Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.038
Titis Sulistyowati, J. Mujiyanto, D. Rukmini, R. Hartono
Researchers investigate the impact of metacognition on language learning achievement and report that metacognition positively influences learners' learning achievement. Instruments to measure learners' metacognition have been developed to meet the needs. This article describes an instrument's development and validation process to assess English foreign language (EFL) speakers' metacognitive awareness. This questionnaire is developed based on metacognitive knowledge. A review of the relevant literature related to metacognition and learners' regulations of speaking strategies is presented to support the metacognition questionnaire development. The development of the MASQ involves one expert in psychology and three EFL teachers. They give the final consideration and assessment based on the construct and content validity. The writers conduct a tryout test by involving 51 EFL students from three different universities in Central Java. The analysis of the validity and reliability of the questionnaire is done by utilizing SPSS software. The validity test adopts the product-moment correlation analysis, and the reliability test follows Cronbach's Alpha statistical analysis and measurement standard. This study presents a questionnaire with 21 questions designed to assess EFL speakers' metacognitive awareness. This behavior-based questionnaire uses the Linkert scale system and is designed to measure the level of metacognitive awareness in speaking.
{"title":"Developing and Validating the Metacognitive Awareness Speaking Questionnaire","authors":"Titis Sulistyowati, J. Mujiyanto, D. Rukmini, R. Hartono","doi":"10.2991/assehr.k.220201.038","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.038","url":null,"abstract":"Researchers investigate the impact of metacognition on language learning achievement and report that metacognition positively influences learners' learning achievement. Instruments to measure learners' metacognition have been developed to meet the needs. This article describes an instrument's development and validation process to assess English foreign language (EFL) speakers' metacognitive awareness. This questionnaire is developed based on metacognitive knowledge. A review of the relevant literature related to metacognition and learners' regulations of speaking strategies is presented to support the metacognition questionnaire development. The development of the MASQ involves one expert in psychology and three EFL teachers. They give the final consideration and assessment based on the construct and content validity. The writers conduct a tryout test by involving 51 EFL students from three different universities in Central Java. The analysis of the validity and reliability of the questionnaire is done by utilizing SPSS software. The validity test adopts the product-moment correlation analysis, and the reliability test follows Cronbach's Alpha statistical analysis and measurement standard. This study presents a questionnaire with 21 questions designed to assess EFL speakers' metacognitive awareness. This behavior-based questionnaire uses the Linkert scale system and is designed to measure the level of metacognitive awareness in speaking.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114337544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.052
Syifa Fauziah Irsyad, M. Zaim
Online learning is one of the learning methods applied by the government in the pandemic situation. In the 2013 curriculum, authentic assessment of English subjects is the most important part in assessing students' authentic skills including speaking skills. However, authentic assessment has experienced some significant changes and problems during the COVID-19 pandemic. This study aimed to analyze the needs of students and teachers in conducting an authentic assessment of speaking skills in online learning. This research was survey research conducted using a questionnaire distributed to 36 senior high school students and 2 English teachers. The results showed that (1) online learning activities are needed by teachers and students in assessing speaking skills, namely providing video samples or demonstrations, online interviews, speaking skills by making videos, and providing clear feedback. (2) There were four important components for students and teachers to assess speaking skills, namely comprehension, fluency, vocabulary, and grammar. (3) The characteristics of authentic assessment needed by teachers and students in online learning were simple and contextual, communicative, clear rubric scores, and carried out continuously.
