scholarly journals WRITTEN CORRECTIVE FEEDBACK ON EFL STUDENTS AT AN ISLAMIC JUNIOR HIGH SCHOOL

2020 ◽  
Vol 5 (2) ◽  
pp. 161-173
Author(s):  
Eka Mareta Suharyanti ◽  
Endang Fauziati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Corrective Feedback ◽  
Teaching Writing ◽  
Central Java ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Efl Students ◽  
Second Year

Teachers provide students with corrective feedback for guiding them in the process of teaching a language. This study aimed to investigate the types of corrective feedback that the teacher used in teaching writing recount text, this also employed to reveal the students' motivation for writing recount texts, and to explore the benefit of teacher corrective feedback to the students' ability in writing recount text at Manbaul Huda Islamic Junior High School Central Java Indonesia. Descriptive qualitative method was employed by interviewing both the teacher and the second-year students. The participants were three teachers and twenty students. There were three guided Interview questions for teachers and two questions for students. The findings of this study turned out that the teacher employed indirect corrective feedback and gave symbols to the student’s error production. Most of the students are highly motivated to be able to write a status on Facebook or other online media by using English. The most important advantage of obtaining corrective feedback for the students is to understand the use of grammar in making a sentence. This study concluded that the motivation of the students to write recount text was to get teacher corrective feedback to be able to write the appropriate sentence and to increase their ability in writing English. This also implied that different types of corrective feedback might impact differently to the students in improving their motivation to learn English more.

scholarly journals DEVELOPING PRACTICAL GUIDELINES OF TEACHING WRITING USING COOPERATIVE INTEGRATED READING AND COMPOSITION

2020 ◽  
Vol 1 (01) ◽  
pp. 21-38
Author(s):  
Ashri Shollina
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Lesson Plan ◽  
Development Stage ◽  
Teaching Writing ◽  
School Students ◽  
Central Java ◽  
Practical Guidelines

Cooperative integrated reading and composition (CIRC) technique gives the opportunities for the students to increase language skills, especially applicability of reading activities and composition writing techniques. The absence of a guideline of teaching writing using certain technique results a less effective process of teaching writing. Thus, this research and development study was aimed to investigate the quality of the existing guidelines of writing in junior high school and the development of the practical guidelines of teaching writing in SMPN of Karanganyar Central Java using Cooperative Integrated Reading and Composition. This research was conducted through two stages; exploration stage and product development stage. The finding of the exploration stage was obtained through several techniques like interview, observation, document analysis and questionnaire distribution which revealed that there was no certain writing guideline used to teach. The teachers used textbook, syllabus and lesson plan as the guidance of teaching writing. Thus, the writing guideline should be developed by considering the need of the teacher and the students. The guideline prototype was developed by considering some aspects. It contained theoretical theories of writing, CIRC and teaching writing to Junior High School and the implementation of teaching writing of descriptive, recount, and narrative texts. Then, it had been validated by the expert and tried out thrice in one class of eighth graders of SMPN in Karanganyar Central Java. Through focus group discussion, the guideline prototype was changed and revised to be the final draft of writing guideline. Therefore, through the stages, it could be concluded that the practical guideline was feasible to be used by the teachers to teach writing to junior high school students.

scholarly journals Direct Written Corrective Feedback on Junior High School Students’ Recount Text Composition

2020 ◽  
Vol 8 (2) ◽  
pp. 498-513
Author(s):  
Muhammad Irfan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Corrective Feedback ◽  
English Teacher ◽  
School Students ◽  
Written Corrective Feedback ◽  
Class Viii ◽  
Different Levels

This present study is aimed to investigate the extent to which direct written corrective feedback (CF) assists students in minimizing students’ errors on recount text composition. This qualitative study was carried out in class VIII C at a junior high school in Malang. The Subjects of this study were the English teacher from class VIII C at the school and six students from three different levels of proficiency in this class. This present study found that: (1) Students made six types of errors on their recount text compositions after receiving direct written CF, 2) Direct written CF assists low proficiency students to a little extent in minimizing their errors on recount text compositions, (3) Direct written CF assists average proficiency students to a little extent in minimizing their errors on recount text compositions, (4) Direct written CF assists high proficiency students to a medium extent in minimizing their errors on recount text compositions.

scholarly journals Design of Mathematics Student Worksheet based on Discovery Learning Approach to Improving Mathematical Representation Ability Students of Grade VII Junior High School in Indonesia

2018 ◽  
Vol 7 (4.30) ◽  
pp. 26 ◽  
Author(s):  
Eka Luthfiana Lathifah ◽  
Supar Man
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Discovery Learning ◽  
Design Stage ◽  
Mathematical Representation ◽  
Design Development ◽  
Central Java ◽  
Stage Of Development ◽  
Mathematics Student

The ability of mathematical representation is very important for someone to help in solving the problem. This type of research is a development research. This article aims to obtain a student workbook design based on Discovery Learning that is oriented towards students' mathematical representation abilities. This research is a research development of Research and Development (R & D) with 4D development model which includes defining, design, development, and dissemination. This study is limited only to the design stage. Subjects in this study are students of junior high school grade VII in central java Indonesia. An instrument used in this study in the form of essay questions, questionnaire and interview guidelines. This research resulted in the worksheet (LKS) design based on Discovery Learning based on the ability of mathematical representation to improve the ability of mathematical representation. The next stage will be the research stage of development and dissemination to produce a valid, practical, and useful worksheet.

