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"Supporting research writing explores the range of services designed to facilitate academic writing and publication in English by non-native English-speaking (NNES) authors. It analyses the realities of offering services such as education, translation, editing and writing, and then considers the challenges and benefits that result when these boundaries are consciously blurred. It thus provides an opportunity for readers to reflect on their professional roles and the services that will best serve their clients’ needs. A recurring theme is, therefore, the interaction between language professional and client-author. The book offers insights into the opportunities and challenges presented by considering ourselves first and foremost as writing support professionals, differing in our primary approach (through teaching, translating, editing, writing, or a combination of those) but with a common goal. This view has major consequences for the training of professionals who support English-language publication by NNES academics and scientists. Supporting Research Writing will therefore be a stimulus to professional development for those who support English-language publication in real-life contexts and an important resource for those entering the profession."

"ABSTRAKDalam pembelajaran keterampilan menulis teks narasi bahasa Inggris, siswa kelas 4 mengalami kesulitan untuk memulai kegiatan menulis karena mereka tidak mampu mengungkapkan ide mereka dengan baik terkait topik yang harus mereka tulis. Mind-mapping dianggap dapat memberikan solusi atas masalah ini karena mind-mapping merupakan cara mencatat secara efektif dan kreatif dengan memetakan ide secara terorganisir. Penelitian ini bertujuan untuk memberikan alternatif teknik pengajaran keterampilan menulis teks bahasa Inggris yang lebih menarik dan kreatif khususnya untuk siswa sekolah dasar melalui penerapan teknik mind-mapping. Penelitian ini merupakan penelitian tindakan kelas yang menggunakan metode kombinasi antara kuantitatif dan kualitatif. Desain penelitian tindakan kelas yang dilakukan merupakan penelitian kolaborasi antara peneliti dan guru bahasa Inggris yang bekerja sama dalam perencanaan, implementasi, pengamatan dan refleksi tindakan. Data dikumpulkan melalui observasi kelas, kuesioner, wawancara, dan tes menulis. Hasil penelitian ini menunjukkan bahwa mind-mapping efektif dalam meningkatkan kemampuan menulis teks narasi bahasa Inggris siswa. Penggunaan gambar berwarna dalam mind -mapping efektif meningkatkan antusiasme siswa dalam tahap pengembangan topik dan pemodelan teks. Penggunaan mind-mapping sebagai strategi pramenulis pada tahap penyusunan dan penulisan teks berhasil membantu siswa mengungkapkan ide mereka dengan baik sehingga siswa mampu menghasilkan teks narasi dengan isi dan struktur teks yang tepat. Penelitian ini juga mengemukakan respon positif persepsi siswa terhadap penggunaan mind-mapping. Kata kunci: keterampilan menulis, mind-mapping, siswa muda, teks narasi bahasa Inggris

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ABSTRACT In writing English narrative texts, 4th grade students as young learners had difficulties in expressing ideas related to topics assigned by teachers. Mind mapping was considered to solve the problem because it was a way of taking note effectively and creatively by mapping organized ideas. This study aimed to provide an alternative teaching techniques of English text writing skills that were more interesting and creative especially for elementary school students through the application of mind mapping techniques. This study was a classroom action research using a combination of quantitative and qualitative methods. The design was a collaborative study between the researcher and English teacher who worked together in planning, implementing, observing, and reflecting on the implementation of mind mapping. Data were collected through classroom observations, questionnaire, interview, and writing activities. The results showed that mind mapping was effective in improving the students rsquo ability to write English narrative texts. The use of colorful pictures was effective to enhance students rsquo enthusiasms in topic development and text modelling. The use of mind mapping as a prewriting strategy at the stage of composing and writing text successfully helped students express ideas so that they could produce narrative texts with appropriate content and structure. This study also revealed that students rsquo perceptions towards mind mapping were positive. Keywords writing skills, young learners, mind mapping, English narrative texts"