scholarly journals Peningkatan kemampuan observasi siswa dengan oral dan written feedback dalam asesmen kinerja pada materi lingkungan

2019 ◽  
Vol 2 ◽  
Author(s):  
Widamayanti Widamayanti ◽  
Ana Ratna Wulan ◽  
Sariwulan Diana
Keyword(s):  
Mixed Method ◽  
Written Feedback ◽  
Oral Feedback ◽  
Quasi Experiment

Penelitian dilakukan untuk meningkatkan kemampuan observasi dengan umpan balik lisan (oral feedback) dan tulisan (written feedback) dalam asesmen kinerja pada pembelajaran pencemaran dan pelestarian lingkungan. Populasi penelitian adalah siswa kelas X salah satu SMA Negeri di Bandung tahun ajaran 2016/2017. Penelitian ini menggunakan metode quasi experiment dengan desain penelitian mixed method. Sampel penelitian terdiri dari dua kelas, yaitu kelas eksperimen 1 dan kelas eksperimen 2. Kelas eksperimen 1 dalam penelitian ini diberikan penerapan oral feedback, berupa komentar dan pertanyaan secara lisan pada lembar task siswa. Sedangkan untuk kelas eksperimen 2, siswa diberikan penerapan written feedback, berupa komentar dan pertanyaan secara tertulis pada task siswa. Materi pembelajaran yang digunakan dalam penelitian ini adalah materi pencemaran dan pelestarian lingkungan, yang terdiri dari subkonsep pemanasan global dan pencemaran air. Instrumen penelitian yang digunakan, terdiri dari lembar observasi, asesmen kinerja, soal pretest dan posttest, wawancara guru, angket respon siswa, dan catatan lapangan. Berdasarkan analisis data, ditemukan bahwa peningkatan kemampuan observasi siswa kelas eksperimen 1 dan kelas eksperimen 2 berbeda secara signifikan pada pembelajaran pencemaran dan pelestarian lingkungan secara umum.

scholarly journals The Impact of Oral and Written Feedback on EFL Writers With the Use of Screencasts

2016 ◽  
Vol 18 (2) ◽  
pp. 79 ◽  
Author(s):  
Roberto Alvira
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Private University ◽  
Written Feedback ◽  
Oral Feedback ◽  
Foreign Language Learners ◽  
Promising Strategy ◽  
The Impact ◽  
Positive Results

<p>This article, based on an action research study performed at a Colombian middle-sized private university, proposes specific strategies to provide feedback to English as a foreign language learners and uses a Web 2.0 tool called screencasting. The findings of the study suggest that the use of coded, written, and oral feedback is widely accepted by students and yields positive results in the improvement of their writing skills at the paragraph level, and that the use of screencasting is a promising strategy that is motivational to students and increases the quality of their uptake.</p>

Written Feedback on Student Assignments: Another Look

1997 ◽  
Vol 60 (2) ◽  
pp. 100-108 ◽  
Author(s):  
Ros Byrne
Keyword(s):  
Business Communication ◽  
Computer Assisted ◽  
Written Feedback ◽  
Oral Feedback

Recent articles in Business Communication Quarterly advocate giving oral feedback on business communication assignments and compare such com mentary to written feedback: Little attention has been paid, however, to computer-assisted feedback. This article describes one way to give such word- processed feedback, describes some advantages of this mode over both hand written and audio comments, and identifies some limitations of this method.

scholarly journals Teacher Written Feedback in EFL Classroom

2020 ◽  
Vol 8 (7) ◽  
pp. 226-248
Author(s):  
Mohammed Hakimi
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mixed Method ◽  
Analytical Study ◽  
Written Feedback ◽  
School Teachers ◽  
Feedback Form ◽  
Efl Teachers ◽  
Research Questions ◽  
Method Approach

