J-LEE
J-LEE
Journal of Law.
Economics, and English http://ejournal.
id/index.
php/J-LEE/issue/archive HOW EFFECTIVE IS ECLECTIC METHOD TO TEACH
ACADEMIC WRITING?
Benny Krisbiantoro1 Program Studi Pendidikan Bahasa Inggris.
Fakultas Ilmu Sosial.
Universitas Harapan Bangsa.
Indonesia Email: bennykrisbiantoro@uhb.
Tri Pujiani2 Program Studi Pendidikan Bahasa Inggris.
Fakultas Ilmu Sosial.
Universitas Harapan Bangsa.
Indonesia Email: tripujiani@uhb.
Abstract The Eclectic Method is a combination of several learning methods to accommodate differences in studentsAo various characteristics, such as learning styles or preferences, experiences, habits, background, and of course learning abilities.
The method employed in this research was a quasi-experimental research with post-test-only nonequivalent control group design.
The result of the research findings led to the conclusion that eclectic method was more effective than scientific approach to teach writing for the eighth semester students of the Nursing Study Program.
Faculty of Health.
Harapan Bangsa University.
It was proven that the mean score of the studentsAo writing in experimental class was 78.
19 while the mean score of the studentsAo writing in control class was 72.
The t-test result in the research was 2.
32 and the t-table It meant that t-test score was higher than the t-table.
Based on the research findings, it could be concluded that the use of eclectic method was effective to teach writing for the eighth semester students of the Nursing Department.
Faculty of Health.
Harapan Bangsa University.
Keywords: Writing.
Experimental Research.
Eclectic Method.
Scientific Approach This paper has been presented in an international conference on community health (ICCH) held by Harapan Bangsa University on October 8-9th, 2019 and has been published in a proceeding of ICCH.
it can be accessed in http://id/lppm.
id/proceeding/proceeding-2019/the-effectiveness-ofeclectic-method-and-scientific-approach-to-teach-academic-writing/.
However, the authors realized that the paper still has several shortcomings revealed after it has been presented and obtained some inquiries from the audiences as follows:
How to differentiate between eclectic method and blended learning method? How to ensure the quality of the studentsAo writing? Because it is an academic writing, how did you help the students generate their ideas academically? Those questions triggered the authors to write an additional explanation, information as well as solutions regarding the issues of the implementation of eclectic method to teach academic writing in the context of a tertiary educational level and all of them were clearly explained in the discussion of this paper.
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(How Effective Is Eclectic Method to Teach Academic Writing?) INTRODUCTION In the history of the teaching profession, several teaching methods and strategies that have been developed by leading experts and scholars in education have proven traditional teaching methods.
Some Grammar Translation Method.
Direct Method.
Audio-lingual Method.
Communicative Method.
Contextual Teaching and Learning Method.
Cooperative Learning Method, etc.
each has strengths and weaknesses (Al-Mamun Jakir.
Therefore, to cover the shortcomings and imperfections of each of these comprehensive approach or method is needed (Ullah, et.
, 2.
The eclectic approach was born out of the realization that each of the individual weaknesses and that no one method was responsive to the dynamic classroom context (Mwanza, 2.
Method or approach that is capable of meeting various kinds of student needs and for making students rich and fluent in communication skills is very necessary (Brown, 2.
Method or approach that combines approaches, models, and strategies in teaching communication skills is eclectic method.
According to Larsen-Freeman .
, the eclectic method is a pluralistic, inclusive, comprehensive and comprehensive teaching approach where the best techniques and pieces of different teaching methods are systematically and logically combined and used eclectically with the aim of meeting the needs of diverse student needs.
AlJarrah et al.
conducted a study entitled "The Eclectic Approach as a Therapy for Teaching English as a Foreign Language to the Arabic Students" and the results of his research showed that an eclectic approach gave students the opportunity to see different types of teaching techniques that were able to stop boredom / monotony.
Jebiwot .
also conducted a study entitled "The Use of the Eclectic Method in Teaching and Learning in English Primary Schools: A Case for Selected Schools in Eldoret East District.
