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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching Jurnal Bahasa dan Sastra Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Proceedings of ISELT FBS Universitas Negeri Padang Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora
Addinna, Ainul
Universitas Negeri Padang
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Journal : Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni

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Students vs Lecturers: How Should Writing be Taught and Learned? Yenni Rozimela; Desvalini Anwar; Ririn Ovilia; Ainul Addinna
Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 22, No 2 (2021)
Publisher : Fakultas Bahasa dan Seni UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/komposisi.v22i2.114399

Abstract

There have been a number of studies investigating the hindrances that students face and their preferences in writing activities. Yet, there raises questions whether all the students’ preferences should be implemented and whether lecturers should comply with all the preferences in order to create an ideal model of teaching and learning writing. Using R & D method, this present study aimed to develop Reading-Based Model of Teaching Academic Writing. This article reports the result of the first stage of the study- the needs analysis.  The data were collected through questionnaires distributed to 127 university students and in-depth interview with four writing lecturers. The students’ voice of their preferences in writing activities with the lecturers’ views on an ideal writing class based on their experiences and knowledge of teaching writing were examined and compared. The results revealed that there were agreements and discrepancy between students’ and lecturers’ perception about stages in writing process, students’ ability to develop ideas, knowledge of text genres, the implementation of writing strategies, and the practice of corrective feedback. This study was expected to shed a light on how writing should be better taught and learned.
STUDENTS’ PARAPHRASING ABILITY IN ACADEMIC WRITING; TECHNIQUES AND CHALLENGES Ririn Ovilia; Ainul Addinna; Rifky Oktoviandry
Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 23, No 2 (2022)
Publisher : Fakultas Bahasa dan Seni UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/komposisi.v23i2.119456

Abstract

In higher education, the demand of research publication is steadily growing.  Due to this fact, the skills to write academic paper must be improved as well. One of the foremost skills required in writing academic paper is paraphrasing. This qualitative study investigates the most frequents paraphrasing techniques used by students and their challenges during the paraphrasing process. Thirty students enrolled in Academic Writing class participated in this research.  The participants were required to do paraphrasing task, and 8 selected students (4 more proficient students and 4 less proficient students) would be interviewed in regards to their challenges in paraphrasing and how they dealt with such challenge. The result of paraphrasing task unveiled that most strategies used by students were “change to synonym”,  “change to active to passive form” and a combination of these two. In regards to the challenges, reading, lexical and syntactic problems are the main challenges addressed by participants.
Co-Authors Afifah Riwi Maharani Asfina, Risda Azizah Faridah Desi Tri Utami, Desi Tri Desvalini Anwar Eni Kurniawati Febriani, Feby Febryana, Nadya Ayu Nur Lulud Oktaviani Mayada, Aisya Novitasari Novitasari Nur Hidayah Nur Rosita Oklid, Tsabithah Salsabilla Prisyanti Suciaty Putri, Saskia Maharani Ramadhani, Syafitri Rifky Oktoviandry Ririn Ovilia Solusia, Carbiriena Syahmina Syahmina Viona Chairina Welli Amelia Amelia Yenni Rozimela