Students' Perceptions: Using Writing Process Approach in EFL Writing Class

The writing process approach (WPA) is a way to solve the problems of how the students express their ideas in producing essays systematically. The use of WPA needs to be examined from the students' perceptions because students' perception of the use of WPA influences students' writing ability. This study aims to investigate the students' perceptions on the application of WPA in EFL writing classes. This study applied a qualitative approach using a questionnaire and semi-structured interview with a written list of questions as a guide which focused on students' perceptions in the application of the WPA in their writing class. The data of the interview was analyzed by qualitative by using content analysis. The questionnaire results showed that most students had a highly positive and positive perception, while no students had a negative perception of the application of WPA based on the percentages. The results of interviews were concluded in four themes. Firstly, most students reported that they have highly positive opinions on WPA and considered the planning. Secondly, peer feedback is revising strategies as most useful. Thirdly, they stated that the steps in WPA were specific, systematic, and helpful. Lastly, they perceived that their writing product had improved after the application of WPA in writing class. The findings from the interviews corresponded with the findings from the questionnaire, which revealed that students had positive perceptions on the application of WPA in writing class; therefore, WPA can be suggested as the alternative approach to improve students' writing ability.

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College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class

Jurnal Ilmu Pendidikan ◽

10.17977/um048v27i1p41-51 ◽

2021 ◽

Vol 27 (1) ◽

pp. 41

Author(s):

Meilisa Sindy Astika Ariyanto ◽

Nur Mukminatien ◽

Sintha Tresnadewi

Keyword(s):

Structured Interview ◽

Writing Achievement ◽

Writing Classes ◽

Efl Writing ◽

Writing Evaluation ◽

Automated Writing Evaluation ◽

Class Time ◽

Self Confidence ◽

Writing Class ◽

Different Levels

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.

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EFL Saudi Student's attitudes toward peer feedback activities in a writing class

PSU Research Review ◽

10.1108/prr-01-2021-0004 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Raniya Abdullah Alsehibany

Keyword(s):

Peer Feedback ◽

Study Finding ◽

Structured Interview ◽

Female Students ◽

Writing Classes ◽

Efl Writing ◽

Content Type ◽

Study Results ◽

Writing Class ◽

Student's Attitudes

PurposeThis study aims to examine Saudi female students' attitude toward peer feedback activity in writing classes with a list of questions for the students to follow during the activity, and to investigate the challenges that may prevent the use of such activity in Saudi EFL classes.Design/methodology/approachThis study used a mixed-methods to ensure the credibility of the data and obtain clear descriptions about the topic. The study instruments are (1) Writing Essays, (2) Writing Checklist, (3) Questionnaire and (4) Semi-structured interview. The data were analysis with SPSS and o 10 software.FindingsThe study results indicated that students had a positive attitude toward peer feedback with a checklist in EFL writing class. For instance, their second written essay (post) has improved and has fewer mistakes than the first one. Also, most of the participants stated that peer feedback has improved their writing quality and has enhanced their writing awareness of their weaknesses and mistakes. Moreover, the interview had highlighted the main challenges that could affect using peer feedback in writing class. Finally, the results indicate the efficiency of peer feedback with a checklist in similar teaching contexts.Research limitations/implicationsThe study focused on a small number of participants (30 students). Besides, the study dealt with students at university level only and the study focused on female students.Practical implicationsBased on the study finding, it is recommended that peer feedback should be integrated in all EFL writing classes at all levels. Based on the study finding, it is recommended that peer feedback should be incorporated in all EFL writing classes at all levels. Using checklist can help the students to become more independent learners and in time they will be able to correct their own mistakes.Originality/valueThis paper fulfills an identified need to identify how integrating peer feedback activity in writing class can improve the students' writing performance and help them to be independent learners.