{"title":"Teachers’ and Students’ Needs for Authentic Assessment for Speaking Skills in Online Learning","authors":"Syifa Fauziah Irsyad, M. Zaim","doi":"10.2991/assehr.k.220201.052","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.052","url":null,"abstract":"Online learning is one of the learning methods applied by the government in the pandemic situation. In the 2013 curriculum, authentic assessment of English subjects is the most important part in assessing students' authentic skills including speaking skills. However, authentic assessment has experienced some significant changes and problems during the COVID-19 pandemic. This study aimed to analyze the needs of students and teachers in conducting an authentic assessment of speaking skills in online learning. This research was survey research conducted using a questionnaire distributed to 36 senior high school students and 2 English teachers. The results showed that (1) online learning activities are needed by teachers and students in assessing speaking skills, namely providing video samples or demonstrations, online interviews, speaking skills by making videos, and providing clear feedback. (2) There were four important components for students and teachers to assess speaking skills, namely comprehension, fluency, vocabulary, and grammar. (3) The characteristics of authentic assessment needed by teachers and students in online learning were simple and contextual, communicative, clear rubric scores, and carried out continuously.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125165554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.030
Merliyani Putri Anggraini, B. Cahyono, M. Anugerahwati, Francisca Maria Ivone
Online reading has developed into a primary method of obtaining information in the digital era. Nevertheless, research that identifies factors contributing to EFL university students' online reading comprehension success is limited. The study aimed to understand the relationship among three factors related to online reading comprehension, i.e., metacognitive reading strategy awareness, offline reading ability, and general English proficiency. A correlational study was employed involving twenty-nine English department students from various proficiency levels. Data were gathered using an online survey of reading strategies (OSORS) and an English proficiency test. Regression analyses, performed on the three factors and online reading comprehension, revealed that the correlation between general English proficiency test results and online reading comprehension was significantly positive with a medium degree. However, the other two related factors, i.e., metacognitive reading strategy awareness and offline reading ability, showed no significant correlation with online reading comprehension. The result may be due to the lack of metacognitive reading strategy awareness and the different nature of offline and online reading. Thus, language teaching and learning practice is urgently needed to address these issues more explicitly.
{"title":"Correlation Patterns among Online Reading, Offline Reading, Metacognitive Reading Strategy Awareness, and General English Proficiency","authors":"Merliyani Putri Anggraini, B. Cahyono, M. Anugerahwati, Francisca Maria Ivone","doi":"10.2991/assehr.k.220201.030","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.030","url":null,"abstract":"Online reading has developed into a primary method of obtaining information in the digital era. Nevertheless, research that identifies factors contributing to EFL university students' online reading comprehension success is limited. The study aimed to understand the relationship among three factors related to online reading comprehension, i.e., metacognitive reading strategy awareness, offline reading ability, and general English proficiency. A correlational study was employed involving twenty-nine English department students from various proficiency levels. Data were gathered using an online survey of reading strategies (OSORS) and an English proficiency test. Regression analyses, performed on the three factors and online reading comprehension, revealed that the correlation between general English proficiency test results and online reading comprehension was significantly positive with a medium degree. However, the other two related factors, i.e., metacognitive reading strategy awareness and offline reading ability, showed no significant correlation with online reading comprehension. The result may be due to the lack of metacognitive reading strategy awareness and the different nature of offline and online reading. Thus, language teaching and learning practice is urgently needed to address these issues more explicitly.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130167067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.020
Gita Sri Jayanti, Yenni Rozimela
{"title":"Using Contextual Teaching and Learning (CTL) Strategy to Improve Students’ Writing Skill","authors":"Gita Sri Jayanti, Yenni Rozimela","doi":"10.2991/assehr.k.220201.020","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.020","url":null,"abstract":"","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129200767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.053
Nahdhiyah Nahdhiyah, Fathu Rahman, Mustafa Makkah, Herawaty Herawaty
The literary research is inspired by nature of literature as dulce et utile, namely beautiful and teach about something. Literary language does not only give beauty but also teaches the value behind the beautiful language. This research discusses about the role of learning literary work in enhanching the awareness of loving nature. The purpose of this research is revealing (1) the portrayed of nature which is depicted in novel Rahasia Pelangi dan The Old Man and the sea. (2) learning role of literary work in enhanching the awareness of loving nature. Research method is qualitative which is Miles and Hubberman as the analysis technique. Data reduction, data presentation and conclusion are the steps of Analysis data. This literary research shows the novel Rahasia Pelangi and novel “The Old man and The Sea” are full of nature dictions. Nature dictions in the two novels teach us to love and nurture nature. Learning literary work provides opportunities for the birth of love for nature which will certainly contributes to individul awareness to nurture nature. The role of literary work in enhancing the love of nature is effective. Therefore learning literary work should not stop at studying and understanding language style but should also come to the learning the values of life contained behind the literay text. Dictions of nature in literary works must be understood as messengers to appreciate nature and love nature more through the acts of of caring nature and make literature in language learning as a natural education.
