scholarly journals USING PEER-RESPONSES AND TEACHER’S WRITTEN FEEDBACK TECHNIQUE THROUGH BLOG IN WRITING II CLASS OF ENGLISH EDUCATION STUDY PROGRAM

2015 ◽  
Vol 4 (1) ◽  
pp. 5
Author(s):  
Annisa Astrid
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Control Group ◽  
Written Feedback ◽  
Peer Response ◽  
Writing Achievement ◽  
Study Program ◽  
Writing Class ◽  
Guided Writing ◽  
Peer Responses

This article discusses the result of the research undertaken at PBI UIN Raden Fatah Palembang. The sample of the research was 60 students in Writing II Classes. This study included a guided writing instruction and a questionnaire survey.There were two groups of students involved in this study; control and experimental group. Students in the control group were taught using Peer Response Technique, and the experimental one by using Teacher’s written feedback technique. Both groups employed online Blog writing as the means to share feedback. After the treatment done, the students were required to fi ll the questionnaire items in order to assess their attitude toward the use of Blog in their writing class. The results of the research showed that; (1) there was not a signifi cant difference between students writing achievement before being taught with Teacher’s Written Feedback Technique and after being taught with that technique (2) there was a signifi cant difference between students’ writing achievement before being taught by using Peer Response Technique and after being taught by using that technique (3) there was signifi cant difference between students’ writing achievement who were taught by using Peer Response Technique than those who were taught by using Teachers’ Written Feedback and (4) there was positive attitude toward the process of teaching and learning Writing by Using Blog Writing.

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

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

STUDENTS’ MOTIVATION TO SPEAK IN A GROUP DISCUSSION

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Fajar Maulana ◽  
Ikhsanudin Ikhsanudin ◽  
Luwandi Suhartono
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Group Discussion ◽  
Target Language ◽  
Study Program ◽  
Class A ◽  
Qualitative Survey ◽  
Teaching And Learning Environment ◽  
Integrative Motivation ◽  
Academic Year

This research was done to know the factors’ influencing students’ motivation to speak in a group discussion. This research is qualitative survey, in which the subjects are the Third-Semester Students of English Education Study Program of Tanjungpura University in Academic Year 2018/2019. The subjects of this research were 25 students in class A. The data were collected through observation and survey. Based on the data the students are motivated enough in speaking class and the motivation are relatively high across the students but most of the students faced several speaking problems such as afraid of making mistakes, lack of confidence, and lack of motivation. In summary, the factors that influenced the students’ motivation to speak in a group discussion are the students' interest to the materials of learning, the students’ interest to the culture of the target language, and lastly the reinforced that the students receive inside/outside the teaching and learning process. All of the factors are related to types of motivation, such as, intrinsic, extrinsic, instrumental, and integrative motivation. The writer claimed that knowing and understand sorts of motivation is essential with the intention of making a better teaching and learning environment

scholarly journals PENERAPAN ZOOM UNTUK PROSES PEMBELAJARAN DIMASA PANDEMI COVID-19

2021 ◽  
Vol 6 (2) ◽  
pp. 124-130
Author(s):  
Tri Wera Agrita ◽  
Randi Eka Putra
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Educational Institution ◽  
Learning Activities ◽  
The Internet ◽  
Educational Goals ◽  
Study Program ◽  
Academic Field ◽  
Internet Network

The teaching and learning process (learning) is an activity to carry out the core of education and curriculum at an educational institution. Teaching and learning activities contain various concepts related to the educational mission, educational foundation, and educational goals. In addition, learning is focused on what the lecturer must do as the one who provides learning. The learning process at this time is constrained by the Covid 19 pandemic faced by Indonesia, thus affecting all activities, one of which is Bungo Regency residents, especially in the academic field. Therefore, all learning activities carried out on campus are not allowed and must be done at home or online. One of them is the learning process for the Pancasila Course in the English Education Study Program (PBI), Semester II Year 2020/2021. This study uses descriptive qualitative methods in the form of photos and questionnaires via google forms which are distributed to students through whatsapp groups using 26 PBI second semester students. The results of this study indicate that students have internet signal problems, which are 81%. So the importance of the internet network is to make it easier for students to carry out the learning process effectively, due to the lack of a network. So the importance of the internet network is to make it easier for students to carry out the learning process effectively, due to the lack of a network.