Teaching Writing in the Junior High School

1970 ◽  
Vol 59 (4) ◽  
pp. 540
Author(s):  
Virginia P. Redd
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Teaching Writing

scholarly journals DEVELOPING PICTURE SERIES AS A MEDIA FOR TEACHING WRITING PROCEDURE TEXT AT THE THIRD YEAR STUDENTS OF PAHLAWAN NASIONAL JUNIOR HIGH SCHOOL

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Ratnaeza Syahputra Nst. ◽  
Sumarsih Sumarsih ◽  
Rafika Dewi Nasution
Keyword(s):  
High School ◽  
Research And Development ◽  
Junior High School ◽  
Junior High ◽  
Teaching Writing ◽  
English Teacher ◽  
State University ◽  
The Third ◽  
Need Analysis ◽  
Procedure Text

The aim of this study is to develop Picture Series as a media for teaching writing procedure text at the third year students of Pahlawan Nasional Junior High School. The researcher used Research and Development (R &D) method through ten steps: observing, evaluating need analysis, developing first media, validating with experts, revising it, testing in small group, revising, testing in large group, revising, producing final product. The subjects of this research were 30 students from IX-1 class, and 34 students from IX-2 class. The instrument of collecting data was using questionnaires. The data were analyzed by descriptive text technique. The result of the product from two validators – an English lecturer from State University of Medan and an English teacher from Pahlawan Nasional Junior High School, was in scale of 4 which was in good quality. And the result from all of the students was in scale of 4 which was in good quality too. It means that the developed product/Picture Series is eligible to be used for teaching writing procedure text for the third year students in Pahlawan Nasional Junior High School. Keywords: Research and Development (R & D), writing procedure text, picture series

scholarly journals STUDENTS’ RESPONSE TOWARD THE IMPLEMENTATION OF MINDOMO IN WRITING DESCRIPTIVE TEXT AT THE SEVENTH GRADE THE STUDENTS IN CIMAHI

2021 ◽  
Vol 4 (3) ◽  
pp. 369
Author(s):  
Annisa Novianti ◽  
Evie Kareviati
Keyword(s):  
High School ◽  
Qualitative Methods ◽  
Junior High School ◽  
Learning Process ◽  
Positive Response ◽  
Junior High ◽  
Teaching Writing ◽  
Average Score ◽  
Seventh Grade ◽  
Descriptive Qualitative

This study aims to describe students' responses toward the implementation of Mindomo in writing description text at seventh-grade students in Cimahi. This study used descriptive qualitative methods. The participant of the study is 33 students’ junior high school in Cimahi. The result of this study showed that the implementation of Mindomo in teaching writing descriptive text gave positive responses to  81,80%. This positive response was shown with the enthusiasm of students during the learning process. Aspects of attention get the largest average score of around 24.54, which shows students are more interested in the learning process of writing using the Mindomo application. Besides, the aspect of confidence and satisfaction get the lowest score 12, it can be seen that the students are lack of confidence and have a fear of writing.

scholarly journals The correlation between cognitive styles and written corrective feedback preferences among Iranian and Turkish EFL learners

2021 ◽  
Vol 16 (2) ◽  
pp. 669-685
Author(s):  
Parivash Jamali Kivi ◽  
Ronald M. Hernández ◽  
Jorge Luis Escalante Flores ◽  
Doris Fuster-Guillén
Keyword(s):  
Learning Styles ◽  
Research Question ◽  
Cognitive Styles ◽  
Corrective Feedback ◽  
Placement Test ◽  
Efl Learners ◽  
Written Corrective Feedback ◽  
Different Types ◽  
Efl Students ◽  
Iranian Students

This study aimed at finding the correlation between Iranian and Turkish EFL learners’ cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The Learning Styles Questionnaire, and CF questionnaire. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there was a correlation between EFL students’ cognitive styles and their WCF preferences in both Iran and Turkey contexts. The second research question results indicated that there was a relationship between learners’ cognitive styles and their preferences for different types of errors to be corrected. The results of the third research question showed that the correlation between Iranian students’ cognitive styles and their preferences for different CF frequencies was not significant. The last research question results showed that the correlation between Turkish students’ cognitive styles and their preferences for different CF frequencies was not significant.   Keywords: Cognitive Styles – EFL Learners – Preferences – Written Corrective Feedback.

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