Journal articles: 'Writing skills'

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Vysotska, Oksana. "WRITING SKILLS: CHALLENGES AND SOLUTIONS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 208–11. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-208-211.

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Ability to communicate in writing in a foreign language is required for any educated professional in our modern globalized world. It allows people to get a prestigious job, to participate in international projects and exchange programmes, to get education, etc. For that foreign language proficiency level should be higher than the Intermediate one (B2+), including writing skills. It is this level that allows people to live, study or work independently in a country where and when this particular foreign language is used for communication However, the results of examinations aimed at assessing the writing proficiency of Ukrainian school and university students demonstrate that their writing skills are not developed enough and leave much to be desired. Both teachers and learners consider writing to be the most difficult skill of the four main basic skills as it requires control over a number of variables simultaneously, over the content and the form, i.e., to know what to write about and how to write about it. The present article focuses on the specific features of writing which make it challenging, makes an attempt to analyze the writing challenges Ukrainian students face and to present some recommendations about what may be done by teachers of foreign languages to improve the situation.

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Sodik, Achmad Ja'far. "نظريّات أسلوب تعبير الصور في تعليم مهارة الكتابة أحمد جعفر صادق." Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 2, no. 2 (November 14, 2018): 99. http://dx.doi.org/10.29300/im.v2i2.1761.

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Abstract In the language teaching has four language skills are listening skills, speech skills, reading skills, and writing skills. Writing is a fourth skill in terms of ranking in education.Skill writing is the most important material between subjects. This Article discuss what are the theories of the image description technique in the learning of writing skills and how to implement in the learning of writing skills. The description technique in the teaching of writing skill is the technique used to find the idea in the expression of images and to make organizational writing in the teaching of writing skill. There are also types of expression of images, and steps in teaching the skill of writing, the main result is that the implementation of the images description technique in the teaching of writing skill contains three stages is the stage before writing, writing stage, and post-writing. Keyword: Theories, Technique, Image Description, Writing Skill

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B, Dr Sivakami. "Does Awareness of Writing Process Improve the Student’s Writing Skills?" International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 6605–8. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020471.

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Cooney, Adeline, Eamon Darcy, and Denis Casey. "Integrating reading and writing: supporting students' writing from source." Journal of University Teaching and Learning Practice 15, no. 5 (December 1, 2018): 17–35. http://dx.doi.org/10.53761/1.15.5.3.

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Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of student texts suggest significant improvement in some skills, for example, finding, interpreting and synthesising content across sources. Other skills showed less marked improvement, for example, critiquing sources and creating new text. This paper shares the lesson and makes suggestions for future iterations of the lesson.

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Clay, Geraldine. "Assignment writing skills." Nursing Standard 17, no. 20 (January 29, 2003): 47–52. http://dx.doi.org/10.7748/ns2003.01.17.20.47.c3336.

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Clay, Geraldine. "Assignment writing skills." Nursing Standard 17, no. 20 (January 29, 2003): 47–55. http://dx.doi.org/10.7748/ns.17.20.47.s65.

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Clarke, Jenni. "Building writing skills." Early Years Educator 10, no. 7 (October 2008): viii—ix. http://dx.doi.org/10.12968/eyed.2008.10.7.31404.

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Munawarah, Munawarah, and Zulkiflih Zulkiflih. "Pembelajaran Keterampilan Menulis (Maharah al-Kitabah) dalam Bahasa Arab." Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab 1, no. 2 (January 5, 2021): 22. http://dx.doi.org/10.36915/la.v1i2.15.

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Writing skill (maharah al-kitabah) is the highest skill of the four language skills. Writing is an activity that has a relationship with thought processes and expression skills in the form of writing. Judging from the aspect of Arabic proficiency, writing can be said to be a very complex activity, because it requires the ability to organize and organize ideas coherently and logically, as well as the ability to present writing in a variety of written languages and different writing rules. This writing activity is difficult for students, because it requires several skills, namely skills in forming letters and mastering spelling and the skills to generate thoughts and feelings in the form of Arabic writing. Therefore, it is necessary to understand the objectives and principles of learning writing skills and writing skills learning techniques to help students understand the material and achieve the goals of learning writing skills (Maharah al-kitabah). This paper tries to explain the theory of learning writing skills scientifically which includes the understanding of writing skills (maharah al-kitabah), the objectives of learning writing skills (maharah al-kitabah), the principles of learning writing skills (maharah al-kitabah) and skills learning techniques. write (maharah al-kitabah) in Arabic.

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Murdoch, Yvette Denise, Hyejung Lim, and Jiyoung Cho. "Writing Center Visitors: Influence of L1 Writing Skills on Students’ Exophonic Writings." SAGE Open 11, no. 4 (October 2021): 215824402110622. http://dx.doi.org/10.1177/21582440211062234.

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This study investigated the influence of acquired L1 writing skills on exophonic writings of students ( N = 147) from diverse majors, who visited an English writing center for assistance. Affective differences revealed students with L1 writing tutelage (WL1) had lower avoidance behavior and higher extrinsic motivation and writing self-efficacy. Self-perceived L2 writing ability was found to be a principal factor for WL1. Writing self-efficacy appeared essential for students without L1 writing tutelage (WOL1). Regression analysis found learner self-beliefs and somatic anxiety (negative) influenced self-perceived L2 writing ability for WL1, and holistic self-beliefs on English writing (HSE) and cognitive ability (negative) for WOL1. Acquired L1 writing skills did not tangibly influence L2 performance. No large impact factors were found for WL1, but HSE and attitudes & reaction (negative) impacted WOL1 performance. Implications such as performance may not be a main concern among exophonic writers, and the need for English writing centers in non-L1 (English) countries are discussed.