Kenya" and found that the eclectic method made teaching English more practical because this could help students remember and build their Ula .
conducted a study entitled "The Implementation of the Eclectic Method in Teaching Writing Recount Text of the Eight Graders".
The results of his research showed that teachers could apply eclectic methods successfully.
The teacher can combine scientific methods.
Peer Correction techniques and Grammar Translation Method in teaching writing.
In addition, students can write very well, especially in developing content, compiling texts, composing sentences, choosing vocabulary and writing procedures.
There are some differences between the previous studies and the authorAos study.
The authorAos study mainly focuses on the effectiveness of eclectic method and scientific approach to teach academic writing.
On the contrary, the study of Al Jarah, al was generally concerned about the use of Eclectic approach as the therapy to teach English to Arabic Their study did not mention specifically what language skill they J-LEE | VOLUME 2/NOMOR 01/DESEMBER/2020 J-LEE: Journal of Law.
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mainly focused on.
Besides, the author study was conducted in the Indonesian nursing class which took English for Academic Purposes.
Another research conducted by Jebiwot focused on the application of eclectic method to teach in English primary schools.
On the other hand, the authorAos study paid attention to the implementation of eclectic method to teach writing to university students.
In UlaAos study, it was found that eclectic method was effective to teach However, her research was conducted to the second year students of junior high school and it focused on the enhancement of the studentsAo recount text writing.
Meanwhile, the authorAos study focused on the use of eclectic method and scientific approach to teach academic writing specifically on the report text writing.
Therefore, this study was seen as an innovative and recent research because there have not been any other studies which focused on the implementation of eclectic method to teach academic writing to the university students.
In addition, it also employs the scientific approach to teach academic writing which requires the studentsAo critical and analytical thinking.
Another approach that is widely used besides the eclectic method and recently the Indonesian government has used it is the scientific approach.
The scientific approach is the approach used in the 2013 curriculum.
This approach is considered as the right way to develop and improve students' attitudes, skills and knowledge.
In addition, this approach in theoretical textbooks generally refers to methods for gaining knowledge where researchers J-LEE | VOLUME 2/NOMOR 01/DESEMBER/2020 observations to hypotheses (Ary et al.
2010: .
This approach then sets out the following steps: observing, questioning, gathering information / experimenting, associating, and Writing skill is one of the basic academic trilogy skills in higher education, besides reading .
ook revie.
and talking .
resentation and Students have difficulty participating in student reasoning activities that require one main skill, namely writing.
The type of writing they have to master is academic There are four types of academic writing, namely, report, analytic, persuasive and critical.
Academic writing in the form of a report is the simplest type of academic writing.
The purpose of the report's academic writing is to provide facts or information.
In addition, this type of writing is usually presented in the form of an example summary of an article or report on trial / experiment results.
The second type of academic writing is analytical These analytical academic writings include descriptive elements in it but we can also rearrange the facts and information we describe into categories, groups, parts, types or The next type of academic writing is a type of This type has all the features of analytical writing with our added viewpoint as the author of the And the last type of academic writing is critical type.
In this type of writing, the author is required to present more than one point of view, namely the point of view of another person and the perspective of the author himself.
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Given the work of writing gives great hope for the author to work, then the ideal of students must be able to make good and right academic writing.
However, based on the result of researchersAo interview with lecturers who taught writing material to the 8th semester students of S1 Nursing Science Study Program.
Harapan Bangsa University.
Purwokerto, the results of To write a simple essay about yesterday's holiday experience, students have not been able to make writing correctly, especially well.
The same thing they will experience when asked to write an academic writing / essay for example writing an academic essay Writing an academic report that is taught to the 8th semester students of S1 Nursing Study Program Harapan Bangsa University in Purwokerto is in the form of writing a report from a diagram / chart.
This material is listed in the syllabus or description of the lectures on English for Nursing 4 (EFN) courses which focus on English for Academic Purposes taught in the even semester of the academic year of 2018/2019.
Referring to the facts mentioned above, the researchers intend to find out the effectiveness of the eclectic method and scientific approach to teach writing academic writing type reports to 8th semester students of S1 Nursing study programs who are currently attending English for Nursing 4.
