Sabtu, 04 Mei 2019

Second Journal Review part 2

Assalamu'alaikum ^^
Hello helloo guys! I hope you all don't get bored to read my blog πŸ˜‚. I will continue my review of the second journal.

Authors: Zulfadli A. Aziz and Nina Magdalena
Article Info: ENGLISH EDUCATION JOURNAL (EEJ), 7(4), 416-432, October 2016

In this time I will continue to review about Research Results and Discussion, and Conclusion.

4️⃣ Research Results and Discussion
   ▫️Research Results
This study followed 49 African-American students in the fourth grade of a small rural school district. Two of the three classes were used as subjects for the study. The ages of the students ranged from ten to eleven years of age. The classes were heterogeneous comprised of students with varying academic abilities. The results of this study clearly showed that the writing abilities of these students improved quantitatively and qualitatively as a result of DJW. In qualitative results, there are 3 aspects which were examined by the researchers namely: content, language and vocabulary. The current study showed that daily DJW was highly effective in developing African-American fourth-grade students’ writing skills
The data on the subjects’ writing skills in English indicated that all the students made progress in their language skills.
   ▫️ Vocabulary
Regarding vocabulary in the subjects’ writing, it was shown that there was progress in the use of vocabulary. Both male and female students presented a satisfactory level of vocabulary progress and had new variety in their word choices.
   ▫️ Discussion
Students usually face difficulties with
vocabulary, and grammar. Therefore, DJW is proposed to help cope with these problems. In order to see the effect of DJW in assisting learners to improve their writing, the following discussions expand on this.
     πŸ”ΈImproving the Students’ Vocabulary
Vocabulary is one of the most significant elements in writing since it will be useful for students to understand the meaning of sentences within a text. The use of DJW is significant to improve the capability of students to enlarge their vocabulary. The improvement of vocabulary happened since the students felt comfortable and free to explore their ideas without feeling threatened by shame for producing mistakes in their writing.
     πŸ”ΈImproving Grammar
Similar to vocabulary, grammar is an essential part of writing because good grammar is needed to understand texts. Therefore the teaching of grammar has to be emphasized.
Regarding grammar problems, Haynes-Mays, et al. (2011), Datzman (2011), and Valigurova (2010) all found that DJW also improves the grammar of students in their writing.
In their research, they all suggested that teachers model appropriate sentence grammar and also more complex grammar in their responses so that the students can expand their knowledge of grammar and apply it in their own writing. Furthermore, through the modeling from their teachers students will become more aware of their own grammatical errors and will improve their grammatical mistakes by themselves.

5️⃣ Conclusion
According to discussion above based on previous research show that, it is even better to apply Dialogue Journal Writing in Indonesia in order to develop the writing skills of learners. This is because by practicing DJW, students will learn how to express their feelings and thoughts in writing within a relaxing and friendly atmosphere that will encourage them to write freely, to take risks in their writing and to have the opportunity for dialogue with their teachers in discussing their problems with writing English.

That's all about continued review of the second journal. Thank you and see you on my next post πŸ€—
Wassalamu'alaikum ^^

Review of The Second Journal part 1

Assalamu'alaikum ^^
Hello guys, how was your day? Today, I will give you review about the second journal.

Authors: Zulfadli A. Aziz and Nina Magdalena
Article Info: ENGLISH EDUCATION JOURNAL (EEJ), 7(4), 416-432, October 2016

This Journal has seven part that are Abstract, Introduction, Review of Literature, Method, Research Results and Discussion, Conclusion, and References.
This journal have purpose to describe the implementation of dialogue journals in developing the writing skills of young learners.

1️⃣ Introduction
In the background of this journal, there are problems regarding writing pedagogy that students face that are lack of vocabulary and grammatical knowledge. It means that students need new methods to solve this problems. The authors proposes the use of dialogue journals as one alternative for solving these problems.

2️⃣ Review of Literature
   ▫️ Writing
Writing is a result of individual reflections on past experiences or visions of the future. In writing, the writer combines his previous knowledge through complicated mental processes to develop new ideas and concepts.
   ▫️Young Learners
The young learners that are discussing here are children in the early stage of their schooling, up to the age of 13 or 14 (Brumfit, et al., 1991). These years are known as a critical period. A critical period hypothesis emphasizes that language may be acquired more easily by children then since their brains are still capable of using the mechanisms that assist in first language acquisition.
   ▫️Teaching Young Learners
Teacher is one of scaffolder that can assist and guide children in their learning. Therefore teachers should egange with students to construct their knowledge. The teachers should make classroom activities for children that enjoyable, fun and full of meaningful practice.
   ▫️Dialogue Journals
A dialogue journal is a written conversation performed between a student and a teacher. Each student can write openly to their teacher just like in a letter. Then, the teacher will provide responses and comments regarding these writings.
   ▫️Dialogue Journals in Practice
First, the teacher gives brief instruction about dialogue journals. Secondly, students are required to write about a topic that they themselves choose. Thirdly, the teacher will respond to the student’s writing. Fourthly, each student will make revisions to her own writing based on the teacher’s responses and
comments and will write more about that topic or another topic.
   ▫️Teaching Vocabulary for Writing
There are two way to teach vocabulary for writing including deductive and inductive.
   ▫️Teaching Grammar for Writing
This is explained that there are procedures for improving grammar or linguistic through deductive and inductive approach.

3️⃣ Method
Research Design
This Dialogue Journal Writing (DJW) study used library research namely searching literature sources such as textbooks, notes or results from previous research (Hasan, 2011: 11). Thus, the author collected data from previous researchers regarding the use of dialogue journals. Then she formulated generalizations about similar problems namely whether dialogue journals can improve the ability of young learners writing skills.

