisted of 40 university students who were taken by using purposive random sampling. The instruments for collecting the data in this research are test of writing argumentation, multiple choice test in grammatical competency, and questioner test in attitude toward Indonesian language. The instruments validity test used product moment and r point biserial. The instruments reliability test used KR-20 and alpha cronbach. The technique analysis for analyzing the data was the statistical technique of regression and correlation. The result of the study showes that: (1) there is a positive correlation between grammatical competency and the ability in writing argumentation (= 0,84 at the level of significance α = 0,05 with N= 40 where tt = 1,68); (2) there is a positive correlation between attitude toward Indonesian language and the ability in writing argumentation ( = 0,42 at the level of significance α = 0,05 with N= 40 where tt = 1,68); (3) there is a positive correlation between grammatical competency and attitude toward Indonesian language and the ability in writing argumentation (Ry.1.2 = 0,87 at the level of significance α = 0,05 with N= 40 where ft = 3,25). The result above shows that grammatical competency and attitude toward Indonesian language give significant contribution to the ability in writing argumentation. It shows that both of variables can become good predictors for the ability in writing argumentation.The analysis also indicates that the correlation between grammatical competency and the ability in writing argumentation is stronger than attitude toward Indonesian language and the ability in writing argumentation. It shows that grammatical competency can be a better predictor for the ability in writing argumentation. This reality brings consequence in learning the ability in writing argumentation, so teacher has to make priority in order to increase grammatical competency in learning the ability in writing argumentation than attitude toward Indonesian language.
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Mohamad, Faizah, Nadia Anuar, and Nor Shidrah Mat Daud. "Factors Influencing Academic Writing Behaviour Among Undergraduates." International Journal of English Language Education 10, no. 2 (November 8, 2022): 56. http://dx.doi.org/10.5296/ijele.v10i2.20453.
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Writing is a crucial skill for university students to succeed in the current content-driven era. However, many students are reported to be intimidated by writing as they find the task daunting, thus affecting their participation in writing activities. Students also rarely show encouraging writing behaviour, which leads to unsatisfactory written work. This study aimed to examine factors that contribute to their writing behaviour. A quantitative research method by means of a survey design was employed for data collection. A 43-item questionnaire was distributed randomly using a Google Form link to 84 undergraduate students who were undertaking various fields of study at a public university. Section A of the questionnaire queries the students’ demographic profile, whereas Section B, C, and D seek responses on their psychological state, confidence, and attitudes, respectively. Section E queries their writing behaviour. Descriptive analysis was performed on each factor, and Pearson’s correlation was used to analyse the relationship between the factors and the students’ writing behaviour. Finally, a stepwise multiple regression was employed to discover the factor most contributing to the students’ writing behaviour. The findings indicate that confidence and attitude factors have a significant relationship with the students’ writing behaviour, but the relationship between psychological state factors and writing behaviour was not significant. This finding enhances the understanding of the essentiality of attitude in facilitating students’ writing mastery.
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Ho, Pham Vu Phi, and Do Thi Phuong Trinh. "High School Students’ Common Errors in Writing Essays." International Journal of English Linguistics 9, no. 6 (October 28, 2019): 309. http://dx.doi.org/10.5539/ijel.v9n6p309.
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Students’ writing problems have become one of the first and foremost issues in writing classrooms, and to know the common errors which frequently occur on students’ writing papers is usually what the writing teachers have conducted in the classrooms. However, no research study has been conducted at Huynh Man Dat High school to investigate this aspect. The purpose of the current study is to investigate the common written errors on students’ writing essays and their attitudes towards the writing process approach. The target subjects are from grade twelve, Huynh Man Dat (HMD) High School. Data collection was from writing tasks and questionnaires. The study found that the four most common errors frequently occur in students’ writing journals are relating to tenses, collocations, spellings, and verb forms. The findings from an attitude questionnaire indicated that the students expressed positive attitudes towards it and showed a high appreciation for the effects of process writing.
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Herman, Yuli, Nadya Shakila Feronika, and Risza Dwiputri. "THE ANALYSIS OF STUDENTS’ ATTITUDE TOWARDS THE USE OF REFLECTIVE JOURNAL WRITING AS WRITING ACTIVITY." ELP (Journal of English Language Pedagogy) 5, no. 2 (July 30, 2020): 51–59. http://dx.doi.org/10.36665/elp.v5i2.331.