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Asriati, Maharani Dwi Putri, and Erizal Gani. "Contribution of Critical Reading Skills and Scientific Vocabulary Mastery to Exposition Text Writing Skills." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (October 31, 2022): 6825–34. http://dx.doi.org/10.35445/alishlah.v14i4.2202.

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The purpose of this study was to describe the contribution of critical reading skills to students' exposition text writing skills, to describe the contribution of scientific vocabulary mastery to students' exposition text writing skills, to describe the contribution of students' critical reading skills and scientific vocabulary mastery to students' exposition text writing skills. This type of research is quantitative with a descriptive method using a correlational design. The population of this research is the students of class X senior high school totalling 223 people. Sampling was carried out using proportional random sampling. The number of research samples was 45 students. The research instrument is an objective test and a performance test. The research data were in the form of exposition text writing skill scores, critical reading skills test scores, and students' scientific vocabulary mastery scores which were converted into grades. Data analysis used the Pearson product-moment correlation test, multiple correlation test, t-test, f-test, and determinant coefficient to determine the contribution of the independent and dependent variables. The results showed that critical reading skills contributed significantly 36.72% to the skill of writing exposition texts. Mastery of scientific vocabulary contributed significantly by 36.97% to the skill of writing expository text. Critical reading skills and scientific vocabulary mastery together contribute to the skill of writing expository text by 42.25%. In conclusion, critical reading skills and scientific vocabulary mastery together have a significant contribution to exposition text writing skills.

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Ashbaugh, Hollis, Karla M. Johnstone, and Terry D. Warfield. "Outcome Assessment of a Writing-Skill Improvement Initiative: Results and Methodological Implications." Issues in Accounting Education 17, no. 2 (May 1, 2002): 123–48. http://dx.doi.org/10.2308/iace.2002.17.2.123.

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This paper reports the outcome assessment of our accounting department's writing-skill improvement initiative. We employ complementary experimental designs to examine the effects of professionally relevant writing experiences on accounting students' writing-skill development. Using a between-subjects experimental design, we compare the writing skills of accounting students who participated in our writing initiative with the writing skills of other business students who did not participate. Using a within-subjects experimental design, we track improvements of accounting students' writing skills over time. Results from both outcome assessment methodologies indicate that accounting students' writing skills improve as students participate in our writing initiative. This paper provides insight into the features of a successful writing initiative and offers methodological suggestions for conducting outcome assessments of writing initiatives.

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Asri, Annisa Kurnia. "The Please Strategy Effect to Improve Paragraph Writing Skill At Universitas of Ibrahimy." JOEY: Journal of English Ibrahimy 1, no. 1 (February 14, 2022): 20–25. http://dx.doi.org/10.35316/joey.2022.v1i1.20-25.

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Writing skill in English is a productive skill that involves several components such as topic, ideas, main ideas, supporting ideas, sentence structure, grammar, diction, and writing technique. University students must be able to compose well-structured and elaborated academic writing. They are urged to create credible writings in the academic field and one of the strategies that can be used is the PLEASE strategy. PLEASE strategy is a writing strategy that has six steps namely: Pick, List, Evaluate, Activate, Supply, End. Therefore, this research aims to find the effect of the PLEASE strategy to improve English writing skills of the university of students in semester 4 at the English Department, Faculty of Social Science and Humanities University of Ibrahimy Situbondo. The findings of this research were drawn by using Z-test. It shows that the PLEASE strategy can significantly improve students’ writing skills. PLEASE strategy can help students to think systematically and critically using all those 6 steps.

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BAŞTUĞ, Muhammet, Elife Nur SAYDAM, Sinem GÜÇLÜER, Volkan SARIBOĞA, and Yasin ÖZCAN. "Examination of Mechanical Writing Skills of Primary School Students." Sakarya University Journal of Education 13, no. 3 (December 28, 2023): 402–15. http://dx.doi.org/10.19126/suje.1197329.

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The foundations of writing, one of the four basic language skills, are laid in the primary school years and this skill is formally acquired during the first literacy teaching process in the 1st grade of primary school. Analyzing the writing skills of primary school students is essential for detecting weaknesses in their writing abilities, preventing potential writing difficulties in subsequent years, and designing intervention programs to enhance their writing competencies. In this context, this study aimed to examine the writing skills of primary school 1st through 4th grade students in terms of mechanics. The students’ notebook writings were assessed based on the following criteria: the size and shape of the letters, the alignment and order of the writing, the spacing between words and letters, the layout and neatness of the paper, the quantity and quality of the writing on the page and in the notebook, and the expression and meaningful coherence of the writing. The sample of the study, which was conducted with a descriptive survey using quantitative methods, consisted of a total of 807 primary school students studying in districts of different socioeconomic levels in Istanbul and the students’ writing notebooks. The “Writing Achievement Assessment Form,” which was prepared by the researchers and revised following the opinion of a classroom education specialist, was used as a data collection tool in the study. As a result of the study, it was determined that the writing skills of primary school students were at different levels in terms of mechanics. In addition, it was observed that the deficiencies in students’ mechanical writing skills were included in different criteria items. Based on the results obtained, the researchers have made suggestions to contribute to the field.

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Permatasari, Kun Makhsusy, and Irawati Agustine. "Impact of Machine Translation on Japanese Writing Skills." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (April 30, 2022): 1095–102. http://dx.doi.org/10.35445/alishlah.v14i2.2033.

