scholarly journals Corrective Feedbacks and Grammar Teaching in a Situated Teaching Context of Process-Based Writing

2019 ◽  
Vol 12 (1) ◽  
pp. 28
Author(s):  
Hartono Hartono ◽  
Choiril Anwar ◽  
Afina Murtiningrum
Keyword(s):  
English Literature ◽  
Structured Interview ◽  
Learning Context ◽  
Essay Writing ◽  
Writing Improvement ◽  
Grammar Teaching ◽  
Teaching Context ◽  
Central Java ◽  
Content Development ◽  
Teaching Learning

This study was aimed at finding out 1) how learners in a specific teaching-learning context namely process-based academic essay writing perceived the importance of corrective feedbacks (CF); 2) what CF was expected the most; 3) in what way learners preferred to have their CF  provided; and 4) how learners perceived the importance of grammar teaching. It was conducted at English Literature Department of a university in Central Java Indonesia. Forty two students who were taking Essay Writing course served as the subjects for the study. The course itself was delivered in a process-based writing in which content development and rhetoric were given more emphasis than grammar accuracy was. Data for the study were collected by questionnaire and a semi-structured interview with 5 guided questions. The findings suggest that learners still considered CFs as highly important and useful for their writing improvement. Learners expected to have comprehensive CFs of grammar, vocabulary, spelling, organization and punctuation, and CF on grammar was the most preferred one. In terms of CF provision technique, underlying and making notes were the most preferred techniques. Finally, this study concludes that the shift of approach from a product-based to a process-based did not significantly change learners’ focus from forms to content.

scholarly journals THE IMPROVEMENT OF NARRATIVE ESSAY WRITING ABILITY THROUGH PEER REVIEW

2017 ◽  
Vol 2 (2) ◽  
pp. 96
Author(s):  
Mega Febriani Sya
Keyword(s):  
Peer Review ◽  
Early Observation ◽  
Essay Writing ◽  
Writing Ability ◽  
Grammar Teaching ◽  
The Social ◽  
The Subject ◽  
Three Stages ◽  
Teaching Learning ◽  
Academic Year

The research of this action aimed to improve students ability in narrative essay writing through peer review. The subject of this research was the elevents year students of SMA Al Azhar Syifa Budi Jakarta academic year 2012/2013. The data has been collected through observation, pre test, certain treatment, collaborator arguments, and final test. Acording to the early observation, three stages had been planned, in order to improve syudents essay writing. The improvement of the students narrative essay writing has been described by the final tests of the each stage. There are some aspects should be considered in writing of essay narrative; the communicative purpose, the organization of the text, and the proper sentence grammar. Teaching learning process must be organized to keep the students motivation. The social interaction of the class can help the students to write more carefully. This action research was being conducted for one semester that consist of six meetings in three cycles. There are two meetings for each cycle. The treatment has been done in each cycle and joined the posts test at the end of the class. The data was analyzed in qualitative and quantitative procedures. The students improvement can be described by the final tests and the final judgement of the researcher and collaborator. The result of the study described that there were students improvement on the writing narrative text by the application of the peer review in the classroom. 

Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program

2021 ◽  
Author(s):  
Margaret Burri ◽  
Joshua Everett ◽  
Heidi Herr ◽  
Jessica Keyes
Keyword(s):  
Primary Source ◽  
Structured Interview ◽  
First Year ◽  
Special Collections ◽  
Johns Hopkins University ◽  
College Career ◽  
Library Impact ◽  
Teaching Learning ◽  
The University ◽  
Impact Framework

This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.

scholarly journals UTILIZING PEER AND TEACHER FEEDBACK IN ACADEMIC WRITING CLASS

2016 ◽  
Vol 4 (2) ◽  
pp. 161
Author(s):  
Taufiqulloh Yuvita Imam Yuliarto
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Control Group ◽  
Writing Achievement ◽  
Essay Writing ◽  
Central Java ◽  
Writing Class ◽  
Experimental Group

