scholarly journals Promoting Peer Review Practice: a Case of Mixed-Proficiency Dyad in Expository Essay Writing Class

2018 ◽  
Author(s):  
Eva Rahmawati ◽  
Retno Wulan Dari
Keyword(s):  
Peer Review ◽  
Essay Writing ◽  
Writing Class

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 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 Influence of Peer Review on College ESL Writers

2018 ◽  
Vol 3 (9) ◽  
pp. 121
Author(s):  
Irda Haryani Tahir
Keyword(s):  
Open Access ◽  
Peer Review ◽  
Publishing House ◽  
Written Feedback ◽  
Writing Teachers ◽  
Writing Class ◽  
International Publishing ◽  
The Right ◽  
Giving Feedback ◽  
Open Access Article

Both students and teachers are environmentally challenged. Teachers are not well-heeled to do everything including giving feedback to students. Writing is a challenging area in teaching ESL. It was said that giving written feedback to students’ writing is the most time consuming and challenging job (Ferris, 2007). This paper reports on a study designed to investigate and identify the benefits and the challenges of peer review, to investigate the influence of content and form based feedback to students writing. Teachers should be more aware of the right techniques to use in a writing class to produce all-rounder future communities.Keywords: Environmentally challenged, future communities, influence, peer evaluation.eISSN 2398-4295 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

scholarly journals Measuring the Impacts of Using the Process Approach to Teach Second-Year English Major Students Essay Writing

2021 ◽  
Vol 1 (2) ◽  
pp. p32
Author(s):  
Moussa Tankari ◽  
Ayodele Adebayo Allagbé ◽  
Abdou Maiguéro
Keyword(s):  
Repeated Measures ◽  
Positive Impact ◽  
Process Approach ◽  
Essay Writing ◽  
Repeated Measures Design ◽  
Writing Class ◽  
Before And After ◽  
English Major ◽  
Efl Students ◽  
Second Year

This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.

The Effects of Formula Instruction on Knowledge and Use of the Target Formulas

2014 ◽  
Vol 1 (3) ◽  
pp. 71-78
Author(s):  
Nor Ashikin Ab Manan ◽  
Ambigapathy Pandian
Keyword(s):  
Direct Instruction ◽  
Academic Writing ◽  
Objective Test ◽  
Writing Performance ◽  
Essay Writing ◽  
Writing Test ◽  
Writing Class ◽  
Research Questions

This study was conducted to explore the benefits of formula instruction in an academic writing class. Its main objective is to determine whether the students’ knowledge of the target formulas can be enhanced through direct instruction of the target academic formulas (DIAF) chosen from the academic formula list (AFL).In this study, twenty  five formulas were selected from the Academic Formula List (Simpson-Valch & Ellis, 2010) as target formulas and were directly taught to a group of students attending an academic writing class. After five weeks of instruction, their knowledge of the target formulas was tested using an objective test and an academic essay writing test. This paper discusses the result of the study by addressing four research questions:  (1) What are the effects of formula instruction on the students’ knowledge of the target formulas? (2)  What are the effects of formula instruction on the students’ academic writing performance? (3) What are the effects of formula instruction on the use of the formulas in the academic essay? (4) What is the effect of target academic formula use on the scores of the academic essay writing test?

scholarly journals The Effectiveness of Written ‘Peer Review’ Towards English 3 Students’ Writing Skill

2017 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Ma’rifatul Fadhilah
Keyword(s):  
Action Research ◽  
Peer Review ◽  
English Department ◽  
Generic Structure ◽  
Writing Ability ◽  
Writing Improvement ◽  
The Social ◽  
Writing Class ◽  
Writing Skill ◽  
Write Text

<p>The writer conducted this research because the students of the non-English department, FITK UIN Semarang could not write text well. They still wrote text with random way, and they did not understand the social function, the generic structure and the language feature of the text. Using peer review in writing class, the writer intended to improve students' writing especially recount, descriptive, procedure, and cause and effect texts. The had two problems: 1). How is the implementation of ‘peer review' writing for the FITK students of 2014/2015?; 2). How is the writing improvement of FITK students of 2014/2015 after applying ‘peer review’ writing? There are some texts introduced to the FITK students. The students are expected to be able to write text. Through classroom action research implementing peer review, the students’ writing ability had been improved well.</p>

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 Peer review in writing activities: outcomes and perceptions of EFL students

2020 ◽  
Vol 1 (2) ◽  
pp. 127
Author(s):  
Theresia Adventris Ndohna Ruru ◽  
Teguh Sulistyo
Keyword(s):  
Peer Review ◽  
Junior High School ◽  
Control Group ◽  
Student Centered ◽  
Writing Ability ◽  
Positive Attitudes ◽  
Writing Class ◽  
Post Test ◽  
Efl Students ◽  
Quantitative Descriptive

This study aims at investigating the effect of peer review on students’ writing ability and the students’ perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.

scholarly journals Developing a Literature-Based Instructional Material for Essay Writing Course

2020 ◽  
Vol 4 (1) ◽  
pp. 22
Author(s):  
Lestari Setyowati ◽  
Sony Sukmawan ◽  
Ana Ahsana El-Sulukkiyah
Keyword(s):  
Instructional Material ◽  
Teaching Writing ◽  
Essay Writing ◽  
Content Organization ◽  
Writing Class ◽  
Writing Course ◽  
Thinking Ability ◽  
Five Elements ◽  
Based Instruction ◽  
Academic Year

<p class="abstract">The inclusion of literature for language teaching is not something new.  Nowadays, the use of literature is becoming quite common for teaching language skills.  The purpose of this study is to develop an instructional material by using literature-based instruction for essay writing course in University of PGRI Wiranegara, Pasuruan.   The research used Gall, Borg, &amp; Gall research and development procedure with some adaptations. The instruments used in the study were questionaires, interview, and tests. The instructional material was tried out and tested to students who joined essay writing class in the academic year 2018-2019.  The students’ essays were analyzed by using Jacobs ESL Composition profile covering five elements, namely content, organization, vocabulary, language and mechanics. The result of the study shows that the instructional material was proven to be adequately successful to be used for essay wrting course. The use of literature for teaching writing gives benefits for the students, not only in terms of their writing skills, but also sharpen their critical thinking ability.</p>

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