Every student wants to get a Even farther, every J-LEE | VOLUME 2/NOMOR 01/DESEMBER/2020 student can surely create a text .
oth a fictive text and a non-fictive on.
well and correctly.
In order to create a correct and good text, it is truly needed a regular exercise, with particular time frequency, and The exercise of writing can be done by seeing or listening to something, then contemplated, and the result of the contemplation is In eclectic method, the teacher provides some teaching methods and learning models to make the students understand the materials well and quickly.
The teacher digs out the studentsAo interest and learning styles so that the teaching and learning process can work well and The methods used in this research are cooperative learning, problem-based learning, guided writing, and project-based learning.
Those methods are combined together to teach writing a report text to the students of the eighth semester students of Nursing Department of Harapan Bangsa University.
The students get interested in involving and interacting with other students in the classroom because there are many activities which promote them how to write a report text in a fun and interesting manner both individually and in group.
The objective of this research was to investigate whether the eclectic method was more effective than the scientific approach to teach academic writing to the eighth semester students of Bachelor of Nursing Department.
Faculty of Health.
Harapan Bangsa University in the academic year of 2018/2019.
The hypothesis of this research was that the eclectic method was more effective than the scientific J-LEE: Journal of Law.
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approach to teach academic writing to the eighth semester students of Bachelor of Nursing Department.
Faculty of Health.
Harapan Bangsa University in the academic year of 2018/2019.
Eclectic Method Definition of Eclectic Method The eclectic learning method was introduced in the early 1990s and became popular lately.
Freeman .
and Mellow .
both used the eclecticism term to describe the desired, coherent pluralistic approach to teaching language learning.
According to Floresar .
, the eclectic method is a combination of different learning approaches.
Ruth .
defined an eclectic method as something obtained from various Based on these explanations, the eclectic method is a method that combines a variety of methods tailored to the learning objectives, the nature of the subject matter, the ability of students, even the condition of the teacher.
Combining or merging here, of course, does not combine all the methods at once, but rather is patchy, meaning that a particular method is seen to overcome the shortcomings of other methods.
Principles of Eclectic Method There are several principles of the eclectic method in language teaching, as follows:
Provide opportunities for teachers to choose different types of teaching techniques in each class period to achieve learning goals.
Flexibility in choosing aspects or methods that the teacher feels are suitable for teaching in the classroom.
Provide opportunities for students to see different types of teaching .
Solve difficulties related to presenting language material in student textbooks.
Using a variety of different types of J-LEE | VOLUME 2/NOMOR 01/DESEMBER/2020 The strengths of the Eclectic Method The advantages of the eclectic method are as follows:
Teachers can make teaching more varied and interesting.
Problems of individual differences environment material can be solved.
Teachers can be more confident and convincing in teaching language .
The students can be encouraged by the activeness in learning.
Teachers can deliver lesson material more quickly.
Teachers can revive the atmosphere of learning and teaching in the classroom.
Students are enthusiastic in learning / not easily saturated.
Can make students concentrate more on the lesson.
The weaknesses of the Eclectic Method The weaknesses of the eclectic method are as follows:
Allocation of time, willingness of teachers and students should be well .
Not necessarily all teachers are able to use this method.
Because the use of this method requires teachers to be energetic and versatile.
Likewise.
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on the student side, activities that are too varied can cause their own .
It takes a long time compared to other methods.
Even though the time for writing English text material is relatively very limited.
The Steps of Combining Several Learning Methods When combining learning methods, there are several steps that must be followed to achieve effective Following are the steps:
Formulate learning indicators / objectives that are in accordance with basic competencies.
Explore learning methods and their features and choose features that will be combined and used by the teacher in learning that is suitable with the learning objectives / infrastructure / learning time.
Write down the order of features that will be integrated as the core learning activities The teaching Steps of Eclectic Method In this study, researchers used four different methods namely cooperative learning, problem-based learning approach, guided-writing, and project-based method.
The four methods or approaches were used to teach writing academic writing for eight meetings.
