Synthesizing of the Writing Skill Journal, Final Project Mr. Adi

8/10/2019 Synthesizing of the Writing Skill Journal, Final Project Mr. Adi

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SYNTHESIZING OF THE WRITING SKILL JOURNAL

There are 4 (four) journals used as the references in synthesizing, such as first,

Enhancing EFL Learners Writing Skill via Journal Writingwritten by Luu Trong Tuan

from National University of Ho Chi Minh City. His research sought to investigate if learners

can grow out of the writing difficulties by engaging in journal writing activity based on

Lagans (2000: 14) comment on its value: Because writing is a skill, it makes sense that the

more you practise writing, the better you will write. One excellent way to get practice

writing, even before you begin composing essays, is to keep a daily or almost daily journal..

He takes 85 second-year students (from among a population of 253 second-year students), 53

females and 32 males, from the two writing classes, which divided into one treated as the

experimental group (EG) and the other as the control group (CG), at the Faculty of English

Linguistics and Literature of the University of Social Sciences and Humanities in Ho Chi

Minh City (USSH-HCMC). The average age was 20.21 years ranging from 19 to 25 years

old. The reason for this selection was their extensive history of writing experience. were

invited to participate in the study. This research investigated the benefits of journal writing

as an extensive activity to nurture learners' writing motivation and boost their writing skill as

well as to establish a close rapport between teachers and learners. Through reading and

responding to learners' journal entries, teachers are able to measure each learner's competence

and understand their needs, thoughts, and feelings, which helps teachers accommodate their

teaching ways to learners preferences and give learners appropriate assistance to their

problems along the writing course.

Second, Developing Students Writing Skill through Peer and Teacher

Correction: An Action Research written by Ashok Sapkota. This research aimed to test

the progress of the students while writing an essay, based on the Nunans (1992) steps ofaction research. The main objectives of the study was to find out whether there will be

improvement in students writing skills through the strategies of peer correction followed by

teacher correction and to forward some pedagogical suggestions based on the findings of the

research. The population for the study consists of ten students from a B. Ed College. The

College was selected purposively and the students were selected by using simple random

sampling procedure. Test items were the main tool used for data collection as primary

sources. The tools was used to elicit the data involve pre-tests, progressive test and post-test.

The test items consist of two different questions related to writing skill as for pre test and post


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test. After the analysis of data collected through test items, it was seen improvement in

students writing in post test than in pre-test. The students (Ss1-Ss10) were found using the

words in an increased order and grammatically correct sentences in their writing in each test

made and committed less grammatical errors in post test than in pre and progress test.

Regarding mechanics of writing, their writing was found systematic in case of punctuation,

proper use of paragraphs, in coherence and cohesion in writing. The peer correction and

teacher correction technique was found productive in teaching writing through action

research as a whole.

Third, Using WebQuests and electronic journals to cultivate writing skills,

written by Sean Dowling in Sharjah Higher Colleges of Technology Sharjah, United Arab

Emirates. The subject of this research is Tertiary-level students in the UAE, particularly those

in their foundations (preparatory) year, often find producing written texts in English (L2)

very challenging. Weak L2 linguistic knowledge is one reason for this but another is poor

process-writing skills. The students struggle when doing L2 writing activities which require

them to generate ideas, collect data and produce a finished piece of writing which integrates

these ideas and data. There are a number of reasons for this. First, they have entered the

foundations year straight from secondary education where they have been very dependent on

teachers supplying the right answers necessary to pass their exams, both in L1 and L2;

therefore, they struggle when doing writing activities that use the non-linear process approach.

They are quite content to copy everything that is written on the board, but less able to write down

their own ideas. In addition, as well as having poor process writing skills, students linguistic

knowledge is weak. Finally, a lot of the materials used in the classroom do not relate to students

real-world experiences; hence they find it difficult to generate ideas from the materials. Based on

the problem faced by the students researcher attempts to show how using Webquests and

electronic journals can cultivate students L2 writing skills.