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This study was aimed to know the attitude of students towards the use Reflective Journal Writing a writingactivity at the excellent classes of eighth grade students of SMPN 1 Solok in 2019/2020 academic year. The research method used in this study was quantitative descriptive. The population in this research was the excellent classes of eighth grade students of SMPN 1 Solok in 2019/2020 academic year. The total of population was 66 students of 2 classses The technique sample used was total sampling, where all the students in excellent classes, class VIII A and VIII B were included as the sample in the research. To get the data of the research, the researcher used questionnaire. The research design included a 5 point Likert-type questionnaire which were strongly agree (SA), Agree (A), Undecided (U), Disagree (D), and strongly Disagree (SD). In this case the researcher used 44 number of statements which based on 3 indicators of students’ attitude. The indicators of attitude were divided into cognitive, emotion and behavioral aspects. The finding of this research show the final percentage of students’ attitude towards reflective journal writing was 76%, it was classified as in the “very good” level. It means students had a very positive attitude towards the use of reflective journal writing as writing activity.
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Kozub, Francis M., and Christoph Lienert. "Attitudes Toward Teaching ChildrenWith Disabilities: Review of Literatureand Research Paradigm." Adapted Physical Activity Quarterly 20, no. 4 (October 2003): 323–46. http://dx.doi.org/10.1123/apaq.20.4.323.
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This review explores the known literature with respect to attitudes and introduces a criterion paradigm to aid future researchers in studying links to attitude behavior. Prior writing has varied from a more atheoretical study of attitude behavior to a focus using theories from other disciplines, most notably the theory of planned behavior (Ajzen, 1985). The premise of this paper is that attitude study should progress beyond basic description regarding profiles of pre and inservice teachers to the study of teacher and learner behaviors as a function of known attitude profiles and other mediating variables.
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Safitri, Diya, and Safnil Arsyad. "Understanding and Attitudes of University Students towards Plagiarism in Academic Writing at the University." Journal of English for Specific Purposes in Indonesia 1, no. 1 (August 25, 2022): 1–6. http://dx.doi.org/10.33369/espindonesia.v1i1.23495.
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In the academic world, plagiarism is prone to occur. Academic dishonesty has emerged as a major concern and difficulty for the educational system, with plagiarism being one of them. The goal of this research is to find out the understanding and attitudes of students towards plagiarism in academic writing. This research made use of qualitative research methods and using a qualitative approach with a questionnaire measuring instrument. based on the results of the overall understanding of students obtained, namely strongly agree (42.6%), agree (43.7%), disagree (4.2%), and strongly disagree (1.6%). While based on the results of Students' attitudes towards plagiarism as a whole obtained, namely strongly agree (37.9%), agree (51.2%), disagree (6.3%), and strongly disagree (4.6%). So the attitude of students at the university shows a negative attitude towards plagiarism in academic writing at the university. With this study, it is hoped that students will become more open and understand the concept of understanding plagiarism and what behaviors can be indicated in plagiarism behavior. So far, students are quite familiar with the basic concepts of plagiarism but still cannot apply them correctly and appropriately. and it can be concluded that there is a tendency for university students to have a more negative attitude/reject plagiarism in academic writing at the university
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Birello, Marilisa, Llorenç Comajoan-Colomé, and Natxo Sorolla. "Reported Evidence-Based Writing Practices and Teachers’ Beliefs in Catalonia, Spain: An Exploratory Study." L1-Educational Studies in Language and Literature 22 (May 19, 2022): 1–27. http://dx.doi.org/10.21248/l1esll.2022.22.1.410.
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This paper investigates the reported frequency of the use of evidence-based writing practices (EBWPs) by teachers (N = 51) in primary and secondary school classrooms in a sample of schools in the Barcelona metropolitan area (Spain), and how teacher beliefs contribute to the reported use of EBWPs. The results showed that the teachers declared to implement most of the EBWPs from previous studies. The three most frequent declared practices were 1) give praise individually for writing, 2) teaching writing strategies for planning and writing skills, and 3) using text assessment as a guide to shape instructions. Regarding teachers’ beliefs about teaching writing, the study focused on teachers’ attitudes and teacher efficacy. The results on attitude showed that teachers had a positive attitude toward writing. Results regarding teacher efficacy showed that teachers felt quite efficacious, especially when they were required to determine the level of difficulty in written assignments. A factor analysis of the EBWPs showed that the two main factors for the frequency of reported use of EBWPS were strategy teaching for evidence-based writing and writing practices based on text assessment. PLS regression analyses showed that the reported frequency of use of EBWPs was highly predicted by the feeling of efficacy of teachers.
