scholarly journals Designing Scientific Writing Materials Using Task Based Language Teaching

2020 ◽  
Vol 8 (2) ◽  
pp. 219
Author(s):  
Testiana Deni Wijayatiningsih ◽  
Enny Dwi Lestariningsih ◽  
Dwi Ampuni Agustina

One of the consequences of teachers as functional positions is that teachers are required to carry out continuous professional development (PKB), so they can carry out their duties and functions professionally. Continuous professional development is the development of teacher competencies carried out in accordance with the needs, gradually, continuously to improve their professionalism; one of them is scientific publication (KTI) or academic writing. This study aims to determine the process of designing the Task Based Language Teaching method in scientific writing material and examine the learning outcomes of elementary school teachers who take tutorial courses on Scientific Work Writing Techniques based on Task Based Language Learning. The subjects of this study were students who took the eight semester of Scientific Writing Techniques course. The method of this research used the modified 4-D instructional development model of Thiagarajan, Semmel and Semmel (4-D models). The methods of collecting data used interviewing, observing, test, and filling out questionnaires. The results show that the application of the Task Based Language Teaching method is appropriate to use in classroom tutorial teaching by considering the results of validation, namely conformity to concept indicators, content feasibility indicators, presentation indicators, and competency indicators with existing RAT and SAT along with Engineering learning modules Writing Scientific Work. Furthermore, students' self-concept is good in learning the Scientific Writing Technique in the tutorial class. This means that students' self-concept had a good improvement and reached a percentage above 70%. This proves that the application of the Task Based Language Teaching method runs seamlessly and according to what is expected. All in all, the students are more enthusiastic and challenging in writing research articles.

2018 ◽  
Vol 17 (2) ◽  
pp. 1
Author(s):  
Dipendra Raj Pandeya

<p><span>Our Science and scientific explorations are integral components in the process of research and development. Therefore, keeping abreast of recent scientific knowledge and development is an imper proceativess of a professional scientist. Scientific literature such as publications are among the most popular ways to update and up-skill one’s knowledge in a particular area. One can either become a consumer of scientific publication as a reader or s/he could also contribute to the body of literature through academic publications in quality peer-reviewed journals. </span></p><p><span>Having contributed to academic writing as an author is like your passport to your scientific community, not only to share your knowledge but also to gain professional recognition. Your contribution to publication also helps disseminate your new and foremost findings or techniques among scientific and academic communities. In order to be an accomplished scientist, one needs to have good scientific writing skills and be able to express the scientific knowledge effectively and efficiently to the scientific/academic community. </span></p><p><span>Before you start writing, it is important that you should be aware of the main goals of your publication. Your research should answer the relevant questions of the involved field and should arouse interest in the readers. Furthermore, the researcher should also know whether the research and findings of the work are publishable at the given point or not. If the answers are ticked off positively, then the researcher can start preparing the manuscript. Most research papers are based upon the IMRaD format. The word IMRaD stands for the initial letters of the words Introduction (I), Methods (M), Results (R), and Discussion (D). The Introduction describes the scope and purpose of the research in the light of recent information on the existing research; the Methods explain how the analysis was done; the Results section reports your audience to know what the investigation showed; and the Discussion section should explain the significance of the new information provided by your study and suggestions for future studies. . The IMRaD structure has been followed by a progressively increasing number of academic journals and has been the basis for most researches. It is a very effective approach as it facilitates the literature review and lets the readers understand the research more logically.</span></p><p><span>Good scientific writing with the methodical approach is not the only criteria for getting published in scientific journals. For publishing in a particular journal, it's very important to follow the author guidelines. Every journal has a particular format of writing and it is expected that the particular journal is going to publish the articles in the same particular format. This is very important for the journal to be consistent in all the publications. </span></p><p><span>In addition, writing a good research article can seem challenging at first, however, if a researcher plans it properly, the challenge becomes interesting. Your research may conclude with meaningful answers to the unanswered questions in a particular scientific field and serve as a stimulus for further studies in the future. Well-written papers get published more frequently and can easily attract the attention of the readers. They are highly read, recommended as well as cited. Reviewers are more willing to review a well written research article and give favorable comments to improve the quality of the study. The authors should make every effort to implement the proper use of correct grammar. Poor language quality, including errors in grammar, spelling mistakes, typographical errors could delay the publication or lead to outright rejection of the paper.</span></p><p><span>Ultimately, the readers of your scientific manuscript are your primary examiners. They are going to examine the details of all the appropriate components of your study: purpose, background and rationale, strategies, results|, discussion and conclusions. . The elements of good scientific publishing must certainly be clear, precise, and logical. Finally, scientific work is incomplete until the results are disseminated to the larger community. Thus, effective scientific writing will create information exchange, to improve knowledge progress, ideas and improve your colleague's future work. </span></p><div><span><br /></span></div>