{"title":"The Role of Learning Literary Work in Enhancing the Awareness of Loving Nature","authors":"Nahdhiyah Nahdhiyah, Fathu Rahman, Mustafa Makkah, Herawaty Herawaty","doi":"10.2991/assehr.k.220201.053","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.053","url":null,"abstract":"The literary research is inspired by nature of literature as dulce et utile, namely beautiful and teach about something. Literary language does not only give beauty but also teaches the value behind the beautiful language. This research discusses about the role of learning literary work in enhanching the awareness of loving nature. The purpose of this research is revealing (1) the portrayed of nature which is depicted in novel Rahasia Pelangi dan The Old Man and the sea. (2) learning role of literary work in enhanching the awareness of loving nature. Research method is qualitative which is Miles and Hubberman as the analysis technique. Data reduction, data presentation and conclusion are the steps of Analysis data. This literary research shows the novel Rahasia Pelangi and novel “The Old man and The Sea” are full of nature dictions. Nature dictions in the two novels teach us to love and nurture nature. Learning literary work provides opportunities for the birth of love for nature which will certainly contributes to individul awareness to nurture nature. The role of literary work in enhancing the love of nature is effective. Therefore learning literary work should not stop at studying and understanding language style but should also come to the learning the values of life contained behind the literay text. Dictions of nature in literary works must be understood as messengers to appreciate nature and love nature more through the acts of of caring nature and make literature in language learning as a natural education.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131387088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.014
Fadel Nur Irsyad, Ratmanida Ratmanida
The communication strategies implemented by ELT students may vary depending on their oral ability. This research aims to analyze the strategies most commonly used by English language learning male and female students and the communication strategies that affect their oral performance. English Department of Universitas Negeri Padang is the object of this research who is the representative of ELT students. This research is a descriptive research, using qualitative methods to directly observe human natural things and phenomena from the scene. The data were derived from video recordings of conversations and oral reports to investigate the students’ communication strategies and problems in communication. The design is still in the preliminary stage and still continuing. The data will come from the observation of students’ utterances on their speaking performance. As a result of the study, the ability of male and female students in speaking performance is identified and categorized into sixteen types of communication strategy by
{"title":"ELT Students’ Communication Strategy on Speaking Performance Defined by Gender in Universitas Negeri Padang","authors":"Fadel Nur Irsyad, Ratmanida Ratmanida","doi":"10.2991/assehr.k.220201.014","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.014","url":null,"abstract":"The communication strategies implemented by ELT students may vary depending on their oral ability. This research aims to analyze the strategies most commonly used by English language learning male and female students and the communication strategies that affect their oral performance. English Department of Universitas Negeri Padang is the object of this research who is the representative of ELT students. This research is a descriptive research, using qualitative methods to directly observe human natural things and phenomena from the scene. The data were derived from video recordings of conversations and oral reports to investigate the students’ communication strategies and problems in communication. The design is still in the preliminary stage and still continuing. The data will come from the observation of students’ utterances on their speaking performance. As a result of the study, the ability of male and female students in speaking performance is identified and categorized into sixteen types of communication strategy by","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129065905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.023
I. Hakim, Zul Amri
The Covid-19 pandemic has great challenges in people’s life, including education. Physical distancing requires lecturers or teachers to do teaching and learning process through internet as the media. The use of e-learning is very important to support learning system by applying several platforms, such as YouTube, Zoom Meeting, Google Meet and others. This study aims to analyse students’ speaking ability at the third year students of IAIN Padangsidimpuan on class presentation. This research is used the descriptive design. Students’ class presentations by Zoom Meeting were recorded as data collection instrument. The subjects of the study were the third year students of IAIN Padangsidimpuan. The result of this study is the categories of the students’ speaking ability in every aspects of speaking. To categorize the students speaking ability, the researcher adapted the rubric from Brown (2004) which categorizes students speaking on class presentation into pronunciation, vocabulary, grammar, fluency, and comprehension. Then, the students’ average score is calculated and classified.
