Let's Learn about Writing Skill
- Sandra Intan Sari
- Apr 2, 2020
- 7 min read
Updated: Apr 14, 2020
Hello, this section tells you a general description of five articles mainly about writing skills. Writing skill is one of the main language skill that should be mastered by students. Here are some descriptions of writing skill articles.
IMPROVING STUDENTS’ WRITING SKILL USING A FOUR-PHASE TECHNIQUE
Based on the research results presented, the four-phase technique can improve students’ writing skill. The improvement can be clearly shown in the students’ writing score. Before the researcher implemented a four-phase technique in writing class, the students’ writing score was really low. The result of pre-test showed that the mean score of the students only 56.42. The score was really far from the passing grade that was 70. After a four-phase technique was implemented in writing class, the students’ mean score increased to 67.37 after cycle 1 and it finally rose to 73.58 after cycle 2.
Besides, a four-phase technique can improve the writing class condition. A four-phase technique change the classroom situation. The class situation is changing as media of teaching used maximally. Their motivation improves during with class activities. This situation also gives effects to the students to pay attention more in working with the tasks. The students are not bored anymore as the teaching technique in general is not monotonous anymore. This makes the students creative and more cooperative when working in groups. The last conclusion is a four-phase technique improve the students’ behavior in writing class. The students had positive perspectives as they greeted in a great enthusiasm anytime they met. The students could also enjoy the class, the students were also more confident to write on their own.
Having concluded the result of the research, the research would like to propose some suggestions for the students, for the teacher, the institution of education, and also for the other researcher. For the students, the researcher suggest the students should not be afraid of making errors and mistakes in the use of language because making errors and mistakesis part of learning. For the teacher, the researcher suggests that the English teacher should realize that providing appropriate teaching technique or method is really helpful for the students. For the institution of education, the researcher suggests that the institution of education should be provided with appropriate facilities in order to support the teaching and learning process especially in learning English, so that the teaching and learning process can run effectively. Finally for the other researcher, the researcher wants to suggest that they can get a valuable experience that can be used for doing better action research in the future and they are encouraged to follow up another research on the use of A Four-Phase Technique for other language skills.
IMPROVING WRITING SKILL BY USING FREE WRITING TECHNIQUE
After conducting and analyzing the research, the writer concludes that the use of free writing technique can improve the students writing skill in writing descriptive paragraph particularly in learning the elements of writing such the paragraph organization, vocabulary, and grammar. It was proven after conducting the treatment for eight meetings. Firstly, the result showed that using free writing technique can improve students’ writing skill by looking at the mean score of experimental class’ post-test (80.95) and control class’ post-test (42.85). It indicated that the writing skill at the eighth grade students of SMPN 1 Pasangkayu was improved after getting the treatment. Secondly, there was a significant difference between the mean values of score in the experimental class’ post-test and control class’ post-test. It was proven that the result of counted (7.49) was greater than table (2.021). It means that the research hypothesis was accepted.
Based on the conclusions, the writer would like to give some suggestions for the English teachers, the students and the readers or other researchers. Firstly, it is suggested that the teachers of English should try free writing technique as one of techniques which can be used in improving students’ skill in writing English descriptive paragraph. The teacher also should make some variations in teaching English. S/he might provide some techniques, media, or teaching games that could raise students’ enthusiasm. Secondly, the students should be given more exercises and practices concerning to the material. Furthermore, she suggested the students can start writing without thinking too much to the grammatical sentences in sharing their ideas in paper. It might make the students be comfortable in doing writing. Then, it is suggested for the readers and the other researchers that they should know free writing technique can be used not only to improve students writing skill but also to improve other skills or components in different genres and elements in teaching English.
DEVELOPING STUDENTS' WRITING SKILLS IN ENGLISH-A PROCESS APPROACH
Writing is an extremely complex cognitive activity in which the writer is required to demonstrate control of variables simultaneously. Strong writing skills may enhance students' chances for success. Writing is an essential factor of language. Good writing skills are needed for all the students in order to accomplish their educational and employable requirements. Process Approach stresses writing activities which move learners from the generation of ideas and the collection of data through to the publication of a finished text. Process approach is learner-centered in which learners’ needs, expectations, goals, learning styles, skills and knowledge are taken into consideration. In conclusion, it is to realize that writing is an extremely complex cognitive activity in which the writer is required to demonstrate control of variables simultaneously. Strong writing skills may enhance students' chances for success. Writing is an essential factor of language. Process approach is learner-centered in which learners’ needs, expectations, goals, learning styles, skills and knowledge are taken into consideration. Students are benefitted using this process approach.
