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 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.

Developing blog for English essay writing class

2021 ◽  
Vol 2 ◽  
pp. 73
Author(s):  
Listiani Listiani
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Learning Needs ◽  
Essay Writing ◽  
Central Java ◽  
Sources Of Knowledge ◽  
Writing Class ◽  
The Subject ◽  
Department Faculty ◽  
Learning English

Learning needs a medium to help learners learning. The medium can provide the learners sources of knowledge and practice. Learning English essay writing subject required its learners to understand and to have essay writing skills of English as a foreign language. The essay writing is a subject conducted by English Education Department, Faculty of teacher training and education, Universitas Muhammadiyah Purwokerto, in Central Java province in Indonesia for preparing its learners to academic writing in the next semester. Blog which can be a learning medium for learning English Essay writing was necessary to be developed for fulfilling the learners’ need. Conducting a research and development was chosen to develop the blog. This study involved 21 students in the fourth semester who took the English essay writing subject. This study took eight months from March to October 2016 in two academic years 2015/2016 and 2016/2017. Questionnaire was used to investigate students’ need on learning media; to know feedback on blog’s content, structure and navigation, and visual design from experts and students; and to find out students’ perception toward the blog developed. Documentation was also used to describe the processes of developing the blog in this research. The results showed that the blog was successfully developed regarding to the learners’ necessity for learning the subject and to the procedure passed in this research. Moreover, the blog was perceived positively (100%) to help the learners to learn the subject of English essay writing.

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 THE EFFECTS OF PLACE-BASED PROCESS GENRE MODULE (PBPGM) ON ESSAY WRITING ACHIEVEMENT AMONG FORM FOUR RURAL NATIONAL SECONDARY SCHOOL ESL LEARNERS

2021 ◽  
Vol 6 (43) ◽  
pp. 169-188
Author(s):  
Abd Halib Mohd Ali ◽  
Suyansah Swanto ◽  
Wardatul Akmam Din ◽  
Irma Wani Othman
Keyword(s):  
Rural Students ◽  
Control Group ◽  
Writing Achievement ◽  
Essay Writing ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Esl Learners ◽  
Experimental Group

Essay writing is known to be a difficult skill among ESL learners, particularly rural students. The present study aims to measure the effects of a Place-Based Process Genre Module (PBPGM) on form four rural ESL learners’ persuasive and expository essay writing from the lens of Sociocultural Theory. A mixed-methods approach adopting a pre-test post-test control group quasi-experimental is employed to determine the significant difference and the Cohen’s d effect size. Purposive random sampling is used, and 30 students in control undergo the conventional teaching, and 30 students in the experimental group undergo a 16-hour intervention of the module. The results of the study indicate that there are significant differences and large effect sizes between the two groups. The experimental group outperforms the control group in both genres. The present study contributes to the field of teaching essay writing to rural ESL learners. The study recommends that process genre approach combined with place-based model texts be incorporated to strengthen and diversify scaffolding for teaching essay writing.

scholarly journals INVESTIGATING THE IMPACT OF PEER FFEDBACK AND TEACHER FEEDBACK USING GOOGLE DOCS ON EFL STUDENTS’ WRITING PERFORMANCE

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Nguyen Thi Nien Hoa ◽  
Trinh Quoc Lap
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Control Group ◽  
Writing Performance ◽  
Google Docs ◽  
Study Results ◽  
The Impact ◽  
Experimental Group

<p>Online written corrective feedback via Google Docs, in recent years, has been used and brought about positive outcomes in different teaching contexts. In this light, this study was conducted to examine the different effects between teacher feedback using Google Docs and the combined peer feedback and teacher feedback using Google Docs on EFL high school students’ performance in writing paragraphs. The study also attempted to gain insights into students’ attitudes towards the effect of peer feedback and teacher feedback using Google Docs on their paragraph writing. In this study, a mixed research method was employed; both quantitative and qualitative data were collected. Twenty two grade 11 students in a high school in the Mekong Delta of Vietnam were selected as participants. They were assigned to two groups of treatment: the experimental group, receiving both peer feedback and teacher feedback using Google Docs and the control group who only received teacher feedback using Google Docs. Participants completed two writing tasks; each of them included first draft, second draft and final draft. Prior to the study, students from the experimental group received a face-to-face training on giving peer feedback. Data were collected from six drafts of two writing tasks, three drafts for one task, and interviews at the end of the study. Results indicated that participants who received teacher feedback in the control group performed their paragraph writing better than those receiving both peer feedback and teacher feedback using Google Docs in the experimental group after the study. Also, participants in both groups improved their writing performance in their revised drafts. From the interviews, results showed participants’ positive attitudes towards the impact of peer feedback and teacher feedback using Google Docs on their paragraph writing. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

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 CAN CONFERENCES AND MODELLING STRATEGIES IMPROVE STUDENTS’ INTEREST AND ACHIEVEMENT IN ESSAY WRITING?