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오택환. "Development of Writing Attitude in Highschool Students." Journal of Korean Language and Literature Education ll, no. 45 (August 2009): 125–48. http://dx.doi.org/10.17247/jklle.2009..45.125.
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Hall, Anna H., Michael D. Toland, and Ying Guo. "The writing attitude scale for teachers (WAST)." International Journal of Quantitative Research in Education 3, no. 3 (2016): 204. http://dx.doi.org/10.1504/ijqre.2016.077801.
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Knudson, Ruth E. "Development and Application of a Writing Attitude Survey for Grades 1 to 3." Psychological Reports 70, no. 3 (June 1992): 711–20. http://dx.doi.org/10.2466/pr0.1992.70.3.711.
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The purpose of these studies was to develop and use a writing attitude survey for students in Grades 1 to 3 modeled after the survey developed and used with students in Grades 4 to 8 in 1991. A 19-item survey was administered to 394 children in Grades 1, 2, and 3. The instrument was then used in an experiment to assess the effect of instructional treatment, grade, and participation on 112 students' attitudes toward writing. There were no significant main effects for treatment or for time of measurement. There were no significant interactions, but there was a significant main effect for grade. Follow-up of significant main effects using Tukey tests indicated that 52 third graders had significantly more positive attitudes toward writing than 60 fifth graders.
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윤상돈. "Analysis of applying different writing teaching types on writing competence & attitude toward English writing." Journal of Studies in Language 28, no. 1 (May 2012): 89–109. http://dx.doi.org/10.18627/jslg.28.1.201205.89.
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Wahyuni, Sri, and Fauzul Etfita. "Pengaruh Blended Learning Model dan Sikap Berbahasa terhadap Kemampuan Menulis Bahasa Inggris Siswa Sekolah Menegah Atas Negeri di Kota Pekanbaru." GERAM 6, no. 2 (December 20, 2018): 1–9. http://dx.doi.org/10.25299/geram.2018.vol6(2).1910.
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Writing ability is one of the demands of learning English. However, writing is also the most difficult skill faced by high school students in the city of Pekanbaru. For this reason, the learning model should be appropriate in accordance with the age development and problems faced by students. Thus, the authors attempted to analyze; (1) the effect of blended learning on students’ writing ability; (2) the effectof language attitude on students’ writing ability; and (3) the effect of
blended learning model and language attitude on students’ writing ability. Referring to the problems and purposes of this study, the author used a quantitative approach namely the experimental method with factorial design. The research was conducted at SMAN 6 Pekanbaru by using a random sampling technique. To measure students' writing ability, the researchersemployed a writing test. Whereas to obtain information or collect data related to language attitude in this study, the researchers distributed questionnaires that have been tested for validity and reliability. After collecting data, researchers tested the data and hypotheses using SPSS 21. In this study, data was normally distributed and the population was homogeneous so that hypothesis testing could be continued. Based on the results of hypothesis testing, this study could be concluded that; (1) there was an effect of blended learning on students’ writing ability; (2) there was an effectof language attitude on students’ writing ability; and (3) there was no effect of blended learning model and language attitude on students’ writing ability.
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Karahan, Berna Urun. "The Relationship between Secondary School Students’ Writing Attitudes and Anxiety and Writing Disposition." International Journal of Education and Literacy Studies 9, no. 2 (May 1, 2021): 136. http://dx.doi.org/10.7575/aiac.ijels.v.9n.2p.136.
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Literacy is an important result of language teaching. Language skills are like the pieces of a whole. The accurate acquisition of these skills, which are needed to be used effectively by individuals both in their social and educational life, is equally valuable. Writing is a skill that is acquired and developed mostly during the learning process among these skills. Writing requires not only recognizing the letters and language rules but also understanding and internalizing oneself and the environment. Therefore, emotions, opinions and experiences regarding this skill should be emphasized. The aim of this study is to review the relationship between secondary school students’ writing attitudes and anxieties, and writing dispositions. The study group of the study included secondary school students who were randomly selected in the center of Kars, Turkey in the 2019-2020 academic year. Data were collected using “the Attitude Scale towards Writing for Secondary School Students”, “the Writing Disposition Scale”, and “the Writing Anxiety Scale for secondary school Students”. The results showed that secondary school students’ writing attitudes, dispositions and anxieties did not produce a significant difference based on the variable of gender.