A process approach is usually employed in the classroom instruction of academic writing, particulary essay writing, in the Indonesian colleges or universities. This study investigates the role of teacher and peer feedback inserted in the steps of writing process on students’ writing achievement. It is an experimental research conducted at the English Education Department of Pancasakti University Tegal Central Java Indonesia, in the seven semester of the  academic year 2015/2016. The participants of this study are 40 students who attended essay writing class. The instrument is essay writing test which was administered before and after treatment to both experimental and control group. By using paired-sample t-test and f-test, it was found that the use of teacher and peer feedback were effective to teach essay writing. Such a technique contributed a significant improvemental to the students writing achievement in the experimental group. The result also showed that the writing achievement of the students in the experimental group was better than that of those in the control group. To conclude,  utilizing teacher and peer feedback is considered to be one of the effective ways for the students in learning essay writing. However, some drawbacks were found that need to be taken into account in the next related researches.Keywords: Teacher feedback, peer feedback, essay writing

scholarly journals Professional Learning through Coaching: toward the Enhancement of the Teachers’ Pedagogical Competence

2019 ◽  
Author(s):  
Siti Tarwiyah ◽  
Warsono ◽  
Dwi Anggani Linggar Bharati ◽  
Djoko Sutopo
Keyword(s):  
Professional Learning ◽  
Junior High School ◽  
Lesson Plan ◽  
Group Discussion ◽  
Learning Task ◽  
Student Centered Learning ◽  
Central Java ◽  
Efl Teachers ◽  
Pedagogical Competence ◽  
Teaching Learning

Coaching is mainly purposed to build teacher capacity to enhance the success of learning and the quality of education in general. This paper is aimed at describing the coaching materials, methods, and the effectiveness of coaching in English Foreign Language (EFL) learning to strengthen the teachers’ pedagogical competence. Six Junior High School EFL teachers of Central Java, Indonesia (T1, T2, T3, T4, T5, and T6) attended three-month weekly coachee-centered coaching leading to the implementation of student-centered learning. Observation of the teaching-learning process, review of the lesson plan, and an interview with the EFL teachers through Focus Group Discussion were done before coaching was carried out to identify the coachees’ preliminary pedagogical competence and needs. The coaching materials encompassed using songs in EFL class, learning principles and activity-based learning, teaching methods, teaching vocabulary, teaching grammar, teaching the four language skills, assessing attitude, knowledge, and skill, and process skills. Coachee-centered coaching was implemented to present the materials through such methods as Demonstration, Scientific Approach, Lecturing and Discussion, Problem-Based Learning, Task-Based Learning, Inquiry Learning, Presentation-Practice-Production.

scholarly journals The CanLit Dinner Party: Feasting on Books in the Literature Classroom

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Shelley Boyd ◽  
Nicole Hollinson
Keyword(s):  
Experiential Learning ◽  
English Literature ◽  
Literature Classroom ◽  
Writing Assignments ◽  
Essay Writing ◽  
Dinner Party ◽  
Canadian Literature ◽  
Art Installation ◽  
Central Topic ◽  
Classroom Assignment

This article examines the “CanLit Dinner Party”, a multimedia exhibition undertaken in an undergraduate seminar on Canadian literature where food was the central topic. Modelled in part after Judy Chicago’s art installation The Dinner Party, this 24-hour exhibition featured interpretive plates inspired by literary food scenes. As a form of experiential learning, the classroom assignment was designed to enhance the students’ critical appreciation for the art of storytelling through food, to think across disciplines, and to synthesize food-related themes studied over the course of the semester. A departure from essay-writing assignments typically found in English literature courses, the “CanLit Dinner Party” underscored food’s role as a cultural idiom by requiring students to engage with its material dimensions.

scholarly journals Promoting Students' Autonomous Learning Using Portfolio Assessment in EFL Writing Class