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THE USE OF SENTENCE OUTLINE TO IMPROVE STUDENTS’ WRITING ABILITY

EXPOSURE JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS ◽

10.26618/ejpbi.v2i1.782 ◽

2013 ◽

Vol 2 (1) ◽

pp. 48

Author(s):

Nur Qalby ◽

Adil Ivery

Keyword(s):

Writing Process ◽

Real Data ◽

Process Approach ◽

Second Grade ◽

Writing Ability ◽

Writing Test ◽

Writing Skill ◽

Research Findings ◽

The Mean ◽

Writing Process Approach

The research questions of this research were how does sentence outline improve the students of the second year of SMP Negeri 4 Sungguminasa ability to write the paragraph? The researcher used A Classroom Action Research (CAR). The aims of this research are to find out the improvement of students’ writing skill and their activeness in the learning process through Writing Process Approach. Two cycles had been conducted, where each cycle consisted of four meetings. It employed writing test as the instrument. A number of subjects of the research were 42 students in the second grade conducted of 31 women and 11 men. The researcher took real data from the school to know the students’ writing ability. The results of the student's writing test in cycle 1 and cycle 2 had increased in different scores. There was increasing by students at the end action of the second cycle. The research findings indicated that use of writing process approach could increase the students’ writing skill. The means scores of students in the Diagnostic test was 59.84 became 66.64 in cycle 1, and after revision, in the cycle 2, the mean score in cycle 2 was 70.79 by implemented of sentence outline. The successful of minimal criteria (KKM) was 65 while cycle 1, there were 2 (4.76%) students get poor, 27 (64.29%) get fair, and 13 (30.95%) get good meant that students who achieved the successful minimal criteria (KKM) more than a half of them. In cycle 2 there was 25 (59.52%) get fair and 17 (40.48%) get fair.Keyword: Sentence, outline, improve, ability.

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ENHANCING WRITING SKILL THROUGH WRITING PROCESS APPROACH

Journal on English as a Foreign Language ◽

10.23971/jefl.v5i1.88 ◽

2015 ◽

Vol 5 (1) ◽

pp. 9 ◽

Cited By ~ 1

Author(s):

M. Zaini Miftah

Keyword(s):

Action Research ◽

Writing Process ◽

Process Approach ◽

Essay Writing ◽

Writing Class ◽

Writing Skill ◽

Field Notes ◽

Writing Process Approach ◽

Set Up ◽

Writing Task

The study is aimed at developing the implementation of Writing Process Approach (WPA) to enhance the students’ skill in writing essay. The study employed Classroom Action Research. The subjects of the study were 15 university students enrolled in the writing class. The data were gained from writing task, observation and field notes. The findings show that the implementation of WPA with the proper model procedures developed can enhance the students’ skill in writing essay. Before the strategy was implemented, the percentage of the students achieving the score greater than or equal to C (56-70) was 40.00% (6 students of the class). However, after the strategy was implemented in Cycle I, it enhanced enough to 60.00% (9 students of the class), but this result did not meet the criteria of success set up in the study. Next, in Cycle II it increased slightly to 86.67% (13 students of the class). Thus, the enhancement of the students’ skill in writing essay can be reached but it should follow the proper model procedures of the implementation of WPA developed.Keywords: writing process approach, writing skill, essay writing

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INTEGRATING EDMODO-BASED DIGITAL PORTFOLIO WITH EFL WRITING INSTRUCTION: EXPLORING THE STUDENTS’ PERCEPTIONS

Journal of English Education ◽

10.31327/jee.v3i2.864 ◽

2018 ◽

Vol 3 (2) ◽

pp. 100-106

Author(s):

Wahyu Kyestiati Sumarno ◽

T. Tatik

Keyword(s):

Structured Interview ◽

Writing Classes ◽

Efl Writing ◽

Self Reflection ◽

Writing Class ◽

Writing Course ◽

Digital Portfolio ◽

Language Classrooms ◽

Online Portfolio ◽

Effectiveness Studies

The increasing number of ICT integration into language classrooms has made many teachers conducted research to examine its effectiveness. Studies have shown that Edmodo is an effective tool for students to improve their writing skills. However, very few studies investigate the use of Edmodo as a media for digital portfolio and explore its impact in EFL writing classes. This research was done primarily aimed to describe EFL learners’ perceptions of the implementation of Edmodo-based digital portfolio in a Paragraph-based Writing course. Fifteen students participated in the study that lasted for seven meetings. Data were analyzed qualitatively and collected by using questionnaire and a semi-structured interview. Findings revealed that the students responded positively to the use of Edmodo-based digital portfolio in the writing course. Furthermore, they also reported that digital portfolio helps them improving their writing fluency and increasing self-reflection. This study recommends the use of Edmodo as a platform for an online portfolio in the writing class.