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Calzada, Asier, and María del Pilar García Mayo. "Child EFL learners’ attitudes towards a collaborative writing task." Language Teaching for Young Learners 2, no. 1 (March 2, 2020): 52–72. http://dx.doi.org/10.1075/ltyl.19008.cal.
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Abstract The way learners engage with tasks can crucially impact on learning opportunities and, therefore, more attention is now being devoted to task affect. This study examines the attitudes of an underresearched population, child EFL learners, towards a collaborative dictogloss task. Thirty-two Spanish EFL children (ages 11–12) completed the task in pairs and small groups at their school, and an attitude questionnaire one week after. Results show that learners had a positive attitude towards L1 and L2 writing, collaboration in the classroom, and the task itself, regardless of their grouping condition. Although these children did not mention in their responses any explicit grammar gains as a result of the task, they considered the blend of the written and oral mode and the opportunities for peer assistance to be beneficial. These results are encouraging for the promotion of collaborative writing tasks with young learners in communicative contexts.
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Sarfraz, Farrukh, Nadeem Razaq, Fahad Sarfraz, Sadia Ikram, Saima Rubab Khan, and Muhammad Saif Ullah. "Writing a Feedback." Pakistan Journal of Medical and Health Sciences 15, no. 12 (December 30, 2021): 3545–46. http://dx.doi.org/10.53350/pjmhs2115123545.
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Introduction: Writing or composing has been seen an issue to several of undergraduates students, composing has been the most difficult micro skill of all times. Feedback plays an essential part in composing process. Considering the issues in composing classes, the point of this study was to see at a planning procedure through which language learners can make self-confidence, be impelled, advance the quality of publication, secure communications through composing and taking after feedbacks. Objective: To investigate the purpose of students’ attitude towards peer-feedback and facilitator feedback. Materials and Methods: Study design: Quantitative cross sectional Settings: Azra Naheed Medical College Duration: Six months i.e. 1st January 2021 to 30th June 2021 Methodology: This is quantitative cross sectional study conducted in the medical undergraduate’s students at Azra Naheed medical college Lahore. Total participants were 200 selected after taking the informed consent. Students have an idea of giving and receiving feedback. A validated questionnaire was circulated to elicit students thought about the effectiveness regarding feedback in academics. The data was entered an analyzed using SPSS version 23. Results: Results revealed maximum students showed positive attitude. As collectively 3% students are strongly disagree, 14% are disagree, 17.5% are neutral, 38% are agree and 17.5% are strongly agree. Conclusion: The main issue in this study was to explore participants state of mind towards peer and teacher-feedback. This study showed that medical students showed positive attitude towards giving and receiving peer feedback. Most of the participants may consider that facilitators composed observations have fruitful technique to move forward the quality of their writing. Likely since they acknowledged that facilitators had more data. Consequently, this study help the participants to think fundamentally rather than living in anxiety and it has been only due to the facilitator’s feedback. Keywords: feedback, writing, peer feedback, academic writing
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Yesuf, Mohammed Yibre, and Alemu Hailu Anshu. "The Impact of the Use of Collaborative Writing on Attitude of EFL Students towards Learning Writing Skills." International Journal of Education and Literacy Studies 10, no. 3 (August 12, 2022): 113–20. http://dx.doi.org/10.7575/aiac.ijels.v.10n.3p.113.
