Effect and Students’ Perception of the ESA (Engage, Study, Activate) Teaching Method Implementation in French Writing Class

DOI

10.2991/assehr.k.200325.083How to use a DOI?

Keywords

descriptive texts, ESA (Engage, Study, and Activate) method, writing skill

Abstract

Writing descriptive texts in a foreign language is still considered difficult due to the lack of learner’s motivation, lack of vocabulary mastery, and the lack of using proper grammar. Therefore, a method is needed to overcome these difficulties. The ESA (Engage, Study, and Activate) method is believed to contribute to solving these difficulties. This study attempts to investigate the significance of the implementation of the ESA method in a French writing class, and the students’ perception of its implementation. This study is conducted by using a quantitative, pre-experimental method with one group pretest-posttest design. The data was collected by conducting writing tests and distributing a questionnaire. The test results were analyzed by using SPSS software. The results show that the implementation of the ESA method can improve students’ ability to write descriptive texts. Furthermore, based on the questionnaire analysis, it is found that most of the students think that the implementation of the ESA method could help in improving the ability to write descriptive texts. This stud contributes to improving learners’ language skills through an effective learning method.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Dinda Novia Arifani
AU  - Riswanda Setiadi
AU  - Dante Darmawangsa
PY  - 2020
DA  - 2020/03/31
TI  - Effect and Students’ Perception of the ESA (Engage, Study, Activate) Teaching Method Implementation in French Writing Class
BT  - Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)
PB  - Atlantis Press
SP  - 208
EP  - 213
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200325.083
DO  - 10.2991/assehr.k.200325.083
ID  - Arifani2020
ER  -