The teaching steps of the eclectic method for teaching academic writing are as follows:
Table 1 Teaching Steps of Eclectic Method Teaching The First Meeting Teaching Steps The First Step:
Stating Objective and Motivating Students The Second Step:
Presenting Information The Third Step:
Organizing Students into Groups Work The Fourth Step:
Guiding Group Work and Studying The Fifth Evaluating Step:
Learning Activity The teacher prepares students to take part in the learning process, checks mastery of competencies, delivers the learning objectives to be The teacher delivers learning materials, learning activities, methods to be used in learning .
ooperative learning in the first and the second meeting is problem-based learning, in the third and fourth meeting is problem-based learning, guided writing is in the fifth and sixth meeting, and project-based approaches in the seventh and eighth meetin.
, forms and assessment techniques that will be used in learning.
The teacher motivates students by showing videos of trends in consumption of Australian teenage fast food.
The teacher asks students about the contents of the video.
The teacher presents information to students with explanatory methods about trends in consumption of Australian teenage fast food.
The teacher explains the types of diagrams.
The teacher explains the tips for writing a report text.
The teacher explains the language features, functional expressions, coherence and cohesion and vocabularies used in writing the report text The teacher explains to students at group distribution technique.
The students form study groups based on teacher explanation Students with their groups gather to match vocabularies with pictures.
Students with their groups gather to complete an incomplete text using the functional vocabularies and phrases provided.
Students with their groups gather to compose random sentences into good text.
The teacher evaluates group learning outcomes.
The teacher notifies the material to be taught at the next meeting.
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The Second Meeting Teaching Steps The First Step:
Reviewing Materials in the Previous Meeting The Second Step:
Presenting Information The Third Step:
Organizing Students into Groups Work The Fourth Step:
Guiding Group Work and Studying Learning Activities The teacher asks students what they have learned in the previous The teacher reviews the previous material.
The teacher motivates students by showing a video of the trend of the number of people who eat five servings of fruits and vegetables per day.
The teacher asks students about the contents of the video.
The teacher presents information to students with the explanation method about the trend of the number of people who eat five servings of fruits and vegetables per day.
The teacher explains the organization of paragraphs.
The teacher explains how to write the opening paragraph.
The teacher explains to students at group distribution technique.
The students form study groups based on teacher explanation Students with their groups gather to compose random sentences into Students with their groups gather to write the opening paragraph framework according to the theme being discussed, namely the trend of the number of people who eat five servings of fruits and vegetables per Students with their groups gather to write the opening paragraph.
The Fifth Step: 1.
The teacher evaluates group learning outcomes.
Evaluating The teacher notifies the material to be taught at the next meeting.
The Third Meeting: Problem-based Learning Approach Teaching Steps Learning Activities The First Step:
The teacher divides students into several groups.
Problem Giving The teacher gives a theme of the problems that are happening in society The theme given is the consumption of four types of meat consumed by Europeans and what are the effects of consuming and not consuming the four types of meat The Second Step: 1.
The teacher asks students to look for references or data, facts, evidence Reference Browsing and examples on the internet in groups.
The teacher asks students to write what they get from the results of their browsing.
The Third Meeting: 1.
The teacher explains how to write paragraphs of content / overview.
Presenting Information 2.
The teacher explains the trend of the fact that consumption of four types of meat consumed by Europeans The teacher asks students to look at the trends depicted in the diagram.
The teacher asks students to write a draft of content / overview The Fourth Meeting: 1.
The teacher checks the draft of content paragraphs that have been made Paragraph by students.
Constructing The teacher asks students to write paragraphs of content.
The Fifth Step: 1.
The teacher checks and gives feedback on the studentsAo content Exposing paragraphs draft.
The teacher asks one or two groups to present the results of their Teacher or students can provide suggestions and feedback on student The Fourth Meeting: Problem-based Learning Approach Teaching Steps Learning Activities The First Step:
The teacher divides students into several groups.
Problem Giving J-LEE | VOLUME 2/NOMOR 01/DESEMBER/2020 J-LEE: Journal of Law.