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Titus Terver Udu ◽  
Naomi James Gwang
Keyword(s):  
Achievement Test ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Writing Achievement ◽  
Essay Writing ◽  
Writing Conference ◽  
Modelling Strategies ◽  
Research Questions ◽  
Experimental Group ◽  
Teacher Modelling

The study reported here was on the effects of writing conference and teacher modelling strategies on Senior School Two (SS2) students' interest and achievement in essay writing. The study used quasi experimental design of the non equivalent pre-test/post-test experimental-control group subtype. From a population of 9,244 senior secondary students in 5 Local Government (LGAs) of Central Education Zone of Plateau State, a sample of 95 students was selected from two intact classes using a multi-stage sampling technique. One of the sampled classes formed Experimental Group One while the other formed Experimental Group Two for an experiment that lasted for a duration of six weeks. The study was guided by two research questions and two hypotheses. Two instruments namely Writing Achievement Test (WAT) and Questionnaire on Students’ Interest in Essay writing (QSIEW) were used for data collection.. Data collected were analysed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses. Findings revealed that both strategies enhanced students’ achievement in essay writing. However, students taught essay writing using writing conference strategy outperformed their counterparts taught using teachers’ modelling in assigned writing tasks and tested in the writing achievement test. The finding further indicated that students taught via conference strategy gained significantly higher mean interest rating than those taught using teacher modelling strategy. Based on the findings, the study recommended that combining writing conferencing and modelling strategies in the teaching of essay writing could bring about increased interest in writing and better writing outcomes among secondary school students. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0620/a.php" alt="Hit counter" /></p>

scholarly journals CONFRONTING EFFECT OF ONLINE TEACHER AND PEER FEEDBACK ON THE STUDENTS’ WRITING PERFORMANCE

2019 ◽  
Vol 77 (5) ◽  
pp. 650-666
Author(s):  
Saiful Saiful ◽  
Wardani Dwi Wihastyanang ◽  
Gunadi Harry Sulistyo ◽  
Nur Mukminatien
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Control Group ◽  
Writing Performance ◽  
Initial Stage ◽  
Online Teacher ◽  
Online Feedback ◽  
Experimental Group

This research explored the combination of these three aspects, namely: teacher feedback, peer feedback, and Schoology, and looked at the effect on the students’ writing performance. Schoology is an online learning management system (LMS) that is used as the platform of online feedback. The problem mainly focuses on the explored effect of online teacher and peer feedback provided through Schoology on the students’ writing performance. A total of 70 students were assigned as the participants of the research. The students in the experimental group experienced having teacher and peer feedback provided through Schoology; meanwhile, the students in the control group experienced having conventional teacher feedback. The data were collected based on the students’ writing performance in pre-test and posttest as well as the results of questionnaire on the students’ perception towards the experimental condition. Then, data analysis was done step by step by comparing the pretest scores at the initial stage which was followed by comparing the posttest scores. The result of this research revealed that the students who experienced having teacher and peer feedback provided through Schoology did not perform better in writing than those who experienced having conventional teacher feedback. Keywords: teacher feedback, peer feedback, Schoology, students’ writing performance.

scholarly journals The Use of Google Drive to Improve Student’s Essay Writing Skill, Faculty of Teacher Training and Education, Pancasakti University of Tegal

2018 ◽  
Vol 12 (2) ◽  
pp. 112-123
Author(s):  
Nur Aflahatun ◽  
Yoga Prihatin
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Learning Model ◽  
Control Group ◽  
Training And Education ◽  
Essay Writing ◽  
Significant Difference ◽  
Writing Skill ◽  
Google Drive ◽  
And Control

Writing an essay requires skill in word choice and good grammar usage. Language, including that in writing, reflects author’s mindset. Therefore, new innovation is necessary in learning model, one of which is made by applying Google Drive based learning media. This experimental research employs true-experimental design with two-group design type (experimental group and control group) and takes 48 fourth-semester English Education students of the academic year 2017/2018 of the Faculty of Teachers Training and Education, Pancasakti University, Tegal as its samples, divided into 2 (two) groups: experiment group with 24 students and control group with 24 students. The research employs t-test for effectiveness test as its data analysis technique. The research results show that the usage of Google Drive based learning model effectively improves students’ essay writing skill. There is significant difference between both groups, that after treatment, the group of students with Google Drive based learning media have better achievement than students with conventional method. The Google Drive based learning media may be applied to academic writing learning process, particularly essay, however, its practice requires intensive interaction between students and lecturer. It is suggested for similar researches to involve larger number of samples

scholarly journals The Effects of Process-Genre Approach on Academic Writing

2019 ◽  
Vol 4 (2) ◽  
pp. 89
Author(s):  
Rabiat Ajoke Alabere ◽  
Aspalila Shapii
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Traditional Approach ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Essay Writing ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

This study intends to find out the effectiveness of Process-genre Approach (PGA) on academic writing in English as a second language Students' essay writing. The purpose of this paper is to determine how far this current global approach can be of benefit for the development of academic writing skills of the university students who are learning English as a second or foreign language. The participants were subjected to pre-test and post-test before and after intervention respectively. The experimental group was taught with the Process-genre approach while the control group was taught with the product (traditional) approach. The two groups went through 6 weeks of training with the differ- ent approach. The participants are university undergraduate students. The groups had 40 students for each. The data was analyzed by using analysis of Covariance (ANCOVA) to compare the scores of the experimental group with that of the control group. The findings of the study show that, the experimental group outperformed the control group proving that PGA is effective in teaching academic writing in tertiary institutions. The participants are homogeneous at the beginning of the intervention with no significant difference in the pre-test scores of the two groups while there is significant difference in the post test of the two groups. The PGA group scored higher than the PA group proving that there is an impressive performance of the students in academic essay writing of the PGA group of students. Therefore, PGA is an effective approach to teaching academic writing if properly applied.

Sign in / Sign up

Export Citation Format

Share Document