新冠肺炎疫情给人们的生活带来了巨大挑战，包括教育。物理距离要求讲师或教师通过互联网作为媒介进行教学过程。使用电子学习是非常重要的，通过应用几个平台来支持学习系统，如YouTube, Zoom Meeting, Google Meet等。本研究旨在分析巴东斯丁普三年级学生在课堂上的演讲能力。本研究采用描述性设计。通过Zoom Meeting记录学生的课堂演讲作为数据收集工具。该研究的对象是IAIN Padangsidimpuan的三年级学生。本研究的结果是在口语的各个方面对学生的口语能力进行分类。为了对学生的口语能力进行分类，研究者采用了Brown(2004)的评分标准，将学生在课堂上的口语分为发音、词汇、语法、流利度和理解。然后，计算学生的平均分并进行分类。
{"title":"An Analysis of Students’ Speaking Ability in Class Presentation during Covid-19 Pandemic at IAIN Padangsidimpuan","authors":"I. Hakim, Zul Amri","doi":"10.2991/assehr.k.220201.023","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.023","url":null,"abstract":"The Covid-19 pandemic has great challenges in people’s life, including education. Physical distancing requires lecturers or teachers to do teaching and learning process through internet as the media. The use of e-learning is very important to support learning system by applying several platforms, such as YouTube, Zoom Meeting, Google Meet and others. This study aims to analyse students’ speaking ability at the third year students of IAIN Padangsidimpuan on class presentation. This research is used the descriptive design. Students’ class presentations by Zoom Meeting were recorded as data collection instrument. The subjects of the study were the third year students of IAIN Padangsidimpuan. The result of this study is the categories of the students’ speaking ability in every aspects of speaking. To categorize the students speaking ability, the researcher adapted the rubric from Brown (2004) which categorizes students speaking on class presentation into pronunciation, vocabulary, grammar, fluency, and comprehension. Then, the students’ average score is calculated and classified.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126278966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.051
Nurhadianty Rahayu, Hikmah Pravitasari
Design-based research (DBR)’s use in education research is flourishing since it enables teachers and researchers to collaboratively work to improve, implement, and provide a constructive learning environment. Plethora of studies utilize the methodology to design and develop macro pedagogic documents, professional development programs, and refine the theoretical understanding in real classroom practices. However, its use for developing a set of instructional designs that promote critical meaning-making in English for Specific Purposes (ESP) courses is relatively scarce. The iterative cycle of DBR affords us to co-create the instructional design that utilizes some systemic functional linguistic (SFL) concepts to task-based language teaching (TBLT) in supporting students’ critical meaning-making through reading and summarizing texts in English.