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The teacher gives a theme of the problems that are happening in society The theme given is consumer expenditure on five different items.
The Second Step: 1.
The teacher asks students to look for references or data, facts, evidence Reference Browsing and examples on the internet in groups.
The teacher asks students to write what they get from the results of their browsing.
The Third Step: 1.
The teacher explains how to write paragraphs of content / overview.
Presenting Information 2.
The teacher explains the trends in consumer expenditure on five different items.
The teacher asks students to look at the trends depicted in the diagram.
The teacher asks students to write a draft of content paragraphs.
The Fourth Step: 1.
The teacher checks the draft of content paragraphs that have been made Paragraph by students.
Constructing The teacher asks students to write paragraphs of content.
The Fifth Step: 1.
The teacher checks and gives feedback on the studentsAo content Exposing paragraphs draft.
The teacher asks one or two groups to present the results of their Teacher or students can provide suggestions and feedback on student The Fifth Meeting: Guided Writing Teaching Steps Learning Activities The First Step: Pre- 1.
The teacher asks students to brainstorm everything they know about Writing Activities the topic given and write their response on a piece of paper.
The teacher reminds students that there are no wrong ideas in brainstorming.
The topic given at this meeting is digital games and their sales.
The Second Step: 1.
The teacher shares the model report text with students.
Whilst-Writing The teacher asks students to identify the organization of the text.
Activities The teacher gives the topic from the report text.
The teacher asks students to develop the topic.
Teachers and students study the opening paragraph / model.
The teacher asks students to write paragraphs of content / overview based on topics that have been developed.
The Third Step: Post- 1.
The teacher asks one or two students to present the results of their Writing Activities The teacher and other students give comments and suggestions to the The Sixth Meeting: Guided Writing Teaching Steps Learning Activities The First Step:
The teacher asks students to brainstorm everything they know about the topic given and write their response on a piece of paper.
The teacher reminds students that there are no wrong ideas in brainstorming.
The topic given at this meeting is duration of the teenagers time in carrying out certain activities.
The Second Step: 1.
The teacher shares the model report text with students.
Whilst-writing The teacher asks students to identify the organization of the text.
Activities The teacher gives the topic from the report text.
The teacher asks students to develop the topic.
The teacher and students study the opening paragraph / model and content / overview paragraphs.
The teacher asks the students to write a closing paragraph.
The Third Step: Post- 1.
The teacher asks one or two students to present the results of their Writing Activities The teacher and other students give comments and suggestions to the J-LEE | VOLUME 2/NOMOR 01/DESEMBER/2020 J-LEE: Journal of Law.
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The Seventh and the Eighth Meeting: Project-based Learning Teaching Steps Learning Activities The First Step: Project 1.
The teacher gives the theme of writing report text.
Each group gets a Determination theme that is different from the theme of the other groups.
Students in groups according to the group that was made at the previous meeting.
Students together with their groups determine the tasks of each group There are those who write the opening paragraph, there are paragraphs of contents and there are closing paragraphs.
The Second Step: 1.
Students together with their groups write texts according to the theme Project Realization given by the teacher and according to the division of tasks.
Students together with their groups gather together the draft of their The Third Step: 1.
The teacher asks each group to present their writing.
Completion of the 2.
The teacher gives comments, feedback and suggestions.
Project monitoring of the Teacher The Fourth Step: 1.
The teacher asks each group to finalize their writing.
Construction of Final 2.
Students write the report text completely and correctly.
Report Text The Fifth Step: 1.
The teacher and students at the end of the learning process reflect on Evaluation on the the activities and results of the project assignments writing a report text.
Process and the Result 2.
Students individually express their experiences during completing of the Project project tasks.
The teacher provides general conclusions for the results of the student project assignments.
Scientific Approach There are five steps in applying a scientific approach:
Observing There are two main activities that must be done to lead to the step of observing.
First, teacher provides students with a broad opportunity to make observations.
Observations can be made through reading, listening, or seeing objects.