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The purpose of this study was to determine the impact of machine translation on Japanese writing skills. The ability to write Japanese is also understood through the components of writing. This study uses experimental research using a one-group experimental design. It was conducted at Private University in Jakarta. Data collection techniques are documents and written tests. The participants were 60 students who received the Writing Course. To determine the effect of using machine translation on Japanese writing skills, it was analyzed using the t-test: Paired Two Sample for Means. The results of the study concluded that machine translation had a significant impact on the completion of writing assignments so which led to an increase in writing ability. However, in the study of each component of writing, there are still weaknesses in the aspects of grammar and the development of logical ideas. Therefore, this research has implications for understanding how machine translation works, which has limitations and students must review their writings at the editing stage.

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ASAKA, Yoko. "Improve academic writing skills." Journal of Japan Academy of Midwifery 33, no. 2 (December 27, 2019): 115–16. http://dx.doi.org/10.3418/jjam.foreword-33-2.

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HATAKEYAMA, Tamami. "Improvement in writing skills." Journal of Information Processing and Management 52, no. 11 (2010): 675–77. http://dx.doi.org/10.1241/johokanri.52.675.

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Bickerstaff, Douglas D., and Judith D. Kaufman. "Improving student writing skills." ACM SIGCSE Bulletin 24, no. 1 (March 1992): 42–45. http://dx.doi.org/10.1145/135250.134520.

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Hanson Diehl, Susan. "Developing Students' Writing Skills." Nurse Educator 32, no. 5 (September 2007): 202–6. http://dx.doi.org/10.1097/01.nne.0000289377.06384.00.

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TEICH, NATHANIEL. "Transfer of Writing Skills." Written Communication 4, no. 2 (April 1987): 193–208. http://dx.doi.org/10.1177/0741088387004002005.

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Atkinson, George F. "Writing among other skills." Journal of Chemical Education 63, no. 4 (April 1986): 337. http://dx.doi.org/10.1021/ed063p337.

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Adams, Gillian. "Writing Skills in Practice." Physiotherapy 88, no. 11 (November 2002): 710. http://dx.doi.org/10.1016/s0031-9406(05)60130-7.

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Agalieva, N. B., and A. S. Chuzhaeva. "Dulat Isabekov’s writing skills." Language and Literature: Theory and Practice, no. 2 (2022): 44–47. http://dx.doi.org/10.52301/2957-5567-2022-2-44-47.

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In this article, the authors focused on the poet’s work, paid great attention to the analysis of his works, the disclosure of the image of a contemporary in the works, the embodiment of images based on the details found in the works. Over time, in our literature, the description of the image of the hero has become the main theme of the writer’s work. The works of the writer, especially his works in the genre of narrative, are valuable because they managed to truthfully show the bitter reality of the society in which he lives. On this basis, a number of works are takenas an example. Because the core of literature is always a person, his inner world. It can be noticedthat the hero has emotional experiences, experiences, thinking, language skills, which embodies the idea of the writer. The image of the author-it manifests itself from the language of the work in its narrative structure. Therefore, analyzing the language, narrative, structure of the work, reveals the variety of facets of the author’s image, its formation, development.

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Syafitri, Rahmida, and Zulfikarni Zulfikarni. "KONTRIBUSI KETERAMPILAN MENYIMAK PANTUN TERHADAP KETERAMPILAN MENULIS PANTUN SISWA KELAS VII SMP NEGERI 34 PADANG." Pendidikan Bahasa Indonesia 8, no. 5 (February 19, 2020): 336. http://dx.doi.org/10.24036/108217-019883.

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ABSTRACT This article is written to discuss the results of research on contribution of skills listening rhyme to writing skills rhyme grade strudents VII SMP Negeri 34 Padang. The purpose of this research there are three. First, describe the skills of listening rhyme. Second, describe the skils of writing rhyme. Third, describe the contributing skills of listening rhyme for the writing skill of the rhyme grade students VII SMP Negeri 34 Padang. This research type is quantitative descriptive method. The design used in this research is the design contribution. This research population is grade VII SMP Negeri 34 Padang are registered on the school year 2018/2019, i.e. as many as 277 students. The sample in this research are determined by proportional random sampling of 15% of the population, i.e. 45 students. Research data is a score test results intermediate listening rhyme and score the writing skills test result text rhyme. The data obtained through two types of tests i.e. objective tests to measure the skills of listening rhyme and performance tests to measure the skills of writing a text rhyme. The results of the research there are three. First, the skills of listening rhyme grade VII SMP Negeri 34 Padang are on good qualifications (B) by the value of the average 77,67. Second, the skills of writing rhyme grade VII SMP Negeri 34 Padang are on good qualifications (B) with an average of 82,31. Third, there is a contribution of listening skills rhyme to the skills of writing rhyme of class grade VII SMP Negeri 34 Padang at 57,15% Kata kunci: Kontribusi, Menyimak, Menulis, dan Pantun

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Özçelik, Mine, and Zekerya Batur. "A Literature Review on Writing Proficiency Outcomes." International Journal of Education and Literacy Studies 11, no. 3 (July 31, 2023): 157–69. http://dx.doi.org/10.7575/aiac.ijels.v.11n.3p.157.

