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Final of Extensive Reading (Writing) : Lecturer

This document presents a proposed teaching model for an English writing course at the university level. It discusses developing a model based on theories of writing instruction that can be implemented both conceptually and operationally. The goal is to create a more effective learning model than what currently exists. The proposed model involves students building relationships with overseas partners and practicing writing through email exchanges to improve their writing proficiency, vocabulary, and structure outside of class hours. It is meant to address issues with current approaches like large class sizes limiting individual attention, a lack of computer-assisted writing practice, and an over-reliance on instructor feedback rather than developing skills for diverse international readers.

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Mis Lord
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33 views

Final of Extensive Reading (Writing) : Lecturer

This document presents a proposed teaching model for an English writing course at the university level. It discusses developing a model based on theories of writing instruction that can be implemented both conceptually and operationally. The goal is to create a more effective learning model than what currently exists. The proposed model involves students building relationships with overseas partners and practicing writing through email exchanges to improve their writing proficiency, vocabulary, and structure outside of class hours. It is meant to address issues with current approaches like large class sizes limiting individual attention, a lack of computer-assisted writing practice, and an over-reliance on instructor feedback rather than developing skills for diverse international readers.

Uploaded by

Mis Lord
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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FINAL OF EXTENSIVE READING

SUMMARY
(Writing)

Lecturer:

Ariana S.Pd, M.Pd

Created by:

Name: Nur indah sari


Reg.Numb: 10535624115
Class: BG 6B

ENGLISH EDUCATION DEPARTMENT


FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2018
TEACHING MODEL OF LEARNING ENGLISH WRITING AT UNIVERSITY1

A. Background

The objective of this study is to produce a model of teaching English writing skill in an effective
way for students of English Study Program in college. This research method is using the Research and
Development (R & D). The teaching model arranged can be implemented conceptually and operationally.
The model is developed based on the theories of learning writing.

B. Problem statement.

How a students make produce a model of learning to write English in an effective writing course
for students of English Education ?

C. Objective of a study.

This study is also to provide an overview of current approaches, issues and practices in
the teaching of writing skill. To provide a comprehensive overview of the field of foreign
language teaching with particular focus on issues related to the teaching of writing skill. And
then, to provide a source of teaching principles and classroom activities which guide the lecturers
refer to their world. Next to provide a source of writing and activities. Then, it can be used in the
teacher education program.
D. The scope of study.

The number of students in a class for reading and writing courses often is one of the causes
of lack of effectiveness of teaching. In principle, the ideal number of students must be controlled
by lecturer during the process of teaching and learning in the classroom. Considerable number
of students for the course reading led to the reduction in the lecturer's attention to the problems
faced by individual students in the classroom. Although the course of writing seems to be
'passive', each individual needs to obtain alone. Writing an essay in English and the problems
that encountered by each individual student should be treated carefully.

E. Sighnificance of study.

- Theory.

Writing in English as a foreign language includes a lot of aspects that must be considered. It is
about the mastery of grammar, vocabulary and punctuation .

-Practical.

Use of E-mail In Learning English Writing
 The Ability to communicate on Internet has
influenced the development of language teaching (Anderson-Inman and Kettern, 2003: 240).
Access via email provides the opportunity for students to communicate outside the classroom. E-
mail is used as a tool in the learning process.

F. Method.

This research method uses the Research and Development for trying to seek a teaching
model for students of English Writing. The teaching model arranged can be implemented
conceptually and operationally. The models were developed based on theories of learning
writing more effective than existing learning model. This learning model is operationally oriented
real circumstances in the classroom. This research was conducted in the city of Banda Aceh.
Samples for determining the location specified in stratified (stratified sampling).
G. Population and samples.

As it has already been tested, the model of learning writing can be described as follows;
Students build good relationship to contact with several overseas partners before starting the
course. After that they adhered to the course as usual. Lecturer gives the task for the students to
continue their writing at home. When the lecturer assigns the students to do their writing at home,
students are also required to practice independently writing via email with partners from abroad.
They perform these tasks outside of class hours for writing exercises as an additional assignment.
Students are supposed to get the response from their partners and the students also practice
responding toward the essay of their partners. At the end, the students are expected to improve
their capability in writing and get better and better.

Besides that they can develop aspects of; proficiency, vocabulary, and structure. It is predicted
that, the competence of the students in these aspects will be higher than previously given via the
Internet.

H. Conclution.

The numbers of students in one class are generally too large for practicing in classroom.
Learning is not suitable with theory and practice. Students still need to get knowledge of English
grammar and vocabulary. When the practice of writing students do not use the computer to
facilitate the process of writing, such as spelling check or editing. The material covered in the
writing course is too much; as a result, the opportunity to write becomes less. In this case, through
practice in classroom students can obtain feedback from the lecturer. Students mostly rely on the
input and correction from lecturer in writing exercises. They get less chance to express his/her
English writing skill that can be universally understood. Furthermore, they should be understood
from various cultural backgrounds of readers.
I. Bibliograpy.

Anderson, Inman, Lyne and Kettern, Kimberkey. (2003). Technology in Language Art and
Foreign Language InstructionL Intergrating Educational Technology into Teaching. New Jersey: Pearson
Education.

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