Second, the teacher observations and trains students to observe important things from the Questioning Questioning is the step used to encouragement and inspiration to actively learn and develop questions about and for themselves.
to improve J-LEE | VOLUME 2/NOMOR 01/DESEMBER/2020 students' skills in speaking, asking questions, and others can answer appropriate and correct grammar.
encourage student participation in discussions, debate, develop the ability to think and draw conclusions.
and to build an attitude of openness to give and receive opinions or ideas, enrich vocabulary, and develop social tolerance in gregarious ways.
Experimenting In experimenting, the steps are preparation, work, and follow-up.
There are five activities that can be carried out in the experiment, .
Grouping students into groups, .
asking students to discuss, .
recording findings, .
monitoring the learning process to ensure that all students are actively involved in the J-LEE: Journal of Law.
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discussion, and .
directing groups who need help.
Associating Associating is the ability to analyze and associate information that occurs in groups.
Associating is the process of analyzing information to find relationships between one information and other information and to find patterns of information linkages so that one can draw conclusions from the patterns found.
Communicating Communicating is the ability to deduce facts that have been observed and tried.
There are four activities that can be done in communicating the steps, .
asking students to read their work in class, .
asking each group to listen well and providing additional input related to the work of each group, .
giving explanations after the discussion group ends, and .
arranges demonstrate attitudes, skills, and understanding of the substance of the learning provided.
METHODOLOGY
This study employed a quasiexperimental method with a post-testonly non-equivalent control group This is a research design where there are two groups studied which are randomly selected.
The first group is called the experimental group which will be given treatment, while the second group is called the control group which is not treated.
This research was carried out in the bachelor of nursing study The subjects in this study were the eighth semester students who were attending English for Academic Purposes (English for J-LEE | VOLUME 2/NOMOR 01/DESEMBER/2020 Nursing .
course in the English language development program Language Development Center (P2B) of Harapan Bangsa University.
Purwokerto.
The objects of this research were the use of eclectic method and scientific approach to teach academic writing.
The population in this study was the eighth semester students of S1 Nursing Study Program at Harapan Bangsa University in Purwokerto who were attending the English for Academic Purpose (EFN .
course in the academic year of 2018/2019.
The total population in this study was 107 students divided into 6 classes: Upper Elementary 8A.
Upper Intermediate 8A.
Pre Advance 8A.
Upper Elementary 8B.
Upper Intermediate 8B, and Pre Advance The samples of this study were Upper Intermediate 8B and Upper Intermediate 8A.
Each class consisted of 21 students.
The Upper Intermediate 8B was experimental In this class, the lecturer taught writing using eclectic method.
The control group in this research was the Upper Intermediate 8A.
In this class, the lecturer taught writing using the scientific approach.
In this study, the researchers used purposive sampling to determine the sample.
Purposive sampling is a technique of determining samples with certain considerations.
In this study there was one independent variable.
The dependent variable was writing competence and the independent variable was the method and approach to teaching.
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treated using eclectic method and in FINDINGS AND DICUSSION the control class with a scientific As mentioned in the third The description of the data chapter, this study used data obtained in this study was divided into the two from the score of studentsAo writing in sections described below:
the experimental class who was Description of The StudentsAo Writing Score Taught Using Eclectic Method.
Table 2.
The studentsAo writing score taught using Eclectic Method Teaching Method Eclectic Method Mean Median Mode Max Min.
From the table 2, the mean score of the studentsAo writing was 78.
19, median 57, mode was 83,07 and deviation standard was 4.
Table 3.
Frequency Distribution of the StudentsAo Score Taught Using Eclectic Method Class Limit Mid Point (X.
Mean= Xifi Xi2 fiXi2 Picture 1.
Histogram and Polygon of the StudentsAo Writing Score Taught Using Eclectic Method Description of the StudentsAo Writing Score Taught Using Scientific Approach Table 4.
The StudentsAo Writing Score Taught Using Scientific Approach Teaching Method Scientific Approach Mean Median Mode Max Min.
From the table 4, the mean score of the studentsAo writing was 72.
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median was 69.
29, mode was 66.
and deviation standard was 6.
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(How Effective Is Eclectic Method to Teach Academic Writing?) Table 5.