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The main target of language training is to help students acquire proficiency in reading, writing, listening, and speaking skills. Each language skill is complementary to the other in nature. As one of these skills, writing is based on narration. Through writing studies, the level of progression of the listening, speaking, and reading skills of the students can be objectively monitored. Therefore, writing studies should be emphasized as much as other language skills. This study aims to conduct a literature review about the outcomes of writing proficiency. In this qualitative study, the relevant parts of the literature were reviewed, and B2 level writing skill outcomes were compiled. The writing skill outcomes obtained as the result of the literature review were categorized and were classified as “the national level writing skill outcomes list for B2 level”, “the international level writing skill outcomes list for B2 level,” and “the writing outcomes, reduced to 11 items as the result of the literature review” after obtaining the relevant expert opinion. At the final stage of the study, the outcomes were submitted to the review of 3 experts in the field by using the “Writing Outcomes Compliance Assessment Form.” After the feedback was received from the experts, a total of eight writing skill outcomes for B2 level, indicated in List 4, were generated. The obtained outcomes were submitted to the literature to contribute to the field.

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Gill, Ayesha Asghar, and Fauzia Jangua. "Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis." English Language Teaching 13, no. 7 (June 9, 2020): 8. http://dx.doi.org/10.5539/elt.v13n7p8.

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Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs’ experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students' organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.

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Gill, Ayesha Asghar, and Fauzia Janjua. "Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis." English Language Teaching 13, no. 8 (July 20, 2020): 141. http://dx.doi.org/10.5539/elt.v13n8p141.

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Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs’ experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students' organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.

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Lee, Soon Young, and Seung A. Yoo. "The Development of Expository and Narrative Writing Skills in Upper Elementary School Students." Korean Association for Literacy 14, no. 2 (April 30, 2023): 463–87. http://dx.doi.org/10.37736/kjlr.2023.04.14.2.15.

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The study examined the longitudinal changes of writing skills in the expository and fictional narrative writings of 321 upper elementary school students. First, the number of letters and sentences in writing stagnated or decreased slightly, but the number of T-units increased, suggesting improved sentence maturity. Second, latent growth modeling confirmed a linear model for both explanatory and narrative writing. Third, factor analysis found that the quality of writing accounted for the highest proportion (weight) of writing skills. This study found that upper elementary school is an important period for qualitative changes in “discourse-level proficiency writing” based on the transcriptional skills and writing fluency acquired in lower grades. Practical guidance is thus needed to improve the skills of 4th to 6th graders in text organization and in identifying the purpose and reader of the writing.

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Suzanna Alwasilah, Senny. "Genre-Based Approach To Enhance University Students’ Ability And Creativity In Writing Narrative Story." Journal on Education 6, no. 4 (May 28, 2024): 19245–58. http://dx.doi.org/10.31004/joe.v6i4.5925.

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Writing is widely recognized as a crucial skill for students in higher education to master. Given that writing is widely regarded as one of the most challenging skills, educators must adopt effective approaches in teaching this skill. the Genre-Based Approach (GBA) emerges as a potentially effective method to improve students' writing abilities and potentially address writing challenges. This present study aims to identify students’ ability in writing towards the use of a genre-based approach in teaching writing. Based on the findings and discussions, it was concluded that implementing the genre-based approach to enhance university students' writing’s ability in comprehending narrative texts revealed several key insights.

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Falk, Diane S., and Phyllis G. Ross. "Teaching Social Work Writing." Journal of Baccalaureate Social Work 6, no. 2 (March 1, 2001): 125–41. http://dx.doi.org/10.18084/1084-7219.6.2.125.

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This article presents an approach to teaching social work writing within the core social work curriculum. Writing is recognized as being critical to effective professional practice and as an essential social work skill. Writing is also presented as a strategy for teaching social work knowledge, values, and skills. The authors share what they have learned and developed on the basis of their own teaching experiences with baccalaureate social work students. They identify nine purposes of social work writing, linking assignments with each purpose and discussing how the assignments can be used to teach social work writing skills concurrently with other core social work skills.

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Rafida, Tien. "The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills." Register Journal 10, no. 1 (June 1, 2017): 1. http://dx.doi.org/10.18326/rgt.v10i1.1-11.

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The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1) vocabulary mastery contribute to the argument to the arguments writing skill of students; (2) effective sentence mastery contribute to the argument writing skill of student; (3) vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1) vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2) Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3) mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4) mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5) Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

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Rafida, Tien. "The Integration of Vocabulary and Effective Sentence Mastery towards Students’ Argumentative Writing Skills." Register Journal 10, no. 1 (June 1, 2017): 1. http://dx.doi.org/10.18326/rgt.v10i1.873.

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The aims of this result to reveal the integrated of vocabulary and effective sentence mastery against the argumentation writing skill students’ PBI-SU FITK UIN the hypothesis proposed in this results are : (1) vocabulary mastery contribute to the argument to the arguments writing skill of students; (2) effective sentence mastery contribute to the argument writing skill of student; (3) vocabulary mastery and effective sentence mastery together contribute to the argument writing skill of students. This result uses a quantitative approach. The population in this study is PBI UIN-SU as many as 6 classes. As for the samples in this result are students of class II. By using cluster random sampling, obtained a sample of 140 students. The instrument used is a test. These results indicate that: (1) vocabulary mastery contributed positively and significantly to the argument essay writing skills of students. The amount of contribution is 18.4%; (2) Effective sentence mastery contribute positively and significantly to the argument essay writing skills of students. The amount of contribution is 11.7%; (3) mastery of vocabulary and mastery of effective sentences together contributed positively and significantly to the argument essay writing skills of students. The major contribution is 26.5%; (4) mastering vocabulary to effectively contribute by 16.39% against the argument essay writing skills of students; (5) Mastery effective sentence effectively contribute 13.11% against the argument essay writing skills of students. Based on the results of this study, it was concluded that the vocabulary and mastery of effective sentences are the two factors that influence the argument essay writing skills of students in addition to other factors. Therefore, the researchers suggest to all parties concerned to pay more attention to these two factors so that students' skills in essay writing can be further improved.