That's all review about the second journal, I will continue in the next blog.
Thank you and see you next πŸ€—
Wassalamu'alaikum ^^

Rabu, 01 Mei 2019

The differences between the previous and the second journal

Assalamu'alaikum ^_^

Hello everyone πŸ‘ How was your day?  Today, I will discuss about the difference between the previous journal and the second journal. I hope you enjoy!

First journal
Title: The Use of Colorful Semantics to Improve Sentence Construction in Writing Sentences among Year Four Pupils
Authors: Kee Li Li and Tay Jie Yee
Article Info: ISSN: 2502-6909
Vol. 2, No. 1, June 2017

Second Journal
Title: Using A Dialogue Journal to Develop Writing Skills
Authors: Zulfadli A. Aziz and Nina Magdalena
Article Info: ENGLISH EDUCATION JOURNAL (EEJ), 7(4), 416-432, October 2016

The two journals above have the same goal, namely to improve students' writing skills, but both of that journal have different methods used. The first journal is using colorful semantics and the second journal is using a dialogue journal.

And the next differences are, the first journal focused on improving students sentence construction and consequently constitute to their better skill and the second journal focused on the process of writing for its implementation rather than emphasizing solely the accuracy of grammar. It believed that this technique of second journal will assist students to develop their capabilities in writing especially for vocabulary and grammar.

The other difference is the methodology of the journal. The first journal used Classroom Action Research and the second journal used library research namely searching literature sources such as textbooks, notes or results from previous researches.

That's all about the differences between the previous journal and the second journal. I hope it can help you that is searching journal about English education. Maybe it can be your reference.
The next blog I will discuss about the part of the second journal.

Thank you all, and see you on the next blog πŸ€—

Wassalamu'alaikum ^_^

Senin, 01 April 2019

The Result of Journal—Finding and Discussion

1 . Finding
To analyze pre-writing test and post-writing test, researcher tabulated the research participants scores into percentage and table. The comparison between pre and post writing test was made to look at their improvement after the action implementation. The percentage showed that the participants increase in score.

The tabel displays showed that the result of pre-writing test is very low then rise in post-writing test. It is mean that there is improvement of pupils'writing skill.

2. Discussion
Research Question 1: How does the use of colorful semantics help in improving Year pupils' sentence construction?
Based on collected and analysed data, it is clear that colorful semantics did a great job in improving pupils' sentence construction.

Minggu, 17 Maret 2019

Methodology of journal

Assalamu'alaikum ^_^

Hello everyone! Welcome back on my blog. Today I will share the methodology of the previous journal that I have shared. Let's begin!

1. Research design
This research applied Classroom Action Research. Through self-inquiry and reflection about writers own teaching practice and experience, they will be able to find shortcomings in their teaching and formulate a plan to address it. Action research is an approach which encourages practitioners to be in control of their own lives and contexts (Hine, 2013). They believe that teachers can help to improve the standard of English in our country through the improvement of their own practice. The writers conducted this action research in order to improve their own self practice, and at the same time, contribute to the improvement of the English language among their pupils.

2. Participants
As a researcher, the writers carried out this action research to all pupils in 4J class. There were altogether 31 pupils in the class with 14 females and 17 males. Among them, there were two Malays and 29 Chinese pupils. They varied in English proficiency level from intermediate to
very low level.
They also looked at pupils’ performance on Section C of their English test which focused on sentence writing. I then categorized the results into groups of different grades. Referring to the pupils’ test results, 14 pupils scored lower than 50 marks and this proved the existence of the identified problem among the pupils.

3.  Data Collection Methods and Instruments
According to Whitehead (2008), the data collected must be able to help the researcher to judge the workability of the action. The writers utilized three methods to collect data which are pre and post-writing tests, pupils’ work, and teacher’s reflective journal with different rationales being justified:

(a) Pre-Writing Test and Post-Writing Test
This method utilized test as one of my data collection methods to quantify the knowledge learnt by pupils after the implementation of action. Pre-writing test was administered to pupils before action implementation in order to check their baseline knowledge and preparedness for sentence writing. After four weeks of action implementation, a post-writing test was carried out to look at pupils’ improvement on the subject matter. Bearing in mind the aim to examine the impact of colorful semantics on pupils’ sentence construction, the questions of pre-writing test and post-writing test were constructed with only a minimal difference. Pupils’ scores on both tests were further recorded as a quantitative data source.

(b) Pupils’ work
In this research, pupils were given a task sheet to be completed at the end of each lesson. Then the writers collected and
marked their task sheets for evaluation purpose. In fact, the task sheets served both learning and assessment purposes as they consolidated knowledge learnt in pupils as well as enabled me to check on their performance.

(c) Teacher’s reflective journals
This method reflected on the strengths and weaknesses of each lesson and jotted them down in a reflective journal. Besides, they also marked down what transpired throughout this action research along with my own personal feelings and emotion regarding the implemented action in the reflective journals. The collection of reflection notes was made continuously as a backup source of qualitative data.

4. Technique of Data Analysis
There were two ways of analyzing the collected data namely qualitative and quantitative analysis. The researcher marked the research participants’ pre-writing test and post-writing test and tabulated the scores into percentages and tables. On the other hand, teacher’s reflective journal entries and pupils’ work were analyzed and interpreted as qualitative data.

Thank you for your time to read my blog 😊
See you on my next blog πŸ€—

Wassalamu'alaikum ^_^