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The Students’ Perceptions of the Strategies in the Process Approach

International Journal of Educational Best Practices ◽

10.31258/ijebp.v1n1.p67-82 ◽

2017 ◽

Vol 1 (1) ◽

pp. 67

Author(s):

Eliwarti Eliwarti ◽

Nooreiny Maarof

Keyword(s):

Structured Interview ◽

Process Approach ◽

Strategy Choice ◽

English Department ◽

Instructional Tools ◽

Writing Classes ◽

Negative Perception ◽

Writing Performance ◽

Revising Strategies ◽

The Way

The main objective of this study was to examine the students’ perceptions of the strategies in theProcess Approach. The subjects were 30 English Department students of Riau University taughtusing Process Approach. A set of questionnaire and semi-structured interview were used to collectthe data. The level of perceptions was differentiated into three: Highly Positive, Positive andNegative. The results showed that all students had Positive and Highly Positive level of perceptionand no students had Negative perception of the strategies in the Process Approach. From the resultsof the interview, five categories were found. All of them reported positive opinions on the ProcessApproach and considered the editing and revising strategies as most useful. Besides, they statedthat the steps in Process Approach were more systematic, specific, comfortable, more meaningfuland livelier than other approaches. They all perceived that their writing performance had improvedafter the Process Approach intervention. The area of improvements were in collecting ideas,editing strategy, choice of words and the way how to write an essay. They also suggested on theapplication of the Process Approach for other writing classes. The findings from the interviewswere in line with the findings from the questionnaire which revealed that students had favorableperceptions of the Process Approach. In light of these findings, it can be suggested that the ProcessApproach has the potential to be used as alternative instructional tools to improve students’ writingperformance.

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Students and the Teacher’s Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes Through Blogs

English Language Teaching ◽

10.5539/elt.v9n11p38 ◽

2016 ◽

Vol 9 (11) ◽

pp. 38 ◽

Cited By ~ 4

Author(s):

Hsin-Yi Cyndi Huang

Keyword(s):

Peer Feedback ◽

Writing Classes ◽

Efl Writing ◽

Writing Courses ◽

Empirically Supported ◽

Alternative Approach ◽

Theoretical Hypothesis ◽

English Major ◽

Southern Taiwan ◽

Group Interviews

With the availability of Web 2.0 technologies, blogs have become useful and attractive tools for teachers of English as a Foreign Language (EFL) in their writing classes. Learners do not need to understand HTML in order to construct blogs, and the appearance and content can be facilitated via the use of photos, music, and video files (Vurdien, 2013). To provide an authentic and motivating writing environment, a blog task was designed and integrated into three writing courses for 57 applied English or English major students at two southern Taiwan universities. Using the triangulated approach, this study collected data from three different angles (students’ questionnaires, students’ focus group interviews, and the teacher’s observation log) to investigate whether participant perceptions empirically supported the theoretical hypothesis that blogging contributes to writing performance. The findings showed that both the teacher and students had a positive attitude towards the blog task and may indicate that blogging is a useful alternative approach but may also be regular incorporated in writing classes to enhance EFL writing motivation. Nevertheless, blogs may not be the most suitable tool for all types of writing tasks and the most appropriate medium for all components of feedback. The conclusions of this study are consistent with previous findings on the practicality and potential of using blog software to promote peer feedback as well as to facilitate effective writing instruction.

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Utilization of Edmodo as an Online Tool in EFL Writing Class to Increase Students’ Writing Ability

10.18326/rgt.v11i1.37-58 ◽

2018 ◽

Vol 11 (1) ◽

pp. 37

Author(s):

M. Zaini Miftah

Keyword(s):

