Before i was talked about my first Journal that titled EXPLORING EFL STUDENTS’ DEFICIENCY IN USING COHESIVE DEVICES IN WRITING ESSAYS By Mohammed Abdurhaman Ahmed Yousef and the second is about Effectiveness of Journal Writing in Supporting Skills in Writing English Essay by Bambang Yudi Cahyono. If we look at the title, both have different title but same theme, it's about Writing. So, now i would like to show it, happy reading.
Difference and Similarity
In this first Journal have title exploring Efl student's deficienci in using cohesive devices ini writing essays, and it's talking about an approach to investigate how far EFL students at University Level use cohesive devices skilfully in writing their essays . The important issue addressed in the study is closely related to what extent do students perceive the basic aspects of writing coherent essays as one of the requirements of graduation. The most critical question addressed was: To what extent do students use cohesive devices in the clarity and organization of their essays.? The study adopted an analytical-descriptive method. The students answered questionnaires to check their skills in mastering writing skill. In addition, samples of essays were examined and analyzed to evaluate the students’ writing abilities in using these semantic markers. A number of findings were found out. The most critical finding was that the students did not fully master the basic necessary skills required of applying these cohesive markers appropriately.
The second Journal have title effectiveness of Journal writing on supporting skills ini writing English essay that talking about knowing the effectiveness of providing journal writing in supporting the students' skills in writing English essay. The subjects were English department students who took Writing III course in the academic year of 1995/1996. This study involved two intact groups of students. The experimental group was given weekly journal writing, while the control group followed the regular writing. At the end of the treatment, writing tests on free topics were assigned and the students' works were scored using ESL Composition Profile. The result of analysis using Hest indicated that journal writing scores of the students from the two groups were not significantly different. However, students' responses indicated positive evaluation on the application of journal writing. You can see the similarity and the difference above, where the first Journal is devoted to using cohesive device but the socond is about supporting skills, and the similarity is about Writing, both have same topic that important to know.
Introduction:
It has been widely believed that writing, among the four language skills, is the most difficult skill. This is because it involves several components which have to be considered while a learner is writing, for example contents, rhetorics, vocabularies, grammatical structures, and writing mechanics such as punctuation and capitalization (Hartfiel, et al., 1985: 102). As a complex skill which is not easy to teach, it has stimulated teachers and researchers to explore teaching techniques which could help learners write better.
Literature Review:
Prayogo (1997), on the basis of his literary study and exhibition of the works of elementary school students, states that journal writing could provide an opportunity for the students to express themselves through written forms. The provision of journal writing, then, is like pushing the door wide open for the students so that they can play and explore the wide world outside.
Stanley (1993) reports a study which was conducted by Christine Casanave in which she asked students to comment on the value of journal writing. Casanave grouped students' opinions into three general areas. They are comments about the results of journal keeping, the process of journal writing, and the educational aspects of maintaining a journal. Overall, the subjects of the study who were both low intermediate and advanced students found benefits in keeping a journal, remarking on changes' in their language use as well as in their thinking.
Methodology:
This research was a quasi-experimental one which employed post test control group design (Wiersma, 1980). It involved two intact groups of English department students who took Writing IIIcourse in the academic year of 1995/1996. One of the groups was assigned to be the experimental and-the other was the control group. Originally, there were 20 students from one class and 19 from the other. For the purpose of the research, preselection was done without disturbing the intact classes. Students in the two classes were matched in pairs' with respect to their ability in writing which was indicated by their grades in Writing H. Not all of the students could be matched. The students who were not matched would were discarded in the analysis, though they could still be present in their classes. After the matching it was determined that there were 14 subjects in the experimental group and 14 students in the control group.
So that's all i can share to you, thank you and have a nice day😊
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