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Ali, Muhammad, Emzir Emzir, and Zainal Rafli. "THE EFFECT OF LEARNING PROBLEM BASED LEARNING (PBL) AND TASK BASED LEARNING (TBL) LEARNING MODELS AND LEARNING STYLE TO SKILL WRITING NARRATION." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 2 (December 1, 2017): 112–21. http://dx.doi.org/10.21009/ijlecr.032.010.

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The purpose of this research to examine the influence of learning models and learning styles to the skills of writing narrative essay students of the second semester of the Indonesian Language Studies Program University PGRI Palembang. This research used experimental method with two way ANAVA design with level of Î± = 0,05. This study shows the result that; (1) Student narrative writing skills taught by PBL models are better than those taught by the TBL model, (2) Student narrative writing skill with FI learning style is better than those who study with FD learning style, (3) interaction Between learning models, learning styles, and narrative writing skills, (4) The results of the writing skills of students who have Field Independent learning styles and learning styles with PBL learning models are better than their narrative writing skills that have Field Independent learning styles and learning with learning models TBL, (5) The result of students writing skill with Field Dependent learning style and learning with PBL learning model is not better than their learning style having Field Dependent learning style and learning TBL learning model. Based on the results of the study it can be concluded that the PBL learning model is more effective than the learning model of TBL in learning narrative writing skills. Learning styles can also influence narrative writing skills because of the interaction between learning models, learning styles and narrative writing skills.

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Abd Rahim, Sabariah, Anna Lynn Abu Bakar, and Wan Hurani Osman. "L2 Learners’ Preferences and Opinions of Teachers’ Written Corrective Feedback in L2 Writing Multicultural Class." Malaysian Journal of Social Sciences and Humanities (MJSSH) 8, no. 4 (April 30, 2023): e002252. http://dx.doi.org/10.47405/mjssh.v8i4.2252.

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Effective writing skills are essential for second language (L2) learners to achieve. To assist these learners, writing teachers provide methods to improve their skills in writing, and one of the methods is written corrective feedback. Despite applying written corrective feedback, L2 learners still face challenges in developing their writing skills, especially the skill to produce linguistically accurate writing. Written corrective feedback is a form of written feedback that is commonly employed pedagogically in writing class. Nevertheless, it is unsure whether or not L2 learners are benefited from this method. Therefore, this study seeks to determine the preferences and opinions of L2 learners regarding their teachers' written corrective feedback. The study adopted a mixed-methods research method, combining a questionnaire and a semi-structured interview. This study involved twenty-one L2 students from various ethnic backgrounds. The findings indicate that these L2 learners of diverse ethnic backgrounds require written corrections to improve their writing correctness. As a result of the teachers' lack of effort in expressing the written corrective comments, the L2 students are unable to comprehend the corrections made. This impacts their writing accuracy. For this reason, they choose face-to-face consultation for the written CF, as it will benefit both their revisions and future writings. This study is relevant because it provides teachers with insights for enhancing the efficiency of written corrective feedback in an L2 writing class.

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Putri, Wahyuni, and Ellya Ratna. "KORELASI KETERAMPILAN MENYIMAK TEKS BERITA DENGAN KETERAMPILAN MENULIS TEKS BERITA." Pendidikan Bahasa Indonesia 8, no. 3 (February 19, 2020): 461. http://dx.doi.org/10.24036/108235-019883.

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ABSTRACT The purpose of this research there are three. First, describing news text writing skills. Second, describe the skills of listening to news texts. Third, describe the correlation of listening to news text skills with news text writing skills. This type of research is quantitative with descriptive method. The design of this research is correlational. The population in this research were all eighth grade students of class VIII SMP Negeri 34 of Padang who were enrolled in the 2018/2019 school year, namely 223 student. There are two variable in this research, namely the dependent variable (Y) the ability to write news text and the independent variable (X) the skill of listening to news text. The data in this study were scores on the skills of writing news texts and skills score listening to news texts. The instrument used is a test, which is an objective test for listening to news text skills and performance tests for news text writing skills. The results of this research are three. First, news text writing skills of class VIII SMP Negeri 34 of Padang are in good qualification (80,75). Second, listening to the news text skills of clas VIII SMP Negeri 34 of Padang are in good qualification (77,57). Third, listening to news text skill correlates with news text writing skills. Based on this , it can be conclude that to improve writing skills, listening skills must be improved. Kata kunci : Korelasi, Menyimak, Menulis, dan Teks Berita

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Nuraini, Nuraini, Imam Asrori, and Mamluatul Hasanah. "Material Development for Arabic Writing Skills Based on International Standards l Tathwir al-Mawad al-Dirasiyyah li Maharah al-Kitabah fi Dhau’i al-Ma‘ayir al-‘Alamiyyah." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 14, no. 2 (December 31, 2022): 290–307. http://dx.doi.org/10.24042/albayan.v14i2.13901.