scholarly journals THE EFFECT OF PEER FEEDBACK TECHNIQUE IN TEACHING WRITING ON STUDENTS’ WRITING ACHIEVEMENT OF WRITING II COURSE AT ENGLISH DEPARTMENT FKIP LAMBUNG MANGKURAT UNIVERSITY

2019 ◽  
Vol 2 (1) ◽  
pp. 28
Author(s):  
Nadya Isnan Furqoni
Keyword(s):  
Peer Feedback ◽  
Teaching Writing ◽  
Teacher Feedback ◽  
Control Group ◽  
English Department ◽  
Writing Achievement ◽  
Proof Reading ◽  
Writing Class ◽  
The Difference ◽  
And Control

Providing student with clear feedback is one of the ways that can facilitate students to be able to write well. This study is aimed to find out the difference between students who are taught by using peer feedback and those who are taught by using teacher feedback.  This was an experimental research that used quantitative approach. The subjects of this research were students of Writing II of English Department of FKIP Lambung Mangkurat University. Writing II class A1 was the experiment group and Writing II class A2 was the control group. The data of this research were students’ writing achievement in both experiment and control class. The data analyzed by using SPSS (One-Way ANOVA). Ha was found 0.003 which meant that Ha was accepted. It showed that there was difference in students’ writing achievement between students in experiment and control class. It was proved that students who were taught by using peer feedback had higher achievement in writing than students who were taught by using teacher feedback. On the whole, it is suggested for students to improve their ability in proof reading and for the teachers, it is suggested to apply not only teacher feedback technique, but also peer feedback technique to their students in writing class.

scholarly journals The Fluency of Oral Reading with Natural Reader Software

2021 ◽  
Vol 5 (2) ◽  
pp. 156-163
Author(s):  
Varia Virdania Virdaus ◽  
Saiful Rifa’i
Keyword(s):  
English Language Learners ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
English Language ◽  
English Education ◽  
Control Group ◽  
Study Program ◽  
Grade Levels ◽  
Group 2

This recent investigation aims to find out whether natural reader software improves oral reading fluency for English language learners. In this recent study, the natural reader software was considered as independent variable and the oral reading fluency score was regarded as dependent one. The subjects of this investigation were students of English education study program. The number of the students of group (1) were 32 students who are taught using natural reader software and this group was considered to be an experimental group and The number of the students of group (2) were35 students who are taught without using natural reader software this group was considered to be control group. This study has proven that this software can significantly prove that most of  students have more accurate and more precise reading skills. This study has revealed that oral reading fluency instruction does improve global reading proficiency at all grade levels

scholarly journals The Effect of A Process Approach Using Report Writing Frame on Students’ Writing Achievement

2017 ◽  
Vol 6 (1) ◽  
pp. 49-64
Author(s):  
Khoiriyatul Hariro
Keyword(s):  
Experimental Design ◽  
Academic Writing ◽  
English Education ◽  
Process Approach ◽  
Writing Achievement ◽  
Education Department ◽  
Report Writing ◽  
The Third ◽  
Writing Class ◽  
Quasi Experimental

This study is aimed at investigating the effect of process approach using Report Writing Frame on students’ writing achievement. The design of this study was quasi-experimental design. The subjects of this study were the third-semester students of Academic Writing class of English Education Department of Brawijaya University of Malang. The result of t-test showed that the students who were taught using Report Writing Frame have better writing achievement than those who were taught without using Report Writing Frame. Besides, from the five categories or aspects which were scored; organization, content, grammar, vocabulary, and mechanic, it indicated that the students who were taught using Report Writing Frame had more significant improvement in term organization, content, and vocabulary.

