scholarly journals Students’ Perception On Peer Correction For Academic Writing Performance

2020 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Chasna Tsuroyya
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
English Education ◽  
Writing Classroom ◽  
Education Department ◽  
Writing Performance ◽  
Bidirectional Communication ◽  
Writing Class ◽  
L2 Learners ◽  
Performance Results

 Peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of L2 learners in writing classroom. Peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. However, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. The current study investigated the writing performance of English L2 learners who either provided or received written peer correction in the context of academic writing tasks. Fifteen participants enrolled in English Education Department in Universitas Sebelas Maret who are attending writing class were given a rubric to both reviews other students' writing tasks and receive peer feedback. Besides, we investigated whether students' peer correction perceptions influenced their writing performance. Results expect the use of peer correction to increase their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. This study expects to provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for English L2 learners.

scholarly journals STUDENTS’ PERCEPTION ON PEER CORRECTION IN ACADEMIC ENGLISH WRITING: A CASE STUDY IN A HIGHER EDUCATION

2020 ◽  
Vol 3 (2) ◽  
pp. 85
Author(s):  
Chasna Tsuroyya
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Teaching And Learning ◽  
English Education ◽  
Writing Classroom ◽  
State University ◽  
English Writing ◽  
Bidirectional Communication ◽  
Writing Class ◽  
L2 Learners

Peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of L2 learners in writing classroom. Peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. However, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. The current study investigated the writing performance of English L2 learners who either provided or received written peer correction in the context of academic writing tasks. Twenty participants enrolled and attended writing class in English Education Department in a state university in Surakarta. They were given a rubric to both reviews other students' writing tasks and receive peer feedback. In collecting data, questionnaires were collected after the writing projects. Results show the use of peer correction increased their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. Thus, this study provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for English learners

scholarly journals Students’ Needs for Academic Writing at the English Education Department

2019 ◽  
Vol 1 (3) ◽  
pp. 161
Author(s):  
Nur Fatimah
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
English Education ◽  
Learning Activities ◽  
Language Performance ◽  
Education Department ◽  
Writing Class ◽  
Interesting Learning ◽  
Open Question ◽  
Writing Practice

There are some demand and facts on English teching and learning that made the research conducted. They are the teaching and learning in the academic writing class, the feedback from lecturers on the students language performance, the students’ weaknesses in writing, the students’ expectation for the materials, and the requirement on publishing scientific articles. The study, then, reveals the students’ needs for academic writing at the English Education Department of Ahmad Dahlan University and their problems in academic writing. The aspects investigated were teaching materials, learning activities, skills and learning resources. The data were obtained by a questionnaire to describe whether the stated items very interesting/very important – not very interesting/not very important. The number of population is 370. Krejcie and Morgan table was referred for the sample. An open question was responded to enable respondents to share more feedback on their academic writing skills and problems. The results show that the materials designed by the Department are worth to teach. Further, interesting learning activities include getting feedback from the lecturer and peers, and in-class writing practice. In relation to writing, the students confirm the importance of essay elements and academic work, outlining, paraphrasing and producing complete academic writing. Another finding is priority to use textbooks, references from the internet and journals. The last is that the students have problems in developing ideas, grammar, vocabulary, and language expressions.

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 Enhancing Learners’ Writing Performance through Blog-Assisted Language Learning

2019 ◽  
Vol 14 (09) ◽  
pp. 61 ◽  
Author(s):  
Teguh Sulistyo ◽  
Nur Mukminatien ◽  
Bambang Yudi Cahyono ◽  
Ali Saukah
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Education ◽  
Collaborative Action Research ◽  
Writing Performance ◽  
Essay Writing ◽  
Efl Learners ◽  
Writing Test ◽  
Writing Class

ABSTRACT-The present study aims at investigating how Blog-Assisted Language Learning (BALL) can enhance EFL tertiary learners’ writing performance covering complexity, accuracy, and fluency through collaborative action research while at the same time it seeks to discover new knowledge that can inform the implementation of BALL in a writing class. This study employed Collaborative Classroom Action Research conducted in one cycle in one consecutive semester intended to make improvement in the teaching and learning of writing using BALL. There were 30 students of a university level majoring in English Education Department who joined Advanced Essay Writing Class in this study. The data were collected through interview, open-ended questionnaire followed by in-depth interview, and writing test. The findings showed that EFL learners improve their writing performance and they become more active in online class condition with two atmospheres: collaboration and competition among the learners. Keywords: BALL, EFL Learners, writing performance, action research.

scholarly journals An Analysis on Undergraduate Students’ Abstracts at English Education Department in Manado State University

2018 ◽  
Vol 3 (01) ◽  
Author(s):  
Andreas Lalogiroth
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Education ◽  
Data Gathering ◽  
Sampling Technique ◽  
Research Report ◽  
State University ◽  
Education Department ◽  
Grammar Teaching

The aim of this research was to find out and identify grammatical errors contained in abstract of undergraduate theses written by students at English Education Department in Manado State University. This research used descriptive method. In the data gathering, this study applied purposive sampling technique. The subject of this research was 50 abstracts of undergraduate theses published only in 2018 and then analyzed by using error analysis technique. Based on the findings, the most frequent error made by the students was omission with 19 errors (37.25%), addition with 8 errors (15.68%), archiform with 6 errors (11.76%), misformation with 11 errors (21.56%), and the least was misordering with 2 errors (3.92 %). This shows that there is still need for improvement in grammar teaching and learning for academic writing should be free from grammatical mistakes. From 50 abstracts documented by the researcher, there are only 21 abstract which are grammatically correct, and 29 abstracts contain 51 errors. Since abstract is the published piece for research report by graduated students, there should be more concern in abstract writing, particularly its accuracy in grammar.Keywords: Grammatical error, abstract, undergraduate thesis, English Education Department

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

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 Effort to Increase the Students’ Achievement in Poetry Mastery through Semiotic Method

2017 ◽  
Vol 8 (1) ◽  
pp. 104
Author(s):  
I Wy. Dirgeyasa
Keyword(s):  
Action Research ◽  
Research Method ◽  
Teaching And Learning ◽  
English Education ◽  
Descriptive Analysis ◽  
Average Score ◽  
State University ◽  
Education Department ◽  
Classroom Action Research ◽  
Academic Year

The obejectives of this research are to know the improvement  of the students’ achievement in poetry mastery and their perception regarding to the semiotic method in teaching and learning poetry in  English Education Department, Languages and Art Faculty of State University of Medan. The research method used is the Classroom Action Research (CAR). The subjects of the research are the fifth semester of 37 students of 2013/2014 academic year. The data are collected by test in order to know the students’ achievment in poetry mastery. The students’ perception toward the implementation of the semiotic method for teaching and learning poetry is collected by questionaire. The data are analyzed by descriptive analysis. The result of research shows that (1) the average score of the students’ achievement of poetry mastery is (71.75) or it increases (11,59) point from pre-test (60.16) and (2) in general, the students’ perception toward the semiotic method for teaching and learning poetry are good and positive.

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 LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

2014 ◽  
Vol 13 (1) ◽  
pp. 104
Author(s):  
Idham Syahputra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Learning Strategies ◽  
Education Department ◽  
Classroom Activities ◽  
Cognitive Memory

This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process

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