Frequency Distribution of the StudentsAo Score Taught Using Scientific Approach Class Limit Mid Point (X.
Xifi Mean= Xi2 fiXi2 Picture 2.
Histogram and Polygon of the StudentsAo Writing Score Taught Using Scientific Approach Hypothesis Testing (Independent t-tes.
The researchers used the calculation of t-test to find out whether there was a difference between the score of the experimental group and the score of the control group or not.
From the computation of the data using independent t-test obtained the data as follows:
Table 6.
Summary of Independent t-test Data Summary Experimental Class Control Class Mean Score Variance F count F table t count t table Conclusion Independent t-tests could be used to analyze the data provided that the data came from two independent groups and first had to find out whether the data variant was equal .
nequal varianc.
or not.
Therefore, a variance homogeneity test was previously needed.
Based on table t count .
> t table .
H0 rejected.
H1 accepted 6.
F count is less than F table where it meant that the data in this study were of the same variance .
qual Then after calculating the independent t-test, it was known that t count .
> t table .
which meant H0 was rejected and H1 was In other words, the eclectic J-LEE | VOLUME 2/NOMOR 01/DESEMBER/2020 J-LEE: Journal of Law.
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method was more effective in improving students' academic writing skills when compared to students taught using the scientific approach.
Discussion of the Results This experimental study conducted to determine the effectiveness of the eclectic method to teach academic writing to the eighth semester students of Nursing Science.
S1 Faculty of Health.
Harapan Bangsa University in the 2018/2019 academic Based on the results of this study, it could be said that the eclectic method was more effective than the scientific approach to teach academic The Eclectic method is a teaching method that combines approaches and strategies.
This combination is tailored to the needs of students and the learning objectives to be achieved.
Eclectic method can also encourage student activity in learning and so that they are more enthusiastic in learning / not easily saturated.
addition, teachers / lecturers can be more confident and more convincing in teaching language skills.
The eclectic method is also a method that encourages students to develop their ideas and then write their ideas well and effectively.
The lecturer uses an eclectic method to teach students how to write academic writing correctly.
Here the role of a lecturer is needed not only as a tutor but also as a This is closely related to the ability of lecturers to facilitate group discussions, creating a healthy environment where all group members contribute to discussions J-LEE | VOLUME 2/NOMOR 01/DESEMBER/2020 and lecturers also provide feedback and monitor the progress of student work groups.
In addition to the ability of lecturers to provide a variety of methods and strategies in writing learning, the ability of students to create academic writing in the form of report text, using cooperative learning method, a problem-based approach, guided writing, and project-based approach is also needed especially in writing learning that requires intensive learning, long time and relevant exercises.
In other words, students must be able to use various methods and strategies in learning to write academic writing.
Eclectic method is a combination of various different methods and each method has its own advantages and disadvantages and by applying the eclectic method the teacher or lecturer can cover the shortcomings of certain methods and adopt and combine teaching methods according to the needs of students (Kumar, 2013: .
On the other way around, the scientific approach contributes to teaching and learning English, especially in writing.
Scientific approach is an approach used in learning with emphasis on the use of scientific methods in teaching and learning activities.
This is based on the essence of learning which is actually a scientific process carried out by students and teachers / This scientific approach is expected to make students think scientifically, logically, critically and objectively in accordance with the If it is associated with its use in academic writing teaching, the scientific approach requires several J-LEE: Journal of Law.
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However, students will not work productively and effectively if the scientific approach is used to teach academic writing because there are many students in the class and because it takes a long time to help them find theory or solve other Scientific approach is more understanding, while developing aspects of concepts, skills and emotions as a whole is not getting enough attention.
Sani .
states that the scientific approach is generally based on the presentation of data obtained through observation or Therefore, experiment can be replaced with activities to obtain information from various In carrying out these activities, assistance or guidance from the teacher or lecturer is still needed.
Based on the explanation above, the characteristics of each teaching method, the eclectic method is more effective than the scientific approach for teaching academic writing to the eighth semester students of S1 Nursing Sciences in Bangsa University in the 2018/2019 academic year.