2018 ◽  
Vol 17 (1) ◽  
pp. 1-2
Author(s):  
Dipendra Raj Pandeya

Our Science and scientific explorations are integral components in the process of research and development. Therefore, keeping abreast of recent scientific knowledge and development is an imper proceativess of a professional scientist. Scientific literature such as publications are among the most popular ways to update and up-skill one’s knowledge in a particular area. One can either become a consumer of scientific publication as a reader or s/he could also contribute to the body of literature through academic publications in quality peer-reviewed journals. Having contributed to academic writing as an author is like your passport to your scientific community, not only to share your knowledge but also to gain professional recognition. Your contribution to publication also helps disseminate your new and foremost findings or techniques among scientific and academic communities. In order to be an accomplished scientist, one needs to have good scientific writing skills and be able to express the scientific knowledge effectively and efficiently to the scientific/academic community. Before you start writing, it is important that you should be aware of the main goals of your publication. Your research should answer the relevant questions of the involved field and should arouse interest in the readers. Furthermore, the researcher should also know whether the research and findings of the work are publishable at the given point or not. If the answers are ticked off positively, then the researcher can start preparing the manuscript. Most research papers are based upon the IMRaD format. The word IMRaD stands for the initial letters of the words Introduction (I), Methods (M), Results (R), and Discussion (D). The Introduction describes the scope and purpose of the research in the light of recent information on the existing research; the Methods explain how the analysis was done; the Results section reports your audience to know what the investigation showed; and the Discussion section should explain the significance of the new information provided by your study and suggestions for future studies. . The IMRaD structure has been followed by a progressively increasing number of academic journals and has been the basis for most researches. It is a very effective approach as it facilitates the literature review and lets the readers understand the research more logically.Good scientific writing with the methodical approach is not the only criteria for getting published in scientific journals. For publishing in a particular journal, it's very important to follow the author guidelines. Every journal has a particular format of writing and it is expected that the particular journal is going to publish the articles in the same particular format. This is very important for the journal to be consistent in all the publications. In addition, writing a good research article can seem challenging at first, however, if a researcher plans it properly, the challenge becomes interesting. Your research may conclude with meaningful answers to the unanswered questions in a particular scientific field and serve as a stimulus for further studies in the future. Well-written papers get published more frequently and can easily attract the attention of the readers. They are highly read, recommended as well as cited. Reviewers are more willing to review a well written research article and give favorable comments to improve the quality of the study. The authors should make every effort to implement the proper use of correct grammar. Poor language quality, including errors in grammar, spelling mistakes, typographical errors could delay the publication or lead to outright rejection of the paper.Ultimately, the readers of your scientific manuscript are your primary examiners. They are going to examine the details of all the appropriate components of your study: purpose, background and rationale, strategies, results|, discussion and conclusions. . The elements of good scientific publishing must certainly be clear, precise, and logical. Finally, scientific work is incomplete until the results are disseminated to the larger community. Thus, effective scientific writing will create information exchange, to improve knowledge progress, ideas and improve your colleague's future work.