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The main goal of the study was to examine the impact of employing collaborative writing on students’ attitude towards learning EFL writing skills. To this end, based on the mean results of the paragraph a writing skills test was administered before the experiment, two sections of Grade 11 students from Felegebirahn Secondary School in Amhara Region, Ethiopia were chosen as participants of the study. These two sections of students were categorized as experimental (n=44) and control (n=44) groups using simple random sampling technique. The experimental group exercised paragraph level writing tasks collaboratively, whereas the control group practiced the identical writing tasks individually for 12 weeks in the 2019 academic year. Questionnaire, which was intended to find out the attitude of EFL students about learning writing skills before and after the training, was the major data collection tool used in the study. A semi-structured interview with a few selected students was also undertaken to validate the data acquired by the questionnaire. In order to examine the significance of the attitude questionnaire mean differences of the participants within as well as between the selected study groups, T-test was conducted. The results of the study showed that students who experienced collaborative writing for over 12 weeks brought positive attitudinal changes on learning EFL writing skills after being introduced to collaborative writing. It was found that they improved their attitude toward learning writing skills more significantly than students who did the writing tasks alone. The majority of respondents in the open-ended questionnaire and interview data agreed that after exposure to collaborative writing, the students eventually enjoyed and were inspired to write in English. It was concluded that practicing writing tasks collaboratively in EFL writing classes can have a favorable impact on EFL students’ attitude towards learning writing skills. This, in turn, encourages the students to opportunely exercise writing in English both inside and outside their classes. It is, therefore, recommended that teachers in EFL classes should support the students to practice collaborative writing in EFL writing lessons.
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Al-Jarrah, Tamer Mohammad, Noraien Mansor, Radzuwan Ab Rashid, Ibrahim Bashir, and Jarrah Mohammad Al-Jarrah. "EFL Students’ Attitude Toward Using Metacognitive Strategies in Writing." English Language Teaching 11, no. 10 (September 29, 2018): 162. http://dx.doi.org/10.5539/elt.v11n10p162.
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Metacognitive learning strategies are higher–order executive skills that help learners become more independent, autonomous, and capable of planning, monitoring and evaluating learning process. This research was aimed at investigating EFL students’ attitude towards the use of metacognitive strategies in writing. Data were generated through in-depth interviews with 10 EFL students purposively selected from Irbid secondary school, Jordan. Only students from experimental group, who received the intervention, were interviewed. The data obtained were analyzed using ATLAS.TI version 8. The findings indicate that the majority of students acknowledged the usefulness of metacognitive strategies in improving their writing performance, but some experience difficulties in implementing the strategies. The majority of students reported positive attitudes toward metacognitive strategies as they help them to improve their English writing and cultivate learning autonomy. This paper recommends that metacognitive instruction should be incorporated in writing classrooms as it helps students to become more self-regulated.
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Welch, Marshall. "The Please Strategy: A Metacognitive Learning Strategy for Improving the Paragraph Writing of Students with Mild Learning Disabilities." Learning Disability Quarterly 15, no. 2 (May 1992): 119–28. http://dx.doi.org/10.2307/1511013.
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This study investigated the effectiveness of a metacognitive strategy, the PLEASE strategy, for teaching students with learning disabilities to write paragraphs. The investigation examined (a) students' metacognitive knowledge about prewriting planning, composition, revision, and parts of the paragraph; (b) student writing samples; and (c) student attitudes toward writing paragraphs. Results suggest that, compared to the traditional language arts curriculum used with a comparison group, the experimental treatment was significantly more effective in developing the metacognitive abilities of 6th graders with learning disabilities for prewriting planning, composition, and revision. Findings also suggest that students' attitude toward writing and writing instruction improved significantly following the experimental treatment.
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Kaharuddin, Kaharuddin. "Assessing the effect of using artificial intelligence on the writing skill of Indonesian learners of English." Linguistics and Culture Review 5, no. 1 (October 22, 2021): 288–304. http://dx.doi.org/10.21744/lingcure.v5n1.1555.
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Electronic device with artificial intellegence application facilitates the process of learning-teaching in Higher School. This research integrates the use of artificial intellegence in teaching reading and giving feedback as independent variables to imrpove students’ writing skill as dependent variable. Students’ attitude on such teaching is the intervening variable. The research was conducted in Higher Schools in Makassar City. Research instrument was questionnaire distributed to 100 students’ of Higher Schools, but only 83 were processed. The data were analyzed by path analysis. The research findings: 1) teaching reading with artificial intelligence application has no direct but indirect effect through attitude on students’ writing. 2) Lecturer’s feedback virtually has direct and indirect effect through attitude on students’ writing. 3) Reading and feedback through attitude contributes 34.8% to students’ writing skill improvement.
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Eliwarti, Eliwarti, and Indah Tri Purwanti. "THE EFFECT OF JOURNAL WRITING TECHNIQUE ON STUDENTS’ WRITING ABILITY." International Journal of Educational Best Practices 5, no. 2 (October 26, 2021): 183. http://dx.doi.org/10.31258/ijebp.v5n2.p183-196.