This research discussed about First, the different approaches to writing, gives a briefdescription of WebQuests and electronic journals, and outlines Gagnes (1985) theory of

instruction. Then, the it provides a detailed discussion about how the materials were designed

and implemented using a task-based, product/process approach to writing and incorporating

digital technologies such as WebQuests and electronic journals. This discussion will also pay

particular attention to how the materials have cultivated foundations-level students L2

writing skills. The result of the study by using a task-based, product/process approach to L2

writing activities incorporating digital technologies such as WebQuests and electronic

journals appears to positively influence students written texts. However, as similar (or


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perhaps better) improvements may be achieved using a product-only or process-only

approach, it would be useful to run a comparative study as to the effect of each approach. In

addition, for higher-level students, there is perhaps less need to focus on product and more

need to focus on process. Finally, care must be taken that learning activities are not using the

technology just for its own sake. The activities must be carefully designed, using sound

instructional design techniques such as Gagnes theory of instruction (1985), so ensuring that

no stages in the learning process are neglected and that interesting, and therefore motivating,

learning opportunities are given to students.

And the fourth is Journals: A Tool To Improve Students Writing Skills, written

by Annabelle Hernndez Herrero. He used 23 Reading Comprehension students, 10 men and

13 women, studying English at the University of Costa Rica during the first semester of 2006,

participated in the study. The students whose ages ranged from 18 to 24 were all native

speakers of Spanish. They met on Fridays from 10:00 p.m. to 12:50 p.m. The purpose of the

study was to determine if explicit instruction of troublesome linguistic aspects (syntax,

morphology, lexicon, and punctuation) taken from the students journal entries improved the

students writing skills. Research tools were used to gather information such as the students

journals, a questionnaire, and personal communication with the students. The comments

included in the analysis of results were transcribed verbatim when they were in English, and

they were translated when they appeared in Spanish. The result of the study can be concluded

that journal writing can be a helpful tool to improve students writing skills. First, the learners

are more motivated to write because they have a chance to express their opinions about the

books they read. Second, they have an opportunity to use the language learned in the readings

in a real context. Third, feedback can be tailored to the students needs. For teachers, the

journals provide authentic samples of students work; therefore, they can pinpoint content

and linguistic problems and give individual and group feedback. Since all the entries are kept

together in a notebook, the professor can also keep track of the students progress throughout

the semester. However, it seems that paying close attention to feedback and taking the time to

edit their entries are key elements for students to succeed.

Based on the researches done, it can be seen that as a teacher, he must use different

strategy and technic in teaching and learning process. Although that, there are some

strengthness and weaknesses in using the teaching strategies which conducted by the

researchers. First, Luu Trong Tuan, to enhance the EFL learners in improving the students

writing skill, he uses journal writing. The students will write everything happened

surrounding him. In here, the student will not affraid to make mistake in writing. It can be


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motivated him to write more and be a good writer. But, for the student who have a weak

writing comptence, it can be difficulted to him.

Second researcher also use the strategy in teaching writing that is by using peer and

teacher correction. The strenght of this strategy is every student wil correct their writing with friends

and the teacher. So, the student will learn directly from the mistakes done. Then, using WebQuests

and electronic journals to cultivate writing skills is one alternative method will be used by teacher in

teaching and learning process in the classroom or out the classroom. This method will be difficult for

the student who lack of operate the internet. And the strength of this method is student will explore

their knowledge in operating the computer and using internet as learning media beside text book given

in the school.

According to the research, i can conclude that in teaching and learning of writing is important

in order to develop the students writing skill. Teacher can use variance strategy and method to get thestudents interesting and will not bored. Writing journal report is beneficial to the student, because

journal writing is used as an extensive activity to nurture learners' writing motivation and

boost their writing skill as well as to establish a close rapport between teachers and learners.

Through reading and responding to learners' journal entries, teachers are able to measure each

learner's competence and understand their needs, thoughts, and feelings, which helps teachers

accommodate their teaching ways to learners preferences and give learners appropriate

assistance to their problems along the writing course.

Synthesizing of the Writing Skill Journal, Final Project Mr. Adi

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