Promoting EFL Students’ Abilities in Writing Definition Paragraph through Blogging Activities

This article was based on my writing research. It was presented on the 63rd TEFLIN International  Conference held by University of PGRI Adi Buana Surabaya on 8-10 September 2016. It was published in the Proceedings of the 63rd TEFLIN International Conference with ISBN: 979-978-8559-99-0. Please click here to download the article.

 ABSTRACT

This study is aimed at developing blogging activities to promote EFL students’ writing abilities in producing definition paragraph. The classroom action research was conducted in cyclic activities–planning, implementing, observing, and reflecting on the data gained from the instructional process–which runs into two cycles, each of which covers three meetings.

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Designing Interactive Writing Teaching using Blogs

This article was presented in the 1st National Conference on English Language Teaching (NACELT) held by the Study Program of English Education of IAIN (State Islamic Institute) Palangka Raya on 15 November 2015. It was published in the Proceedings of the 1st NACELT with ISSN: 2502-3225. Please click here to download it to be your article references.

ABSTRACT 

In recent years, the use of blogs has received a great deal of attention from English teachers around the world and is now establishing its place in writing classroom, as a means of assisting a more realistic setting for the joyful and interactive writing learning. However, blogging activity can be a complicated activity to implement in EFL writing class due to the focus on the writing activity in an internet application.

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Peer Response in an Indonesian EFL Writing Class: A Case Study

This article is based on my research on writing. The article was presented in the International Conference on Educational Research and Development (ICERD) held by State University of Surabaya (UNESA) on 5 December 2015. It was published in the ICERD Proceedings with ISBN: 978-979-028-799-0. Please click here to download it to be your article references.

ABSTRACT

This article explores peer response in an Indonesian EFL writing class. It reports on the findings of a study conducted at the State Islamic Institute of Palangka Raya in Central Kalimantan Indonesia to investigate:

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Implementing Project-Based Learning in Scientific Writing Class

This article is based on my research on writing in my scientific writing class. The article was presented on the 3rd ELITE International Conference held by UIN SUSKA Pekanbaru Riau on 9-10 January 2016. It was published in the Proceedings of the 3rd ELITE International Conference with ISBN: 978-602-6879-29-5. Just klick here to read and to cite this article for your article references.

ABSTRACT 

Project-Based Learning (PBL) is a model for classroom activity emphasizing learning activities that are long-term, not isolated, student-centered, and integrated with real issues and practices. The practice of PBL is also practical and purposeful to encourage the students to learn creatively based on their fields of interest.

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Teaching Writing using Peer Response via Facebook

This article was presented on the 2nd ELITE International  Conference held by English Education Study Program of STAIN Palangka Raya on 10-11 October 2014. It was published in the Proceedings of the 2nd ELITE International Conference with ISBN: 978-602-71280-1-9. Just klick here to download the article.

ABSTRACT

Of the all four skills (listening, speaking, reading, and writing), writing is regarded as the most difficult skill for L2 learners to master. This fact is reasonable as writing involves the process of composing message, thinking of the language to use, taking care of diction, textual organization, and other mechanics. The trend problem in the writing class shows that student writers almost never expressed their ideas using process of writing and never used conference activity for giving feedback on their peers’ works for revision.

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