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This quasi experimental research aims at looking at the effect of Journal Writing technique on students’ ability in writing a paragraph. Specifically, the research answers the research questions about the students’ ability in writing, the effect of Journal Writing technique on the students’ ability in writing, and the students’ attitude toward Journal Writing technique applied in their Writing class. The sample are one class from the second semester of English Department students in 2017-2018 academic year. The data were collected through writing test and the distribution of a set of questionnaire. The results show that nearly 60% of students’ ability ini writing is at Average to Good level before the treatment. After the treatment, 56.76% of their ability is at Good to Excellent level. To test whether the increased score is statistically significant or not, the data were analyzed using t-test. Having t-obs (8.26) which is higher than t-table (2.030), it can be said that the teaching of writing using Journal Writing technique significantly effects the students’ ability in writing paragraph. The data from questionnaire support the previous findings where nearly 64% students have ‘high’ attitude toward Journal Writing technique applied in their class.
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Kassem, Mohamed Ali Mohamed. "The Effect of Using Blackboard on English Majors’ Writing Proficiency and Attitudes." International Journal of Applied Linguistics and English Literature 7, no. 6 (November 1, 2018): 73. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.6p.73.
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This article reports the findings of a case study on the implementation of Blackboard Learning Management System in the Department of English, Prince Sattam bin Abdulaziz University, Saudi Arabia. The study aims at exploring the effects of using Blackboard, an interactive computer-mediated learning environment, on English majors’ writing proficiency and examining their attitudes towards the use of Blackboard. Three indicators were used, namely, accuracy, fluency and complexity to estimate students’ writing proficiency. The Profile of Larsen-Freeman (2006) was employed to assess students’ writing proficiency. Students’ attitudes were measured through a questionnaire that is divided into three domains: (a) demographic and personal information, (b) implementation strategies of Blackboard and (c) students’ attitudes towards Blackboard. Results of the study revealed a significant positive effect of using Blackboard on developing English majors’ writing proficiency. In addition, students showed a positive attitude towards the use of Blackboard.
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Tok, Şükran, and Anıl Kandemir. "Effects of Creative Writing Activities on Students’ Achievement in Writing, Writing Dispositions and Attitude to English." Procedia - Social and Behavioral Sciences 174 (February 2015): 1635–42. http://dx.doi.org/10.1016/j.sbspro.2015.01.815.
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Kim, Ha-Na, and Ja-Kyoung Kim. "Effects of Process-Based Collaborative Writing on Story Writing and Writing Attitude among At-Risk Students with Writing Disabilities." Journal of Special Education 38, no. 4 (November 30, 2022): 55–79. http://dx.doi.org/10.31863/jse.2022.11.38.4.55.
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Romrome, Abel Yohanis, and Concilianus Laos Mbato. "Exploring EFL students’ motivation in essay writing through writing beliefs, self-efficacy, and attitudes: a case from Papua, Indonesia." Journal on English as a Foreign Language 13, no. 1 (December 25, 2022): 1–24. http://dx.doi.org/10.23971/jefl.v13i1.4561.
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Although writing motivation has been widely investigated, limited research has focused on the three elements of internal motivation: writing beliefs, self-efficacy, and attitudes, let alone in the Papuan context. This study explored 32 Papuan EFL undergraduate students' internal motivation in essay writing through a purposive sampling technique. This research adopted a mixed method of quantitative and qualitative data. In collecting the quantitative data, a questionnaire was distributed through the Google Forms platform and analyzed using SPSS 26.0. Meanwhile, semi-structured interviews were conducted to gain qualitative data and analyzed by reading the data transcription and listening to the data recording three times to gain more valid information about the students' internal motivation in writing. The findings revealed that most EFL students had realized the importance of writing (WB1; M=3.63). Some students also demonstrated self-efficacy as writers (SE1; M=3.67), while others still felt anxious during writing (SE4; 3.60). Furthermore, some participants had created a positive attitude toward writing, whereas others did not. This research offers pedagogical implications for the lecturers and educators to promote the importance of writing to their students, encourage them to increase their self-efficacy as writers, and create positive attitudes toward writing.
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Hussain, Bashir, Imtiaz Ahmad Warraich, and Aiman Mumtaz. "University Students’ Attitude towards Affective Domain of Academic Writing: Gender Differences and Association with Achievement." Review of Education, Administration & LAW 2, no. 2 (December 31, 2019): 93–102. http://dx.doi.org/10.47067/real.v2i2.13.