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The main source of language teaching is teaching materials. The important aspects in developing the language curriculum depend on these materials and their use in the language. Preparing materials must be adapted to the competencies and needs of the students. This study aimed to develop the teaching materials of arabic writing skills for the beginners levels based on intenational standards. The documents were the arabic writing materials for the beginers levels. Meanwhile, interview was conducted with the directur and teacher of Arabic language and the students of Islamic Study Programs, with an expert in the curriculum of arabic language and the material of arabic writing skills. The finding of this study were the material for writing skill of arabic language for the beginners levels which based on internationals standards. The materials teaching of the beginers levels were suitable with the levels of arabic learners which developed by the American Council on the teaching of foreign language (ACTFL). It consist the levels of arabic learning, thus are Novice, Intermediate, Advance and Superiors levels. The results of this study showed that the writing skills for the beginers levels must be started with the writtng diction, simple sentences, and short paragraphs. The results proved that materials teaching of arabic writing skills for the beginers levels is effective for Improving the students competency in arabic writing. Thus, this research suggest the students needs to be involved to solve the problem related to the Arabic language skills of students from diverse educational backgrounds.

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Jusmin HJ Wahid, Iwan Irawan, Shuai Ma, and Moh Julfandi Koroy. "The Efficaccy of Roundtable Technique on EFL Students' Writing Skills: An Experience Learned from a Remote Area." Journal of Language and Literature Studies 4, no. 1 (March 20, 2024): 98–109. http://dx.doi.org/10.36312/jolls.v4i1.1814.

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Writing is a skill to express ideas and thoughts to make a message explicit. To arrange an idea in written text the students’ need soft skill in completing a text; grammar, punctuation, and vocabulary are the most important aspect in the writing skill that should be mastered by the students organizing the ideas. To attain the students' comprehend and overcome the obstacles in the writing skill, the researchers implementing a roundtable technique in the teaching process.The research aims to investigate the efficacy of the roundtable technique on EFL students' writing skills. Then, the researchers implement quasi-experimental design, Totally 46 students in each class. In addition, the researchers implement writing test as research instrument. The finding showed that the Roundtable technique is an effective way to improve students' writing skills and can stimulate students' attention to the writing skills. In addition, students found their identity and were more confident in elaborating the good ideas. The two classes proved that the significance of the experimental class is higher than the control and the significant score is 0.0. This means that the roundtable technique is an effective way to implement in the classroom. It can encourage students to more focus on the issue and update the new information to improve their writing skills. Moreover, it is an enjoyable technique to implement in the classroom to create a good atmosphere and can improve students' attention in the writing process. Roundtable As a recommended solution to the English teachers and lecturers in prioritize to students writing skills. These is design to specifically improve students' grammar, punctuation, and vocabulary mastery in writing skills.

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Sihite, Ester Eveline, and Debora Chaterin Simanjuntak. "DAILY JOURNAL WRITING TO ENHANCE STUDENT'S WRITING SKILLS." Acuity : Journal of English Language Pedagogy, Literature and Culture 1, no. 2 (January 1, 2016): 27–35. http://dx.doi.org/10.35974/acuity.v1i2.601.

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This study aims to enhance studentsâ€™ writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on studentsâ€™ writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -.45433 and for the standard error mean was .03840 with pValue .050 (see Table 3), means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the studentsâ€™ writing skills. Keywords: Journal Writing, Writing Skills, Daily Journal Variations

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Huber, Marsha M., Maria A. Leach-López, Eunsuh Lee, and Shirine L. Mafi. "Improving accounting student writing skills using writing circles." Journal of Accounting Education 53 (December 2020): 100694. http://dx.doi.org/10.1016/j.jaccedu.2020.100694.

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Fernandes, António S. C. "Writing to learn writing skills – a case study." European Journal of Engineering Education 37, no. 2 (March 29, 2012): 179–92. http://dx.doi.org/10.1080/03043797.2012.672964.

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FODIL-CHERIF, Siham BOUZAR. "EFL Writing Skills Development Through Literature." Education and Linguistics Research 7, no. 2 (July 3, 2021): 1. http://dx.doi.org/10.5296/elr.v7i2.18835.

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Learning another language as English requires a combination of knowledge of the target language with skills and strategies that enable an individual to use them effectively. That is a learner has to develop knowledge about receptive skills; i.e., listening and reading, as well as productive ones; i.e., speaking and writing. Though all the skills are important for language learning, the writing skill is probably the most needed in academic and professional communities. It constitutes an important means of communication through which the writer expresses feeling, ideas and arguments. In the case of English language learning, writing in a language that one is not familiar with constitutes a hard task. In fact, though writing represents a crucial skill for learning any language, its complex nature makes it a challenging affair for both the learners and the teachers. It requires the learners to be guided and assisted in their efforts to reach success. Besides, the teachers are expected to furnish the appropriate measures to achieve the teaching goals. Therefore, it is with the perspective to highlight the importance of writing and the role of reading literature in developing EFL learners’ writing skill that this piece of work is undertaken. This is achieved via disclosing the nature of the writing skill and how the implementation of literature in the writing classes can provide positive effect on EFL learners’ performance.

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Sunaiyah, Salma, Wahyudi Siswanto, Taufik Dermawan, and Muakibatul Hasanah. "Student Academic Writing Knowledge and Skills or Student Academic Writing Competence in Indonesia." NeuroQuantology 20, no. 2 (February 28, 2022): 240–66. http://dx.doi.org/10.14704/nq.2022.20.2.nq22285.

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This study discusses academic writing in terms of competence. Knowledge and skills are elements of competence. Revised Bloom's educational taxonomy written by Lorin W. Anderson and David W. Krathwohl used to discuss academic writing knowledge. Objective tests are used to capture students' knowledge of academic writing. Interviews were used to capture students' academic writing skills. Factual knowledge was found: students can mention the contents of the bibliography based on the elements that have been determined by various styles of writing. Conceptual knowledge: students can recognize the requirements for choosing a topic, categorized students can recognize the requirements for choosing a topic. Procedural knowledge: students can carry out bibliography writing procedures based on various versions categorized students can carry out bibliography writing procedures based on various styles, namely APA style, ASA style, Chicago style and MLA Style. Metacognitive knowledge: students can use mnemonic strategies to memorize the contents of the bibliography based on the elements that have been determined by various writing styles. ASA style, Chicago style and MLA Style.

