Please use this identifier to cite or link to this item: http://repositorio.upse.edu.ec/handle/46000/4221
Title: Bulletin boards for enhancing the writing skills among students of 10 th grade at unidad educativa Manglaralto, Santa Elena, province of Santa Elena, school year 2015-2016.
Authors: Almeida Briones, Xavier Antonio
Ángel Bazán, Maria Soraida
Keywords: WRITING PRACTICE
BULLETIN BOARD
TEACHING RESOURCE
TEACHING-LEARNING PROCESS
Issue Date: 2016
Publisher: La Libertad: Universidad Estatal Península de Santa Elena, 2016.
Citation: Ángel Bazán, Maria Soraida (2016). Bulletin boards for enhancing the writing skills among students of 10 th grade at unidad educativa Manglaralto, Santa Elena, province of Santa Elena, school year 2015-2016. La Libertad. UPSE, Matríz. Facultad de Ciencias de la Educación e Idiomas. 138p.
Description: This research paper is focused on the implementation of bulletin boards in order to enhance the writing skills in 10th grade students at Unidad Educativa Manglaralto. Bulletin boards are used as a visual education tool in the classroom in order to improve the students’ writing interests and creativity by managed in group. This research was implemented in three weeks. Each week contained specific activities that encourage students to practice more writing. The main subjects of this research were the students of 10th grade, the researcher herself, the principal and the teacher as the collaborator. The data was acquired through classroom observations, interviews, and documentations; it was analyzed to obtain the results of the research, the use of school bulletin board in this study is believed to be effective improving the students’ writing practice. The students’ writing problems are lack writing practice; lack of motivation, the aspect of content, vocabulary, language use, and the organization can be reduced by implementing exercises series and bulletin board in the teaching and learning process of writing. Implementing bulletin board was also effective to improve the students’ motivation in the writing process. From the data obtained, it can be said that the students were more enthusiastic to attend the lesson. They had motivation to write. They were also able to create positive relationship when they worked in groups
URI: http://repositorio.upse.edu.ec/handle/46000/4221
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