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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Journal of ELT Research Martabe : Jurnal Pengabdian Kepada Masyarakat Voices of English Language Education Society Jurnal Review Pendidikan dan Pengajaran (JRPP) PROJECT (Professional Journal of English Education) Journal of English Teaching and Applied Linguistics (JETAL) Community Development Journal: Jurnal Pengabdian Masyarakat BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Scientia Journal of Education Research Journal Of Human And Education (JAHE) Journal International of Lingua and Technology Jurnal Pendidikan Indonesia (Japendi) Multidisiplin Pengabdian Kepada Masyarakat (M-PKM) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Medika: Medika Jurnal Pendidikan Progresif
Arifin, Syaadiah
Universitas Muhammadiyah Prof. Dr. Hamka
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Journal : Journal of ELT Research

 1 
L2 Writing Strategies Used by EFL Graduate Students Arifin, Syaadiah
Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (816.028 KB) | DOI: 10.22236/JER_Vol2Issue2pp115-129

Abstract

This study investigates the writing strategies and the predominantly strategies used by four Indonesian graduate students when writing in L2 (English). They were divided into 2 groups, skilled and less skilled writers, to examine what strategies they applied when writing. The main instrument of this study is Think Aloud Protocols (TAPs). The analysis of data collected discovered some findings: (1) both skilled and less skilled writers used varied strategies. However, the frequency of using each strategy was different. Skilled writers used each strategy in high frequency. On the other hand, less skilled writers only used each strategy in low frequency, while skilled writers understand the recursive nature of writing. (2) Skilled writers used reading and rereading strategies in high frequency for several purposes: revising and editing the text, developing ideas, and getting new ideas, while less skilled writers rarely used those strategies. They wrote whatever ideas came into their mind, and reread the text once in a while. These findings suggest that effective writing strategies should be introduced explicitly when student writers have already mastered the foundation of writing. Unfortunately, they are seldom guided on the use of writing strategies in the process of their writing. In fact, effective writing strategies and the frequency of using each strategy could help them become good writers and influence the quality of their writing. Based on these findings some suggestions are discussed. 
Deductive and Inductive Methods in Teaching Tenses Saadiyah Arifin
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2016: Journal of ELT Research, Vol. 1, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (131.711 KB)

Abstract

Teaching English grammar seems easy but difficult to conduct. Some methods have been introduced to answer this problem. Two methods that have been known so far are deductive and inductive methods. Studies have been conducted concerning these methods, with some supporting deductive while the others being in favor of inductive method. This study attempts to investigate which method works better in facilitating students’ writing skill. The findings of this experimental study (n=40) taking place in one of English course in Jakarta show that deductive method is more effective in promoting students’ writing skill. 
Co-Authors A. Asrijal Agus Riyanto Andi Dian Sartika Angglena, Melly Aniati Aniati Arief Fahmi Lubis Budi Witjaksana, Budi Corliana, Tellys Eva Desembrianita Fahira, Farha Fahrudin, Saleh Firman Aziz Fujiono, Fujiono Furi, Sitti Aisyah Ratna Gashimov, Elchin Hafsah, Hafni Hamzah Puadi Ilyas Hamzah Puadi Ilyas, Hamzah Puadi Hanayanti, Citra Siwi Iin Dwi Aristy Putri Ilyas, Hamzah Fuadi Istaryatiningtias Kusumawati, Byas Intan Loebis, Iin Almeina Lumbantoruan, Jitu Halomoan Mahendra, Zulkifli Ihza Mas'ud Muhammadiah Ma’mun, Akhmad Haqiq Muh. Abduh Anwar Muhammad Arsyad Muhammad Mustofa Nofirman, Nofirman Nurfaizah, Andi Nurnoviyati, Ikhda Salim, Yeffriansjah Santika, Rani Saswati, Risna Septa Intiar Siti Zulaiha Solehuddin, Moh. Sri Mustika Sukmawidjaya, Maula SULASTRI Taslimah, Asti Taufik Abdillah Syukur Tiara, Andys Udan Kusmawan Wajnah, Wajnah Yusuf, Ramdan