The answers for the questions mentioned previously in this paper How to differentiate between eclectic method and blended learning method? How to ensure the quality of the studentsAo writing? Because it is an academic writing, how did you help the students generate their ideas academically? could be seen and read in the explanation below:
The difference between eclectic method and blended learning method
J-LEE | VOLUME 2/NOMOR 01/DESEMBER/2020
are that blended learning is mix of face-to-face teaching and the online Students in such a course not only have the convenience of learning and revising at their individual pace but each student has the benefit of interacting in face-toface sessions.
Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning.
A teacherdesigned blended learning model allows teachers to determine the combination that's right for them and their students.
For example, a student might attend classes in a real-world supplement the lesson plan by As such, the student would only have to physically attend class once a week and would be free to go at their own pace .
nd without worrying about scheduling issue.
has also been suggested that students who complete online coursework followed by interactive, face-to-face educational experiences.
Blended learning, therefore, provides the best of both worlds for students and lecturers alike as participants are granted the hands-on experience of the face-to-face class as well as the convenience and flexibility of the online environment.
Meanwhile, eclectic method is a method of language education that combines various approaches and methodologies to teach language depending on the aims of the lesson and the abilities of the learners.
Different teaching methods are borrowed and adapted to suit the requirement of the learners.
The J-LEE: Journal of Law.
Economics, and English, 2 .
Desember 2020 Tri Pujiani.
(The Importance of Building StudentsAo Engagement During Online Learnin.
eclectic method allows the language teacher to use the techniques and activities drawn from a range of language teaching approaches and It is the teacher who decides what method or approach to use depending on the aims of the lesson and the learners in the group.
Eclectic method is a language teaching method that combines various approaches and methods to teach language depending on the objectives of the course and the abilities of the learners.
It is also known as mixed- methods.
This method was first used in 1920s-1930s by English linguists (Henry Sweet and Harold Palme.
The eclectic approach has several advantages.
connects classroom experiences to the daily life activities of the learners.
This helps learners to understand new knowledge by drawing on what they already know.
Thus, learning is not strange because the activities are lifelike.
In ensuring the quality of the studentsAo writing, the authors check the studentsAo writing originality by using plagiarism checker in order to find out if the students copy and paste the text from their friends and or from In addition to using the plagiarism checker, the authors gave the practice tests of writing in the classroom and had the students to collect their writing before leaving the In the following meeting the authors gave feedbacks to the studentsAo writing and let them revise their writing until eventually produced a final composition.
Another online application that can be implemented in checking the quality of writing is Grammarly.
This is such a tool to improve the J-LEE | VOLUME 2/NOMOR 01/DESEMBER/2020 studentsAo writing by recommending some revisions such as comma splice, comma usage, missing articles, misspelled articles, misspelled words, outdated spelling, repetitive words, weak adjectives and etc.
In our research, the students were requested to write their academic writing text either writing on a piece of paper or in a laptop.
When utilizing the laptop, they could connect to the internet to assist them in composing the text using Grammarly.
In assisting the students to generate their ideas academically, the researchers applied three simple strategies like talk it out, brainstorm, and free write.
Besides, the students were encouraged not to feel that they needed to work logically.
The students had to work from general to specific, maintain momentum, let ideas go, choose a topic that interests you, keep a notepad close, write out ideas, research support, and write a Moreover, the students were encouraged to use more academic words .
to enrich their academic writing as well as the appropriate use of conjunctions, tenses, other grammar, coherence and Acknowledgement The researchers vastly feel gratitude to Harapan Bangsa University for granting us the opportunity to conduct this research.
We thank our colleagues from Harapan Bangsa University for giving us support and encouragement to finish this research.
Besides, the expressions of gratitude are given to Prof.
Rifda for her assistance with particular technique and methodology and for comments that greatly improved this research.
J-LEE: Journal of Law.
Economics, and English, 2 .
Desember 2020 Tri Pujiani.
(The Importance of Building StudentsAo Engagement During Online Learnin.
CONCLUSION Based on the result of hypothesis testing, the finding of this research is that the eclectic method is more effective than scientific approach to teach academic writing.
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