{"title":"Critical Meaning Making through SFL-Informed TBLT Instructions: A Design-Based Research","authors":"Nurhadianty Rahayu, Hikmah Pravitasari","doi":"10.2991/assehr.k.220201.051","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.051","url":null,"abstract":"Design-based research (DBR)’s use in education research is flourishing since it enables teachers and researchers to collaboratively work to improve, implement, and provide a constructive learning environment. Plethora of studies utilize the methodology to design and develop macro pedagogic documents, professional development programs, and refine the theoretical understanding in real classroom practices. However, its use for developing a set of instructional designs that promote critical meaning-making in English for Specific Purposes (ESP) courses is relatively scarce. The iterative cycle of DBR affords us to co-create the instructional design that utilizes some systemic functional linguistic (SFL) concepts to task-based language teaching (TBLT) in supporting students’ critical meaning-making through reading and summarizing texts in English.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125445640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.031
Miftahurrizki Habiburrahman, Edi Trisno
Formative assessment is one of kinds to assess the students. It aims to evaluate students’ achievement in learning English. Formative assessment also find in the textbook. Appropriate formative assessment has an important role in evaluating students’ achievement. Based on the explanation above, this study had a goal to evaluate the formative assessment in the students’ textbook, especially the students’ textbook for grade XI. Furthermore, source of data of this study was students’ textbook that used for grade XI students which is created by Kemendikbud. This study was evaluation research to evaluate the product in order to describe and analyze the existed condition in the field. The document was used to evaluate out the formative assessment in the students’ textbook of grade XI. As a result of the study, textbook evaluation related to the formative assessment was identified and classified based on several indicators. It consisted of task selection and organization, task physical appearance, and task content.
{"title":"Evaluation of Formative Assessment in the Textbook for Senior High School Grade XI","authors":"Miftahurrizki Habiburrahman, Edi Trisno","doi":"10.2991/assehr.k.220201.031","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.031","url":null,"abstract":"Formative assessment is one of kinds to assess the students. It aims to evaluate students’ achievement in learning English. Formative assessment also find in the textbook. Appropriate formative assessment has an important role in evaluating students’ achievement. Based on the explanation above, this study had a goal to evaluate the formative assessment in the students’ textbook, especially the students’ textbook for grade XI. Furthermore, source of data of this study was students’ textbook that used for grade XI students which is created by Kemendikbud. This study was evaluation research to evaluate the product in order to describe and analyze the existed condition in the field. The document was used to evaluate out the formative assessment in the students’ textbook of grade XI. As a result of the study, textbook evaluation related to the formative assessment was identified and classified based on several indicators. It consisted of task selection and organization, task physical appearance, and task content.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133895465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Writing is often regarded as a difficult skill to acquire by majority of EFL learners. Teaching writing is also unquestionably challenging. It is argued that an essential effort to enable learners to write better is to assign them to explore as much information through reading topic and genrerelated sources both online and offline. This article aims to test the effectiveness of a model of teaching writing, called Reading –Based Writing. This model is a product of an R&D conducted in a university in Padang. There are two groups of students involved; experimental and control group. Experimental research was taught using Reading-Based Writing Model, while control group was taught with Genre Based Approach. Two genres (descriptive and analytical text) were taught in 8 meetings of this experimental. Based on the result of analysis, it was found that students in experimental group outperformed students in control group which indicates that Reading Based Writing Model is significantly effective to foster students’ academic writing skill.
{"title":"Reading-Based Writing: A Model to Foster EFL Learners’ Academic Writing Skill","authors":"Yenni Rozimela, Desvalini Anwar, Ririn Ovilia, Ainul Addinna","doi":"10.2991/assehr.k.220201.057","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.057","url":null,"abstract":"Writing is often regarded as a difficult skill to acquire by majority of EFL learners. Teaching writing is also unquestionably challenging. It is argued that an essential effort to enable learners to write better is to assign them to explore as much information through reading topic and genrerelated sources both online and offline. This article aims to test the effectiveness of a model of teaching writing, called Reading –Based Writing. This model is a product of an R&D conducted in a university in Padang. There are two groups of students involved; experimental and control group. Experimental research was taught using Reading-Based Writing Model, while control group was taught with Genre Based Approach. Two genres (descriptive and analytical text) were taught in 8 meetings of this experimental. Based on the result of analysis, it was found that students in experimental group outperformed students in control group which indicates that Reading Based Writing Model is significantly effective to foster students’ academic writing skill.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129805763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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