scholarly journals INFLECTIONAL ANALYSIS OF MORPHOLOGICAL PROCESS IN TEACHING MORPHOSYNTAX THROUGH ONLINE LEARNING

2021 ◽  
Vol 4 (3) ◽  
pp. 530
Author(s):  
Eransyah Eransyah ◽  
Helsa Feby Kurnia ◽  
Nalistya Zoheska Ildafiar
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
English Education ◽  
Basic Knowledge ◽  
Past Tense ◽  
Study Program ◽  
Morphological Process ◽  
Plural Form ◽  
Past Tense Form ◽  
The Difference

Inflectional is the smallest part of morphosyntax but it becomes important because it is the basic knowledge that students have to comprehend in learning and producing correct sentence. To understand them, the students have to learn it through virtual learning in COVID-19 pandemic era which  has changed the way of teaching and learning process especially in Morphosyntax. This research aimed to explore the types and the students’ difficulties in understanding inflectional process of morphology. This research used descriptive qualitative method to describe and to analyze the data. To collect the data, the researchers used two kinds of instruments namely pre-test, post-test, and interview. The population in this research consist of two classes from English Education Study Program at the fifth semester at IKIP Siliwangi.The result showed that the student mostly found the types of inflectional process namely plural form, 3rd singular person, past tense, progressive, comparative and superlative correctly while participle both in present and past tense form are mostly found incorrectly for they are having the higher function which are having similarity as verb progressive and as adjective at the same time. To understand the difference of the both function, the students are demanded to recognize well the structure of both. Keywords:  Inflectional Process, Morphosyntax, Online Learning     

scholarly journals A Classroom-Based Assessment of EFL Academic Essay Writing Class: Who Gets the Benefits?

2018 ◽  
Vol 4 (2) ◽  
pp. 94
Author(s):  
Asri Purnamasari
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Study Program ◽  
Essay Writing ◽  
The United Kingdom ◽  
Teacher Trainees ◽  
Writing Class ◽  
English Language Teachers

Classroom-based assessment (CBA) has been implemented globally at many levels of educational system such as in the United Kingdom, Canada, Australia, New Zealand, USA, Singapore, as well as in Africa. In Indonesia, CBA might effectively be implemented in all stages of education since this way of assessment offers improvement in the teaching and learning process. This essay explores the design and implementation of CBA, which focuses on academic EFL essay writing for teacher trainees in Indonesia. Based on my reflection on taking English as a Foreign Language (EFL) Academic Essay Writing class, I found that applying a classroom-based assessment could give two benefits. The first is for the improvement of the teaching and learning process in order to reach the study objectives. The second is to facilitate the study program for creating qualified and competent English language teachers in the area of producing competent academic essay writings.

scholarly journals The Effect of Using Online Reading Resources toward Students' Reading Comprehension in Extensive Reading Class

2017 ◽  
Vol 4 (2) ◽  
pp. 37-47
Author(s):  
Estika Satriani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Online Reading ◽  
Extensive Reading ◽  
Study Program ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The students at the Second Semester of English Study Program of FKIP-UIR  Pekanbaru have problem in reading comprehension. The aim of this research is to find out whether Online Reading Resources has significant effect towards students’ reading comprehension in extensive reading class. The design of the research was experimental research which focused on quantitative approach. The participants of the research were the second semester students of English Study Program of FKIP-UIR Pekanbaru. There are two classes as the samples of this research; experimental group and control group. Each of the group consisted of 31 students. The instruments of this research was reading test. Experimental group was provided with pre-test, treatment, and post-test. Meanwhile control group only given pre-test, and post-test. The finding showed that the mean score in pre- test was 57.25 and post test was 78.07, the improvement was 20.8 for experimental group. Meanwhile for control group in pre-test, the students got the mean score 58.07, and in post-test got 64.67, improvement was 6.61. It could be stated that there is significant effect of online reading resources after getting treatment. In calculation of analysis tt (t table) on the level of significant 5% found 0.361, and to was 7.1. It could be seen a comparison was 7.1>0.361or (to>tt). It means that the null hypothesis is rejected and alternative hypothesis is accepted. It can be stated there is a significant effect of students’ reading comprehension in extensive reading class after using online reading resource in teaching and learning reading at the second semester of English Study program FKIP-UIR Pekanbaru.

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