Author(s):  
Andi Anto Patak ◽  
Muhammad Tahir

<span>People who plagiarize have a complex problem. Plagiarism could be by accident, by mistake, or on purpose. This research aims at exploring the reasons for plagiarizing and the significance of citing and referencing using Mendeley to avoid plagiarism. Four Indonesian Mendeley Advisors were interviewed online using convenient sampling technique. This study revealed that reasons for plagiarizing are time restriction, laziness, and busy. The significance of citing and referencing using Mendeley to avoid plagiarism are (1) confirm, justify, and claim the issue conveyed in scientific work; (2) highlight a particular idea; (3) criticize or approve the premise of others, and (4) build argument. Mendeley usage acquaintance for scientific writing is expected to be practical tools for avoiding plagiarism and promote academic honesty in the setting of higher education. However, the role of supervisor is crucial to provide useful feedback for their students’ writing to help students avoid plagiarism. Besides, university should create comfortable academic environment by providing free seminar and workshop on academic writing to educate students avoid plagiarism.</span>


HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 18-30
Author(s):  
Ana Clara Sánchez-Solarte

This article overviews the major themes and pedagogical developments that have emerged via the academic endeavors of practitioners and researchers in the last 30 years, while also touching on how my work adheres to these developments. The document starts with a brief historical background on the establishment of HOW as a resource for the academic community. The next part of the article deals with the theoretical tenets that have influenced my published works. One of those perspectives is the post-method pedagogy, which acknowledges the limitations of attempting to determine what the “best” language teaching method is for everyone, and proposes three parameters to guide language teaching and learning. The next perspective is the psychology of language learning, particularly positive psychology, which is a field that adds balance to the study of negative emotions in the classroom and can be the basis for interventions that aim at enhancing the language learning process. The final construct discussed in the article is metacognition, which refers to how language teachers adapt their mental processes and behaviors to the emerging demands of their context. The article concludes highlighting a number of topics that were relevant three decades ago and that will likely keep their relevance in the future: the complexity of education, the dynamic nature of context and meaning, and the examination of the role of context in the L2 teaching/learning processes, to name only three.


Author(s):  
Lavinia Disa Winona Araminta

Practical implementation of learner corpus research to inform language pedagogy has been common, given the availability of resources, such as a large amount of data about the products of language learning and factual language uses, and the necessary technology, such as concordance programs. This article lays out the typical analyses of learner corpora and the implications of and issues surrounding such studies on second/foreign language teaching based on the existing literature. More specifically, the article captures the need for a more extensive corpus of Indonesian learners’ English other than what is already available to represent more insights about English language teaching in Indonesia. Furthermore, it proposes the development of an in-house learner corpus for direct and indirect uses at Universitas Indonesia. An actual trial on building a sample learner corpus and running a lexical analysis demonstrates the plausibility of integrating learner corpus into the teaching of academic writing on higher-education levels.


Author(s):  
Dony Marzuki

The ongoing debate concerning the best method to apply in language teaching, especially in English as Second Language andForeign Language context has been lasting for about forty years now. The first side of debaters is the supporters of form-focusedlanguage teaching method, and the other side is the supporters of function-focused method. In teaching practice, the form-focused methodviews teaching grammar and all its grammatical rules as an absolute requirement while the function-focused method believes thatacquiring good communicative skill in target language is the ultimate goal in second language learning.  Both sides claim that the methodthey use in the teaching practice as the best way to make learners acquire the target language well. Despite the advantages offered by eachmethod, some researchers, however, find out that each method is actually not free from weaknesses. By realizing the weakness of eachmethod, it seems rational for not standing on one method only in the language teaching practice. Perhaps, by combining the two methodsin the teaching practice, language teacher will gain advantages and omit weaknesses owned by each method. A new method can be formedby applying formal instruction in communicative activities.