2020 ◽  
Vol 5 (1) ◽  
pp. 75-81
Author(s):  
Peptia Asrining Tyas
Keyword(s):  
Peer Review ◽  
Portfolio Assessment ◽  
Structured Interview ◽  
Autonomous Learning ◽  
Essay Writing ◽  
Self Evaluation ◽  
Writing Class ◽  
And Performance ◽  
Writing Competence ◽  
Review Session

This study attempts to present the implementation of portfolio assessment to promote students’ autonomous learning in one of reputable universities in Indonesia. The participants were 30 students enrolled Essay Writing Class. A collection of students’ work during the course in the form of ‘Essay Writing Module’ was used to provide authentic evidence of the implementation of portfolio assessment and observation checklists of students’ work was used to present the completeness of portfolio assessment of each student. To know students’ autonomous learning, semi-structured interview was carried out. The results prove that portfolio assessment can promote students autonomous learning since it provides some benefits for students such as motivate them to do self-evaluation and reflection, encourage them to be actively involved in peer review session, and also enhance their awareness of their weaknesses. HIGHLIGHTS: Portfolio assessment promotes students’ autonomous learning by providing some benefits for students such as provide a guide for self-evaluation, reflection, and peer review. Each element in portfolio encourages students’ engagement during the writing activities both inside and outside the classroom. An insightful idea of specific criteria motivates students to set goals in improving their writing competence and performance.

scholarly journals “It’s the Same World through Different Eyes”: A CLIL Project for EFL Young Learners.

2016 ◽  
Vol 18 (1) ◽  
pp. 116 ◽  
Author(s):  
Eleni Korosidou ◽  
Eleni Griva
Keyword(s):  
Primary School ◽  
English Language ◽  
Project Evaluation ◽  
Target Language ◽  
Integrated Learning ◽  
School Grade ◽  
Young Learners ◽  
The Core ◽  
Teaching Context ◽  
Content Development

This paper presents the design, implementation and evaluation of a  project entitled "It's the same world through different eyes", which was based on the principles of Content and Language Integrated  Learning (CLIL) approach  and  was piloted with 4th primary school grade students. More specifically, we employed a dual-focused approach, focusing equally on English language and content development. For the purpose of the project, we designed a mini-syllabus with the stories being at the core of the design. The objectives of the project were to: a) develop the students’ skills in EFL, b) develop their sensitivity towards diversity, c)enhance their citizenship awareness. Students were provided with opportunities to express themselves verbally and non-verbally, and participate in a variety of creative activities in a multimodal teaching context. The findings of project evaluation indicated students’ improvement regarding both their receptive and productive skills in the target language, and the development of children’s citizenship awareness and their sensitivity towards diversity.

scholarly journals Teaching English During Covid-19 Pandemic: A Cross-level Educators’ Perception

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Sonia Octavia ◽  
Agus Dwiyanto ◽  
Heni Noviarita
Keyword(s):  
Online Learning ◽  
Knowledge Transfer ◽  
Learning Process ◽  
Educational Level ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Learning System ◽  
Teaching English ◽  
Interview Method ◽  
Teaching Learning

This study aims to analyze as well to investigate the phenomenon of teaching English online during the re-emerging pandemic situation forcing the teaching learning process to be re-implemented online. In this case, every layer of educational level can’t fail to be affected by the cataclysmic event, which is highlighted in this study. This turnout of event made the course of learning to be challenging not only for students who undergone the process, but also teachers who maintain the conduciveness of the classroom. Perspective from educators are considered required elements since the on-going process of knowledge transfer is at stake. The subjects were 10 cross-level English teachers situated in Java and Sumatera. Qualitative approach utilizing semi-structured interview method in obtaining the necessitated data was chosen as the best method and approach in the study. The participants mainly agreed with the online learning system, though they faced challenges like limited subsidiary quotas, students’ poor condition, students’ misbehavior and lack of better equipments. Besides various approaches and solution in facing the challenges, it was also known that writing was considered the most challenging to teach among the four basic skills.

scholarly journals A Mind Mapping : A Strategy to Enhance Students’ English Grammatical Structure