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Rahman, Fadli Faisal. "The Correlation between Students’ Writing Skills and Speaking Skills." International Journal of English Education and Linguistics (IJoEEL) 4, no. 1 (July 11, 2022): 31–39. http://dx.doi.org/10.33650/ijoeel.v4i1.3977.

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Some English learners might be very good at speaking English but not optimal in writing English, and vice versa. However, there were also some English learners who have almost the same score between writing and speaking skills. As fellow productive language skills, researching the relationship between writing skills and speaking skills will be very interesting. Based on the phenomena that exist in the field when reviewing the results of foreign language skills, especially English, the researchers tried to map the relationship between writing skills and speaking skills in English owned by learners, especially English learners in universities. It became very interesting to reveal the relationship between two different English skills through research with a correlation research design. This research was conducted with the aim of knowing the correlation between English writing skills and English speaking skills possessed by students. The design of this research is correlation research. The subjects of this study were 49 fifth semester students of the English Education Study Program, Nurul Jadid University, Probolinggo, in the 2021-2022 academic year. In the fifth semester the students took advanced writing courses and advanced speaking courses. From the results of the calculation of correlation analysis could be revealed that the correlation coefficient (rxy) is 0.0776. With an alpha value between 0.05 and 0.95, the t-table value is 1.6779, and the t-count value was 0.5338. From the results of this study, it could be stated that English writing skills and English speaking skills possessed by students had a very weak positive correlation. In other words, it could be stated that the higher the value of writing skills, the higher the value of students' English speaking skills with a very weak correlation.

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Bhusal, Anil Prasad. "Students' Reluctance to Participate in Writing Tasks: Challenges and Ways out." JMC Research Journal 10, no. 01 (December 31, 2021): 12–23. http://dx.doi.org/10.3126/jmcrj.v10i01.51299.

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Writing is a secondary skill as it requires a lot of training and practice to acquire. It is also important for language students in grades eleven and twelve in Nepal as it is the only means of evaluating students' levels of skills and knowledge of the language. This article is based on the first phase of an exploratory action research project. I discovered that students who were hesitant to engage in writing tasks and attempted to discover why they were hesitant despite the importance of writing tasks in passing board exams. Analysis of students' writings, classroom discussion, focus group discussion, and self-reflection were used to collect the data. After the analysis and interpretation of the data, it was found that students’ lack vocabulary and limited understanding of writing mechanics and organization of ideas in coherent manner discouraged them from being involved in writing tasks in the classroom. Moreover, they were not taught writing systematically and both teacher and students spent less time in the class developing students' writing skills.

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Fauzi, Muhammad Rizal, and D. Fadly Pratama. "Elementary Teacher Education Students’ Short Story Writing Skills through Creative Writing Learning for Short Movie Making." Mimbar Sekolah Dasar 8, no. 1 (April 30, 2021): 96–113. http://dx.doi.org/10.53400/mimbar-sd.v8i1.26491.

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Short story writing skill (short stories) for elementary teacher education students at Cimahi City campus is one of the productive language skills that are said to be still very difficult, considering the skill to write requires multi skills that involve cognitive skills, cognitive meta, experience, imagination, and the preparation of words and sentences accordingly. Hence, this digital era should be able to make students skilled in utilizing digital devices and products as a medium that helps facilitating them in honing their short story writing skills, one of which is through digital products in the form of short movies. The purpose of this research is to know and elaborate the elementary teacher education students’ skills to write short stories of through short movie making activities in creative writing. This study employs descriptive qualitative through triangulation of data obtained from observations, tests, questionnaires, and documentation. The results showed the students’ skills to write short stories through short movie making activities, it was obtained based on the indicators of short story writing that had been achieved, namely: the suitability of story content, story development creativity, presentation of the plot, characters, point of view, diction, plot, and writing spelling.

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Nurjanah, Kokom, and Santi Setiyaningsih. "CRITICAL READING SKILLS, ACADEMIC VOCABULARY MASTERY, AND ARGUMENTATION WRITING SKILLS." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 6, no. 1 (March 16, 2022): 007–10. http://dx.doi.org/10.33751/jhss.v6i1.4979.

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The purpose of this study was to investigate argumentation writing skills in terms of critical reading and student academic vocabulary mastery. This research was conducted at the Department of English Education, Semester VII, STKIP Kusuma Negara Cijantung. The research method used is a correlation survey with technical regression analysis. Collecting data from research variables using test instruments. The results of this study reveal that: (1) critical reading has a positive effect on students' argumentation writing skills; (2) academic vocabulary mastery has a positive influence on students' argumentative writing skills; and (3) critical reading and mastery of academic vocabulary have a positive influence on students' argumentative writing skills. Therefore, it can be concluded that the improvement of critical reading skills, mastery of academic vocabulary supports the improvement of students' argumentation writing

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Dhanapal, Chitra, and Sakina Nasir Abdallah Agab. "Writing Difficulties among Undergraduate Arab Students in English Language: A Case Study of King Khalid University." International Journal of Linguistics, Literature and Translation 6, no. 2 (February 9, 2023): 167–69. http://dx.doi.org/10.32996/ijllt.2023.6.2.21.

