Improving The Writing Skills of Vocational High School in Payakumbuh Teachers Through a Blog-Based Autobiographical Technique Workshop

Oktri Permata Lani; Refika Mastanora; Melva Silvira; Siti Kholijah

doi:10.26877/e-dimas.v15i2.16097

Improving The Writing Skills of Vocational High School in Payakumbuh Teachers Through a Blog-Based Autobiographical Technique Workshop

Oktri Permata Lani, Refika Mastanora, Melva Silvira, Siti Kholijah

Abstract

Improving skills should be a concern for educators to support student abilities, but not all educators pay attention to the importance of improving skills. One of them is in terms of writing for teachers at the Vocational High School level. At Vocational High School in Payakumbuh, which is a Vocational School that has majors including Computer Network Engineering, Multimedia, and Software Engineering (Broadcasting), with the sophistication of this IT-based school, of course, it already has facilities in the field of Information and Communication Technology that are qualified. The type of research used is in the form of School Action Research (PTS). School Action Research is an amalgamation of action research. Action research was developed with the intention of finding solutions to social problems. Action research begins with a systematic study of a problem. The results of the study are used as the basis for developing a work plan (action) in an effort to overcome the problem. The conclusion obtained from the research on improving the writing ability of Vocational High School in Payakumbuh teachers through blog-based autobiographical techniques is that there is an increase in the writing ability of Vocational High School in Payakumbuh teachers after attending a workshop on blog-based autobiographical techniques. Teachers' motivation to improve their writing skills also increased, and enthusiasm for using blog or website media to be more optimized.

Keywords

autobiography; writing skills; workshop; blog

Full Text:

PDF

References

Adji, A. N. (2021). The fragmentation of the writing self: Using dialogic reflection to explore the writing process of an autobiographical novel. Journal of Writing in Creative Practice, 14(2), 143–159. https://doi.org/10.1386/JWCP_00019_1

Angeloch, D. (2021). The experience of the first world war in wilfred bion's autobiographical writings. Psychoanalytic Quarterly, 90(1), 7–48. https://doi.org/10.1080/00332828.2021.1847599

Breddermann, J. (2018). A model for teacher training to improve students' 21st century skills in online and blended learning: An approach from film education. In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (Vol. 1, pp. 399–427). https://doi.org/10.4018/978-1-5225-5631-2.ch018

Brown, H. (2019). Trauma, language, and literature: Psycholinguistic dynamics in georges-arthur goldschmidt's autobiographical writing in response to world war II. In French Forum (Vol. 44, Issue 3, pp. 389–403). https://doi.org/10.1353/frf.2019.0032

Castillo-Cuesta, L. (2021). Using Digital Storytelling as a Strategy for Enhancing EFL Writing Skills. International Journal of Emerging Technologies in Learning, 16(13), 142–156. https://doi.org/10.3991/ijet.v16i13.22187

Chevalier, J. M. (2019). Participatory Action Research: Theory and Methods for Engaged Inquiry. In Participatory Action Research: Theory and Methods for Engaged Inquiry. https://doi.org/10.4324/9781351033268

Costantini, U. (2020). How plans occur in novices' programs: A method to evaluate program-writing skills. In SIGCSE 2020 - Proceedings of the 51st ACM Technical Symposium on Computer Science Education (pp. 852–858). https://doi.org/10.1145/3328778.3366870

Erenler, S. (2019). Utilizing argument-driven-inquiry to develop pre-service teachers' metacognitive awareness and writing skills. International Journal of Research in Education and Science, 5(2), 628–638. https://api.elsevier.com/content/abstract/scopus_id/85078308033

Fernandes, K. T. (2020). Developing Computational Thinking and Reading and Writing Skills through an Approach for Creating Games. In Proceedings - Frontiers in Education Conference, FIE (Vol. 2020). https://doi.org/10.1109/FIE44824.2020.9274065

Francis, K. (2019). Scribe hero: An online teaching and learning approach for the development of writing skills in the undergraduate classroom. Online Learning Journal, 23(2), 217–234. https://doi.org/10.24059/olj.v23i2.1531

Graham, S. (2019). Writing skills, knowledge, motivation, and strategic behavior predict students' persuasive writing performance in the context of robust writing instruction. Elementary School Journal, 119(3), 487–510. https://doi.org/10.1086/701720

Groenland, E. (2019). Qualitative methodologies and data collection methods: Toward increased rigour in management research. In Qualitative Methodologies and Data Collection Methods: Toward Increased Rigour In Management Research. https://doi.org/10.1142/11449

Haidari, M. (2020). The use of social media and wikis in teaching writing skills. International Journal of Interactive Mobile Technologies, 14(16), 168–179. https://doi.org/10.3991/ijim.v14i16.15531