HOW TO DEVELOP WRITING SKILLS IN A FOREIGN LANGUAGE
Teaching writing by means of reading has become an effective and widely used tool in FL teaching methodology. In this paper, we advocate the belief that writing does not come from direct instruction (Krashen, 1993) because many aspects of writing are acquired through reading. Writing skills benefit immensely if learners are encouraged to read. Teaching writing in relation to reading aids learners’ writing development. For instance, reading passage can be used as a model that will help learners to produce a text of a similar format. Reading can also be offered to students to provide them with ideas for writing. Moreover, learners can absorb a great number of authentic samples of language use, which can considerably enhance the level of their own writing. Reading is also an effective method to broaden undergraduates’ outlook, which will eventually boost their writing skills. Finally, analyzing a reading passage can serve as an efficient tool for developing learners’ thinking skills that are essential for structuring written work, providing arguments and justifications. These ideas have been illustrated with examples of activities that can be used in the classroom.
Having analyzed several textbooks, we came to the conclusion that materials writers extensively apply the integrated approach to teaching reading and writing. Reading passages are provided as samples, sources of ideas, pool of language resources as well as a tool for expanding critical thinking skills. However, we have noticed that texts are not fully exploited for linguistic analysis. In some cases, the textbook writers provide out-of-context language activities, which we consider as a missed opportunity. The results of the presented analysis have emphasized the importance of the parallel development of both skills (reading and writing), have confirmed the effectiveness of such integrated approach, and have encouraged the educators to apply it in practical classrooms.
PLAYFUL AND SERIOUS ADVENTURES IN ACADEMIC WRITING
This research shows that, in Badley (2009), reflective essaying as the free and serious play of mind on an interesting topic in an attempt to learn, a version of Montaigne’s essai as a process of trying out opinions and testing responses. It is also a way of encouraging us to develop our criticality (horrible term) and to see academic writing as experimenting with, and as learning through, the ideas and materials we reflect on. This approach to essays and essaying should help us “engage in an unrestricted conversation with the wider educational community” (Carr, 2007, p. 284). The reflective essay could then be seen as a model for all academic writing in the Deweyan sense of making “the connections of things” (see Dewey, 1916, p. 140), of trying to set down plausible responses to specific problems and questions (see Badley, 2010). While there is little explicit utopian thinking in Dewsbury’s (2014) article, there certainly is in the other article of his that I cite (Dewsbury, 2000). Furthermore, Dewsbury’s criticism of the restrictive nature of the United Kingdom’s Research Excellent Framework is itself a critical political position. Dewsbury first identifies reading as “that other wonder” and then appears to diminish it by stating that it only rewards him with “some slight tale.” Modesty perhaps?
This long quotation not only shows Dewsbury as adventurer, cultural geographer, performer, and re-assembleur but also presents him as an evental geographer. I had not realized that such a trade exists, but it does and it has come about because, apparently, the old geography is dead and a new one needs to be brought to life and then crowned. The new philosophy, deriving from Badiou and his concept of “The Event,” is that the world is so excessive that we can scarcely theorize it. Geographers now need to help their new king explore his “busy realm of affective materialities,” the worldliness of objects, beyond their correlation with human thought. An evental geography situates geography as the pre-eminent philosophical condition. Evental geographers are needed to describe the unstable foundations of all worlds and to define what geo-events are, to trace events as moments of radical change (see Shaw, 2012). It all sounds rather grand, perhaps grandiose, not at all modest. Trying to get some grip on the world is what the trying adventure of writing (even academic writing) is mainly concerned with. All academics as writers want to know how to go on, to connect with others, to try to work out how to go on using words to help us do so. Beckett showed us that this trying adventure of how to go on is no easy matter: Dewey maintained that “To be playful and serious at the same time is possible, and it defines the ideal mental condition. Absence of dogmatism and prejudice, presence of intellectual curiosity and flexibility, are manifest in the free play of mind upon a topic” (Dewey, 1991, p. 218). Dewey was discussing “how we think” but might well have been talking about reflective essaying (Badley, 2009a), which overlaps with what I have called a frivolous approach to writing (see Badley, 2011). Montaigne was fascinated by the pragmatic schools of Greek philosophy, especially Epicureanism, Skepticism, and Stoicism, which all aimed at eudaimonia: “happiness,” “human flourishing,” or “joy.” The best way for them (and for Montaigne) was through ataraxia: “equilibrium” or “freedom from anxiety” (see Bakewell, 2010). Source:
Thank you so much for visiting this blog.
Stay safe, stay healthy, and stay at home.
Have a Nice Day.
Comments