2020 ◽  
Vol 1 (1) ◽  
pp. 51-58
Author(s):  
Iwan Pranata

Language is one of communication tools between people to other people. In education activity, it's known that Arabic language is taught in some institutions and Islamic colleges only for understanding books written in Arabic scripts. In its development history until now, Arabic language has been a curriculum at several schools and colleges as a subject that helps to understand texts with Arabic language. It also works as a medium, knowledge, and insight developed in this recent era. This research aims to explain the borders of Arabic language teaching in an Islamic elementary school, and one of these schools is Islamic elementary school Al-Azhar Cairo Palembang which uses that language so their students can be noble man, and have high technology understanding. This school also use Al-Azhar’s noble curriculum and apply it to make class’s atmosphere more interesting and positive for learning Arabic language and increase students’ tendency to Arabic language learning as well as their motivation and confidence. The data collected in this research was taken from direct face to face interview with the teachers and students. Some of factors which cause Arabic language learning difficult are not coming from Arabic language itself (Arabic language system as internal factors), but also from its physiological factors (like; tendency, motivations, and the absent of confidence), as well as cultural and sociological factors. Thus, there’s necessity to use such a proper curriculum and method for learning Arabic language based on students’ psychological factors. Also, it’s because of the system of Arabic language teaching is not sure. The conclusion of this paper based on those different problems shows that it’s a necessity to prepare an educational curriculum, good teachers’ effectiveness, suitable teaching method and interesting language based environment to face and answer some Arabic language teaching’s challenges especially for non-native Arabic speaker.


Author(s):  
Surya R, Et. al.

In this globalized world, a thorough grasp of the English language has mushroomed as an inexorable necessity than an obligation. Traditional language learning is often turning out to be an involuntary process, alienating learners and thereby posing bigger challenges to second language teaching. Given the ongoing diversified technological revolution, an informal user-friendly ambience was created, making learning an uncomplicated and stress-free exercise. Digital platforms aid in several ways for learning languages - such as online language courses and special purpose mobile applications. Exposure to the language is vital in the learning process and social media can be of great help here. There is no better choice as a practice ground than social media and its associated forms. Fanfiction forums are the most popular reading and writing communities on the Internet. This paper attempts to throw light on how fanfiction can be useful in the task-based language teaching method for attainment of advanced fluency in reading and writing skills. A looming literary sensation and a source of entertainment, fanfictions of prominent literary works and visual arts are widely read and accepted by masses. This fictional writing can be incorporated into a higher-level language classroom as a learning tool, under the guidance of teachers who are accustomed to this form of writings and are digitally literate. A sample survey was conducted among fan fiction groups to highlight and justify the efficacy of fanfiction in promoting English language learning.


2020 ◽  
Vol 8 (3) ◽  
pp. p101
Author(s):  
Alanazi Khatmah

Teachers’ beliefs play a key role in the selection of language teaching methodologies. They affect teachers’ pedagogical practices and behaviors and are, consequently, integral in shaping the language learning classroom environment. This study investigates the beliefs of teachers of English as a Foreign Language in relation to the concepts of traditional teaching method (e.g., Grammar-Translation Method) and language socialisation which emphasises the importance of socialization within social norms of the target community through exposure and interaction. The study uses questionnaire and interview to examine the beliefs of 28 teachers about language teaching methods in a Saudi higher education context. The findings revealed that, despite the fact that teachers continue to believe in traditional teaching methods, they show considerable support for language socialisation in language learning. Therefore, the findings suggest the need for teachers to explore their beliefs on teaching the foreign language and creating teachers’ awareness of teaching methodologies (e.g., awareness of factors associated with language socialisation such as interaction and the focus on meaning rather than form).


2018 ◽  
pp. 145-157
Author(s):  
Karolina Janowska

This article reviews the evolution of the most popular methods of teaching foreign languages in Europe. The history of language teaching was marked by continuous methodological changes resulting from the search for an ideal teaching method and various language currents and psychological approaches prevailing at the time of their occurrence. This discipline went through various stages, the most significant of which took place in the twentieth century, to develop a new method for more effective learning, which led to the development of a methodology that would provide clarification of answers to questions raised in the field of language learning. In recent years, what has been distinguished is a task-based language teaching field that provides students with ideal opportunities for developing communication skills and effective learning.


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