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Writing is one of the important skills for English language acquisition. This study aims to investigate the issues of EFL learners’ difficulties in writing skills. Writing is the most prior skill in developing the English language. To examine the cause and issues of writing skills, the study was conducted among undergraduate Arab students in the English department at King Khalid University, Science and Arts College for girls, AlMajardha. A semi-structured interview was conducted with five English department undergraduate students. All the participants are requested to write an answer to the research questions which are applied to this study investigation. The answers of the participants in writing skills showed that all of them have problems in writing and lacking in English writing skills, such as grammar mistakes, spelling mistakes and difficulties in punctuation marks. With clear examination, the study proves that students need to develop knowledge in grammatical skills, vocabulary building and compositional skills

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Musdizal, Musdizal, Mira Oktavianus, and Dairabi Kamil. "An Implementation of Expilicit Instruction Strategy in Teaching Recount Text on the Students Writing Skill." Journal on Education 5, no. 1 (September 12, 2022): 29–38. http://dx.doi.org/10.31004/joe.v5i1.554.

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In English learning, there are four skills that need to be mastered by English students, they are listening, speaking, reading and writing. As four skills writing is one of the most important skill for students. Writing becomes one of the most important aspect of the language skills because the students are helped to expand the other language skill through the teaching of writing skill by teacher. The purpose of this research was to find out whether any significant effects of using Explicit Strategy in teaching recount text on students writing skill at the first grade of SMPN 26 Kerinci. The population of this research was the first grade of SMPN 26 Kerinci, there were 28 students from two classes. The sample used totaling sampling. Based on the result of this research, there is significant effect Explicit Strategy in teaching recount text on students writing skill at the first grade of SMPN 26 Kerinci. Therefore, the researcher suggested for English teacher to use Explicit Instruction Strategy in teaching writing, especially in teaching of writing recount text.

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Karsana, I. Wayan, Ni Luh Ketut Mas Indrawati, and I. Made Rajeg. "Improving the Ideas Organization in Writing The Recount Text of Junior High School Students Through A Whole Language Approach." Randwick International of Education and Linguistics Science Journal 5, no. 1 (March 31, 2024): 172–80. http://dx.doi.org/10.47175/rielsj.v5i1.889.

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Language is used as a medium of communication in society. In communicating there are four language skills in the form of listening, speaking, reading, and writing. Language skills are grouped into two, namely assertive skills (listening and reading) and productive skills (speaking and writing). As a productive skill, writing combines the three language skills outlined in the form of writing. Writing skills need to be developed early. Adolescence (14 – 15 years old) is the right time to develop language skills. Writing skills can be developed by starting your own writing experience. Writing experience is included in writing recount text. Ideas are fundamental in writing. The organization of the content of ideas is important because there are ideas that must be developed in it. To develop the organization of the content of students' ideas at junior high school grade eighth SMP Negeri 4 Abiansemal, a whole language approach was applied. The whole language approach includes teaching the four language skills as a whole. Student learning experiences are obtained simultaneously so that they are able to develop themselves from what they like from the language skills taught. The integration of the whole language approach and the ability to teach teachers can increase student scores. Increased grade point average of the class obtained by 4.15 points from 15.71 to 19.86. Keywords: Organization of content ideas, text recount, whole language approach

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Mutholib, Abdul, Ma’rifatul Munjiah, and Syamfa Agny Anggara. "The Use of Gamification in Teaching Writing Skills to Junior High Students | Istikhdām Al Tal’īb Fī Ta’līm Mahārah Al Kitābah Lada Thullāb Al Madāris Al Muthawassithah." Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban 7, no. 1 (June 1, 2023): 72–87. http://dx.doi.org/10.15575/jpba.v7i1.23894.

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Writing as a language skill is still considered a language skill that is categorized as very difficult. Various kinds of problems arise in learning to write Arabic because writing skills are skills that combine various disciplines. Therefore, teachers must continually innovate in the learning process, such as choosing a learning model or using various learning methods, one of which is gamification-based Arabic learning. Gamification is a modern educational strategy popular in the West, namely educational stimulation by applying game elements and principles in non-game contexts. This article describes Gamification's use in teaching high school students writing skills. The research method used is the descriptive method with the desk research method. The results of the study show that the use of Gamification in teaching writing skills can improve the quality of learning, especially in Arabic, so that students can master writing skills in an easy and fun way, and can lead to the development of teaching writing skills in a social context following their interests, motivations, and needs Student. This study recommends further research to test the effectiveness of Gamification on other Arabic language skills with a more varied research method.

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I Nyoman Suparsa, Ida Bagus Nyoman Mantra, Ni Luh Sukanadi, I Nyoman Adi Susrawan, and I Nyoman Suwandi. "A COMPREHENSIVE STUDY ON STUDENTS' ESSAY WRITING SKILLS." International Journal of Social Science 2, no. 6 (April 25, 2023): 2429–34. http://dx.doi.org/10.53625/ijss.v2i6.5542.

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The objective of this study was to investigate the essay-writing skills of students in Indonesian education institutions. A descriptive study approach was used to collect data from a group of students. Students were given three topics to choose from and were instructed to write academic essays within a certain time range. The student writings were gathered and scored using a scoring rubric that assessed several components of the essays. The data obtained were statistically analysed using descriptive analysis to describe the students’ essay writing skills. According to the findings of this study, the majority of students performed modestly on the writing test, with some performing better than others. The research found that the students struggled with organization and consistency, while their grammar and word usage still required to be improved. The study highlights the importance of enhancing students' writing skills to a higher level.

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Journal articles on the topic 'Writing skills'

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