This paper is an empirical and analytical study of the uses of written feedback by Moroccan high school EFL teachers. It tries to investigate how EFL teachers in Abu Hayyan al-Tawhidi high school respond to students’ compositions. Strong emphasis is laid on the types of teacher written feedback, with a focus on integrated feedback (form and content) as an effective way to respond to students’ written work. The ultimate goal of this paper is to ascertain the types and forms of teacher written feedback prevalent amongst Moroccan EFL high school teachers. In this light, the study seeks to investigate the following research questions: (1) Which types of written feedback do Moroccan high school EFL teachers employ to respond to students’ compositions? (2) Which forms of written feedback do Moroccan high school EFL teachers’ employ to respond to students’ compositions? To answer these questions, the present study used a mixed method approach that included: classroom observation checklist, document analysis of corrected writing productions and students’ questionnaire. The key findings illustrated that teachers at Abu Hayyan al-Tawhidi high school relied heavily on form-focused feedback. It also revealed that teachers opted for correction symbols and commentary.

scholarly journals Challenges of Short Sentence Writing Encounter 1st Year Uundergraduate Students in English Language Departments at Al-Baha University

2021 ◽  
Vol 12 (4) ◽  
pp. 118-131
Author(s):  
Ahmed Ibrahim Alsalami
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
English Language ◽  
First Year ◽  
Written Feedback ◽  
Passive Voice ◽  
First Year Students ◽  
Verb Agreement ◽  
Short Sentence ◽  
English Major

This study aims to find out the most common challenges of writing short sentences encountered by first-year English-major undergraduate students of English language departments. A mixed method was used including quantitative and qualitative as data was obtained using student questionnaires and interview questions for the lecturers. About 122 first-year English-major undergraduate students (%50.4 female and %49.6 male) from the English Language Departments at all colleges of Al-Baha University were randomly chosen, including 30 lecturers, and were interviewed in the study (15 males and 15 females). The study revealed significant results which have shown difficulties in constructing short sentences, the distinction of active and passive voice, and the use of conjunctions, punctuations, quantifiers, and the correct auxiliary. Also among common issues, students find difficulties in using comparative and superlative degree, subject–verb agreement and the use of articles. Thus, the study recommends that first-year English-major undergraduate students should be given more written exercises as well as written feedback so that students can be able to write more effective short sentences. The study suggests that more studies could be conducted qualitative researches for first-year students of English language department to investigate and analyze the most common challenges and difficulties of the students’ written samples or documents.

scholarly journals Using oral feedback to help students in learn English

2019 ◽  
Vol 3 (1) ◽  
pp. 46
Author(s):  
Eka Priminatha Nurasid
Keyword(s):  
Positive Feedback ◽  
Self Report ◽  
Written Feedback ◽  
Student Learn ◽  
Teaching Process ◽  
Know How ◽  
International Language ◽  
The Third ◽  
Oral Feedback ◽  
Teacher Use

English is an international language, so its must for us to learning english. Feedback is a part in teaching process, most of teacher use feedback in teaching process, in the process of feedback, teacher can know how the students grow, respond to stress and challenge, and etc. There are 2 kinds of feedback. Written feedback and oral feedback. In this context the writer focus on oral feedback to help students learn english. There is the benefit of oral feedback based on findings which can help student learn englishthat positive feedback, however, can increase the likelihood that students will return to or persist in activity and self-report and higher interest in the activity. It have similiar thing with the third point, when you give a positive feedback the student will return and addiction with your feedback. And make the students more active in the class.

scholarly journals AN ANALYSIS OF FOCUSED METALINGUISTIC WRITTEN FEEDBACK: How would learners react?

2020 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Rizqiyyah Rizqiyyah ◽  
Tanty Prianty
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Mixed Method ◽  
Quantitative Data ◽  
Electronic Mail ◽  
Qualitative Data ◽  
Mixed Method Study ◽  
Written Feedback ◽  
Constructive Feedback ◽  
Fields Of Study

Learners of higher education are encouraged to write a scholarly publication in that it helps corroborate them as professionals in their fields of study. Practices in academic writing are thus indispensable to do to achieve a higher level of competency. This study explores learners’ reactions towards focused metalinguistic written feedbacks provided by a lecturer. The lecturer used electronic mail to provide constructive feedback to her students. This mixed-method study involved 22 post-graduate students from an Indonesian university. In analyzing the qualitative data, the researchers employed Miles and Huberman’s qualitative data analysis approach. Meanwhile, the quantitative data, namely the basic analysis of focused metalinguistic written feedbacks were analyzed by employing Cumming’s writing approach. The findings reveal that: (1) learners revised and expanded their draft after getting back their paper; (2) lecturer’s feedbacks through email have reportedly motivated learners because such the feedbacks did not lead learners perplexity compared to the handwritten feedbacks; (3) the majority of participants used revising and responding, consulting a dictionary/grammar book, and referring to the previous composition as the ways to handle lecturer’s input.