Al-Lisan ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 213-229
Author(s):  
Furqon Edi Wibowo
Keyword(s):  
Learning Process ◽  
English Education ◽  
Grammatical Structure ◽  
Mind Mapping ◽  
Grammar Teaching ◽  
Problems And Solutions ◽  
Mapping Process ◽  
Direct Reactions ◽  
Teaching Learning ◽  
Teaching Grammar

The goal of this review was to study about the implementation of Mind Mapping in teaching grammar in the second semester of students of the Department of English Education at IAIN Surakarta. Observation and documentation were the instruments for collecting the data. These instruments were used to collect data on the Mind Mapping process in grammar teaching, problems and solutions. The data analysis technique started with data reduction, data display and verification. First, the findings revealed that the implementation of Mind Mapping in teaching grammar was only used to provide an overview of the material. It was developed by elaborating, questioning, and responding techniques or methods for transferring the material. Mind Mapping made the students active in giving feedback and become a measure in assessing  how far the students understood the material during the teaching-learning process, the students were very eager to analyze the material using Mind Mapping. It could be seen from their direct reactions during the teaching-learning process and observed the work of the student in the classroom. Second, there are some advantages to using mind mapping in grammar teaching. They were; (1) giving students an overview of the concept of grammar material; (2) making grammar easier to understand; and (3) helping students to easily memorize the concept of English grammatical structure.

scholarly journals TEACHERS’ PERCEPTIONS TOWARDS TEACHING WRITING USING WORD GAMES; THE CASE STUDY OF JUNIOR HIGH SCHOOLS IN SEMARANG, CENTRAL JAVA, INDONESIA

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Dias Andris Susanto ◽  
Maria Yosephine
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Junior High ◽  
Lesson Plan ◽  
Structured Interview ◽  
Junior High Schools ◽  
Teaching Writing ◽  
Teachers Perceptions ◽  
Central Java ◽  
The Way

This was a descriptive qualitative study which was done in 2017 at junior high schools in Semarang Central Java, Indonesia. This study focused on the teachers’ perception and teaching writing using word games. According to Chastain (1988) "writing is a basic communication skill and a unique tool in the process of second language learning" (p.244). The problem of this study was what are the teachers’ perception towards the word games used in enhancing the students’ writing skill? The sample of the research were 6 junior high schools’ students in Semarang central java, Indonesia. They were students of grade eighth at SMP N 8, SMPN 39, SMPN 36, SMP Institut Indonesia, SMP PGRI Semarang, and SMP Theresiana Semarang. A structured interview was kindly used as the instrument in collecting the data. The findings are; 1) Teaching writing is not easy and need to be creative to make students understand since they have to master the way hoe to organize a good paragraph or text. 2) Usually they do not apply any games in teaching writing since they got the material for granted. 3) Most of the teachers have known what word game is. Even they have applied it sometimes in speaking and vocabulary. 4) Teachers rarely do teaching English using word games by purpose. Especially teaching writing, teachers do not really pay attention on the current skill. 5) Even though some teachers do not really understand the way to use word games in the case of implementation but then, they are aware that students need a motivation in a space of teaching and learning process during filling the material. 6) Teachers like teaching writing using word games because word games can help them to motivate students in following the questions since the love playing while learning in the classroom. 7) teachers can motivate students to follow the lesson with fun, teachers easily follow the word games because it is equipped by the clear instructions, there are various word games which are related to teaching skills, word games are easily made/created by teachers based on the need of the lesson plan, word games are the simplest media to teach and long life. 8) word games which applicable to teach writing using word games are entitled broken sentence, mixed story, arranging sentence in a story, and getting occupation. The conclusions are The teachers’ perceptions towards teaching writing using word games are; teachers feel happy and fun during teaching writing using word games, teachers need more energy and time to maintain the word games, teachers should focus on the goal of writing mastery not the game itself, teachers should be creative in creating and organizing the word games, and teachers believe that word games are able to motivate students in following the lesson.  Key words: teachers’ perception, teaching writing, word games

Sign in / Sign up

Export Citation Format

Share Document