Imaniah, I. (2019). The student's academic writing skill in terms of academic procrastination, self esteem and reading habit at Muhammadiyah University of Tangerang. Asian EFL Journal, 24(4), 118–127. https://api.elsevier.com/content/abstract/scopus_id/85068610788

Ismail. (2020). Blog-based mathematics learning devices. In Journal of Physics: Conference Series (Vol. 1517, Issue 1). https://doi.org/10.1088/1742-6596/1517/1/012094

Kayaalp, F. (2020). A search for a method to improve critical thinking skills in social studies teaching: Writing-to-learn. Review of International Geographical Education Online, 10(3), 400–430. https://doi.org/10.33403/rigeo.719222

Kocak, O. (2021). The mediating role of critical thinking and cooperativity in the 21st century skills of higher education students. Thinking Skills and Creativity, 42. https://doi.org/10.1016/j.tsc.2021.100967

Köller, O. (2019). Writing skills in English as a foreign language in upper secondary school. Zeitschrift Fur Erziehungswissenschaft, 22(6), 1281–1312. https://doi.org/10.1007/s11618-019-00910-3

Li, F. (2021). Why Women Write: The Evolution of Narrative Voice in Autobiographical Travel Writing from Margery Kempe to Mary Wollstonecraft. Journal of English Language and Literature, 67(1), 135–151. https://doi.org/10.15794/jell.2021.67.1.007

Lillie, K. (2022). Power relations, preservation and voice. Introducing the special issue on writing histories of education with autobiographical materials. Paedagogica Historica, 58(3), 321–328. https://doi.org/10.1080/00309230.2022.2065643

Mahgoub, M. (2022). Writing Sexuality in the Autobiographical Form A Reflection of Mona Prince's Novel So You May See. Annali Di Ca Foscari Serie Orientale, 58(1), 151–181. https://doi.org/10.30687/AnnOr/2385-3042/2022/01/006

Michailidis, N. (2022). Examining the effect of interaction analysis on supporting students' motivation and learning strategies in online blog-based secondary education programming courses. Interactive Learning Environments, 30(4), 665–676. https://doi.org/10.1080/10494820.2019.1678487

Painitz, S. (2019). Trauma, memory and the act of writing in ruth klüger's autobiographical project. In Forum for Modern Language Studies (Vol. 55, Issue 4, pp. 380–396). https://doi.org/10.1093/fmls/cqz018

Parra, G. L. (2019). Automated writing evaluation tools in the improvement of the writing skill. International Journal of Instruction, 12(2), 209–226. https://doi.org/10.29333/iji.2019.12214a

Porto, C. L. (2019). Writing about oneself and a disease: A study on biographical and autobiographical work by survivors of hansen's disease. Historia, Ciencias, Saude - Manguinhos, 26(3), 899–915. https://doi.org/10.1590/s0104-59702019000300010

Razak, N. (2018). The influence of entrepreneurship education towards the entrepreneurial intention in 21st century learning. Journal of Social Sciences Research, 2018, 502–507. https://doi.org/10.32861/jssr.spi6.502.507

Saade, S. P. (2021). Samurai, Crows and Coffee: Autobiographical Writing, World Markets and Stereotypes in Cuaderno de Tokio. Confluencia, 36(2), 116–128. https://doi.org/10.1353/cnf.2021.0017

Selwyn, R. (2020). Developing technical report writing skills in first and second year engineering students: a case study using self-reflection. Higher Education Pedagogies, 5(1), 19–29. https://doi.org/10.1080/23752696.2019.1710550

Shahsavar, Z. (2019). Diagnosing English learners' writing skills: A cognitive diagnostic modeling study. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1608007

Tanskanen, I. (2023). Professional autobiographical process including identity work in creative writing practices. Capitale Culturale, 2023, 33–48. https://doi.org/10.13138/2039-2362/3131

Tusyanah, T. (2019). Utilizing local guide to improve efl students' english writing skill: An outdoor learning process strategy. Asian EFL Journal, 23(3), 22–51. https://api.elsevier.com/content/abstract/scopus_id/85068407856

Valtonen, J. (2021). The Health Benefits of Autobiographical Writing: An Interdisciplinary Perspective. Journal of Medical Humanities, 42(4). https://doi.org/10.1007/s10912-020-09631-9

Vargas, C. G. J. (2021). The autobiographical story: Narrating experience as an exercise in writing about oneself and the social construction of reality. Revista de Filosofia (Chile), 78, 79–95. https://doi.org/10.4067/S0718-43602021000100079

Wale, B. D. (2021). Using inquiry-based writing instruction to develop students' academic writing skills. Asian-Pacific Journal of Second and Foreign Language Education, 6(1). https://doi.org/10.1186/s40862-020-00108-9

Ying, Y. (2019). Translating psychological space in autobiographical writing. Translation and Literature, 28(2), 200–216. https://doi.org/10.3366/tal.2019.0385

DOI: https://doi.org/10.26877/e-dimas.v15i2.16097