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Language is the very basic source of transferring ideas, thoughts, beliefs, and feelings to others, and, therefore, plays highly important role in academic life of a student. Among the four basic language skills, the role of writing skill is considered the strongest for the development of the learners. Of the writing skills, students’ academic writing skills is highly focused area, as it is a mean of written communication and, therefore, essential for the academic and professional achievement of learners. Research demonstrates that students’ academic writing skills are also linked with their attitude towards writing in all domains of Bloom’s taxonomy i.e., cognitive, affective, and the behavioral. Considering the importance of the affective domain of students’ academic writing, this research is especially focused on examining university students’ attitude towards affective domain of academic writing. Furthermore, current research study would also examine students’ attitude towards affective domain of academic writing from the perspectives of gender differences, discipline-wise differences, undergraduate and postgraduate differences, and its association with students’ achievement. The current study is descriptive in nature and uses survey research design. For sampling, multistage cluster method was adopted. Total sample size of the current study comprised 972 university students. Tool of the study was a questionnaire, which comprised two sections. The first section of questionnaire focused on collecting demographic data from the participants, while the second section comprised five-point Likert scale, with a set of ten statements regarding students’ attitude towards affective domain of academic writing. First comprised arithmetic mean and SD, while t-test was used from inferential statistics. The results showed that although university students from Multan City have low moderate positive attitude towards Blooms’ affective domain of academic writing, but some gender and discipline-wise differences exist.
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Yarmi, Gusti. "PEMBELAJARAN MENULIS DI SEKOLAH DASAR." Perspektif Ilmu Pendidikan 31, no. 1 (July 18, 2017): 1. http://dx.doi.org/10.21009/pip.311.1.
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The aims of this study is to find out the teacher’s understanding of the application of learning to writing in Islamic Primary School Jerapah Kecil, East Jakarta. Using ethnographic methods (Spradley model), this qualitative study was conducted in March-July 2013. The results of this study indicate that the teaching of writing in Islamic Primary School Jerapah Kecil has a unique in the learning objective. The students are expected to have writing skills through contextual writing practice and to enjoy writing. Through various writing activities the teacher builds positive attitude on the students. Beside the communicative and the whole language approaches, the teaching also implements student-centered approach. The students’ writing skills are developed through several kinds of writing activities at school and out of school. The students’ writing performance is asseesed not only based on their product but also writing process. Then assessment covers cognitive and affective aspects. Using a variety of learning resources in writing, such as museum, can develop the students’ positive attitudes.
Keywords : writing objectives, writing skills, writing activities, communicative approach, whole language approach.
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Kosyan, Aram. "Writing The Armenian History." Fundamental Armenology 1 (July 14, 2022): 15–19. http://dx.doi.org/10.54503/1829-4618-2022.1(15)-15.
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In academic studies and textbooks, the history of Armenia is entitled the "History of Armenians" or the "History of Armenian people". Like other modern nations such attitude could better fit those ethnic groups who never had statehood during their history. In the case of Armenia everything is turned upside down.
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Setyowati, Lestari, Sari Karmina, Ahmad Heki Sujiatmoko, and Nova Ariani. "Feeling nature in writing: environmental education in the EFL writing course." Journal on English as a Foreign Language 12, no. 1 (January 20, 2022): 22–48. http://dx.doi.org/10.23971/jefl.v12i1.3092.
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Environmental degradation increases the threat to ecological disaster. Thus, environmental education is crucial for disaster mitigation. This study is intended to investigate the students’ level of environmental attitude, the students’ writing performance when writing with environmental issues, and their opinion when writing about an environmental topic. The study uses a cross-sectional design. The subjects were 23 students of the Department of English at a state university in Malang, Jawa Timur, Indonesia who joined the Essay writing course. The result shows that the students’ environmental attitude fall in the moderate category, the students’ performance in writing essays with environmental topics belongs to the ‘good’ category, and the students said that using an environmental issue raised their ecological awareness and their critical thinking skills. The result also shows that most of the students can write the introduction well, make relevant topic sentences well, give a relevant explanation well, and write a proper conclusion by using a recommendation to save and protect the environment. The study implies that environmental topics can be incorporated into language classes to sharpen language skills and to nurture the care and love of nature.