Small Group ◽

Small Groups ◽

Efl Writing ◽

Online Tool ◽

Writing Ability ◽

Qualitative And Quantitative ◽

Writing Class ◽

Efl Students ◽

Field Notes ◽

Writing Task

This article reports the results of investigation on the utilization of Edmodo as an online tool in EFL writing class to increase the students’ ability in producing an argumentative essay. Classroom Action Research was applied in the study. 15 Indonesian EFL students who enrolled in the course of Argumentative Writing became the participants of the study. Observation, writing task, questionnaire, and field notes were used for the data collection. The data obtained were categorized into qualitative and quantitative data. The collected data were then analyzed for the conclusion drawn. The results show that the utilization of Edmodo in EFL writing class could significantly increase the students’ ability in producing an argumentative essay in the Cycle 2. The Appropriate teaching procedures are; prepare the teaching materials, introduce Edmodo, guide students to get ready to use Edmodo, give an opportunity to students to get in the Edmodo group, train students to use Edmodo group, group students in the small group via Edmodo, give students writing tasks through Edmodo, provide a guideline and tell students to follow the guideline to access their small group, ask students to post their first drafts of an argumentative essay on their small groups, ask students to give feedback on their peers’ works, ask students to revise their drafts of the argumentative essay based on the their peers’ feedback and teacher, and ask students to post their final products of an argumentative essay on their Edmodo account.Keywords: Edmodo; Online tool, EFL writing class, Writing ability, Argumentative essay

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MENINGKATKAN KETERAMPILAN MENULIS, KETERAMPILAN BERKOMUNIKASI LISAN, DAN MOTIVASI BELAJAR SISWA MELALUI PENDEKATAN PROSES MENULIS [IMPROVING WRITING SKILLS, ORAL COMMUNICATION SKILLS, AND STUDENT LEARNING MOTIVATION THROUGH THE WRITING PROCESS APPROACH]

Jurnal Teropong Pendidikan ◽

10.19166/jtp.v1i2.3457 ◽

2021 ◽

Vol 1 (2) ◽

pp. 74

Author(s):

Agnes Murni Zebua

Keyword(s):

Communication Skills ◽

Writing Process ◽

Writing Skills ◽

Oral Communication ◽

Process Approach ◽

Learning Motivation ◽

Wilcoxon Test ◽

Control Group ◽

Writing Process Approach ◽

The Difference

The writing process approach is used to help students to write more competently through stages of the approach. The design of Static-Group Pretest-Postest is used to investigate the increase on students' writing skills, oral communication skills and learning motivation in Indonesian classes. The subject of the study was 41 Grade 8 students consisting of 21 students in experiment group and 20 students in control group. The study was conducted by implementing the writing process approach as the treatment in experiment class and conventional approach in the control class. The data was analysed using descriptive statistics and Wilcoxon test by comparing the results between pretest and posttest, and Mann Whitney test was used to find the difference between two groups. The findings show that there were increase on writing skills in middle category (N gain =0.48; p =0.000), oral communication skills in middle category (N gain = 0,47; p = 0,000), and learning motivation in low category (N gain = 0,25; p = 0,000) after the implementation of the writing process.

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IMPLEMENTING WRITING PROCESS APPROACH WITH PICTURES TO IMPROVE THE ABILITY OF THE EIGHTH GRADES IN WRITING RECOUNTS

ETERNAL (English Teaching Learning and Research Journal) ◽

10.24252/eternal.v52.2019.a7 ◽

2019 ◽

Vol 5 (2) ◽

pp. 254

Author(s):

Muhammad Lukman Syafii

Keyword(s):

Junior High School ◽

Teaching And Learning ◽

Writing Process ◽

Eighth Graders ◽

Process Approach ◽

Average Score ◽

Writing Skill ◽

The Subject ◽

Preliminary Study ◽

Writing Process Approach

Writing skill has an important role in the English teaching program in Islamic Junior High School. However, the ability of the eighth-graders of this school in writing is still dissatisfactory. The students feel still difficulties how to start writing and they don’t have an idea to write. This research is intended to progress the writing skill of the eighth graders by implementing a writing process approach with pictures. This strategy is chosen since it can lead the students to generate their ideas into a useful composition. The findings in the preliminary study show that the students need to learn how to start their writing and they do not have ideas to write. Only 8 of 31 students achieve the average score of writing skill equal to or above 70. To get the purpose, the researcher conducted action research following four steps: planning, implementing, observing, and reflecting. The subject of the study were 31 students of the eighth grade. The findings show that implementing a writing process approach with pictures has progressed the writing skill of students. In cycle one, the students’ average score was 15 of 31 failed and 16 of 31 students passed or got the score equal or greater than 70. In cycle two, the average score for the final product was 6 of 31 students failed and 25 of 31 students passed or got the score equal or greater than 70. Also, the findings of students revealed that the students’ participation was active and motivated using pictures in the teaching and learning activities. Based on the results, it can be summarized that implementing a writing process approach with pictures is very beneficial not only in progressing the students’ writing skill but also in motivating the students in the learning activities.Keywords: using pictures, writing skill, recount text

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