scholarly journals Methods and protocol of a mixed method quasi-experiment to evaluate the effects of a structural economic and food security intervention on HIV vulnerability in rural Malawi: The SAGE4Health Study

SpringerPlus ◽  
2014 ◽  
Vol 3 (1) ◽  
pp. 296 ◽  
Author(s):  
Lance S Weinhardt ◽  
Loren W Galvao ◽  
Thokozani Mwenyekonde ◽  
Katarina M Grande ◽  
Patricia Stevens ◽  
...  
Keyword(s):  
Food Security ◽  
Mixed Method ◽  
Hiv Vulnerability ◽  
Quasi Experiment

scholarly journals Effectiveness of Instructors’ and Peers’ Oral Feedback on the Accuracy of English Writing: A Study of Pakistani ESL Undergraduate Learners

2019 ◽  
Vol 9 (4) ◽  
pp. 314
Author(s):  
Aasia Nusrat ◽  
Farzana Ashraf ◽  
Rabea Saeed
Keyword(s):  
Language Learning ◽  
English Language ◽  
Written Feedback ◽  
Learning Context ◽  
Oral Feedback ◽  
Metalinguistic Feedback ◽  
Post Test ◽  
Quasi Experimental ◽  
Oral Interaction ◽  
Esl Learners

The objective of the current research is to investigate the effect of instructors and peers&rsquo; oral feedback on the written English accuracy of ESL learners. In this quasi-experimental study, 90 participants are assessed on three distinct forms of feedback (i.e., instructor&rsquo;s oral metalinguistic feedback along with indirect written feedback, peers&rsquo; oral interaction along with indirect written feedback and no feedback) for writing errors of three types (i.e., verb tense, preposition, and articles). The participants are assessed three times; pre-test, an immediate post-test and delayed post-test. ANOVA demonstrates that learners receiving instructors&rsquo; oral metalinguistic feedback along with indirect written feedback outperform those who receive peers&rsquo; oral interaction along with indirect written feedback and no feedback in two out of three linguistic forms in subsequent writing. The findings of the study suggest that employing oral metalinguistic instructors&rsquo; feedback along with written feedback in the Pakistani language learning context can help learners improve their English language learning. Consequently, language efficiency may improve overall academic performance and success ratio in academia.

scholarly journals Enhancing Writing Ability of Students through Multiple Drafts and Critical Comments

2016 ◽  
Vol 30 (2) ◽  
pp. 115-122
Author(s):  
Purna Bahadur Kandel
Keyword(s):  
Survey Research ◽  
Random Sampling ◽  
Exploratory Study ◽  
Writing Skills ◽  
Sampling Procedure ◽  
Written Feedback ◽  
Writing Ability ◽  
Oral Feedback ◽  
Informal Interview ◽  
Affiliated Colleges

This is an exploratory study through which the researcher conducted the research based on survey research design to find out the existing practices of providing feedbacks and perceptions of faculties in developing writing through multiple drafts and critical comments at B.Ed. level. Fifty respondents were selected from constituent and affiliated colleges as informants adopting purposive non-random sampling procedure to collect data. Questionnaire and informal interview were administered as tools to elicit the data for this study. It was found that the practice of brainstorming, planning, writing multiple drafts, revising and editing can enhance writing skills. The writing of multiple drafts facilitates the students to use mechanics and orthography adequately and develop cohesive and coherent writing. Moreover, it was found that students need teachers’ written as well as oral comments and feedbacks in developing writing skills; teachers’ critical written feedback and comments are more effective than oral feedback and most of the learners rarely keep on writing multiple drafts in the most of the colleges at the Tribhuvan University.

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