The Role of Form-focused Feedback on Developing Students’ Writing Skill

Writing skills are definitely essential to be mastered by students. This study described the efforts of Arabic education department of Indonesia University of Education (IUOE) in improving students’ writing skill, specifically in writing journal articles. Descriptive qualitative method was used in this study. This study involved 25 postgraduate students. Data collection was carried out through questionnaires, interviews, and documentation. The results of this study showed there are four stages that can be performed to improve students’ writing skill in writing journal article, namely 1) Identifying students’ various difficulties in writing scientific journal articles, 2) conducting trainings of scientific journal articles through zoom meeting application in which the materials are based on the problems faced by the postgraduate students, 3) evaluating scientific journal articles that have been written by the postgraduate students, and 4) knowing the students’ perceptions regarding scientific journal article training activities through distributing the questionnaires.

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The Role of Self-assessment Guide on Improving Iranian EFL Learners’ Writing: The Portfolio Approach

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.7n.6p.192 ◽

2018 ◽

Vol 7 (6) ◽

pp. 192

Author(s):

Farnaz Sahebkheir

Keyword(s):

Critical Thinking ◽

Self Regulation ◽

The Self ◽

Control Group ◽

Self Assessment ◽

Student Centered ◽

Writing Skill ◽

Efl Students ◽

Experimental Group

Writing skill is one of the most difficult skills to be taught. Teachers try to find new ways to teach it especially via student-centered approaches. Self-assessment portfolio can be one of these learner-centered methods for improving learners writing skill. This study aims to investigate the effect of self-assessment portfolio on Iranian EFL students’ writing production. Two groups were selected through a KET test and they were randomly assigned as a control and an experimental group. The experimental group had to use a self-assessment guide and completed their writing tasks. They reflected and critically analyzed their own writing using the Self-assessment Guide. While the control group did not receive the self-assessment guide and they just received teacher written error correction for their writing tasks. They either did not analyze their written product critically. The experimental group outperformed the control group and the differences were statistically significant. Students in the experimental group engaged in constant critical thinking and developed a strong sense of responsibility for their learning. It can be concluded that teachers should engage their students in self-assessment portfolio to encourage more critical thinking and self-regulation.

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IMPROVING STUDENTS WRITING SKILL IN NARRATIVE TEXT BY USING DISPERSION IMAGINATION

Journal of English Language Teaching and Literature (JELTL) ◽

10.47080/jeltl.v2i2.629 ◽

2019 ◽

Vol 2 (2) ◽

pp. 163-169

Author(s):

Herlin Apriliyani ◽

Fadilla Oktaviana ◽

Ida Nuraida

Keyword(s):

Mixed Method ◽

Writing Skills ◽

Narrative Text ◽

Teaching Writing ◽

Mixed Method Research ◽

Writing Skill ◽

Tenth Grade ◽

Post Test ◽

Power Point

The objective of the study were (1) To know the process of teaching writing skill in narrative text at tenth grade of SMK PGRI 3 Kota Serang (2) To find out the result of students writing skill in narrative text by using dispersion imagination at tenth grade of SMK PGRI 3 Kota Serang. This research is used a mixed method research design, classroom action research. The result of the research were (1) the process of teaching narrative text using dispersion imagination in writing skills of two steps; pre-cycle and cycle. The result of research showed that the research in cycle 1, the writer used the move picture, the students to listen and look at the move picture in slide at the Power Point about the material. The students write narrative text from the story by using dispersion imagination. In cycle 2, the use of film is able to improve students writing skill in narrative text and develop idea to write well. While the role of teachers who are not just as facilitators, but also as a motivator and inspirator are also able to provide new supported in the learning process. There is improvement in writing skill of the students after the treatment. It can be seen from their main score of pre-test and post-test. (2) There was improvement in the pre-test main score (41.00), the first post-test mean score (45.00), and the second post-test main score (76.00). The achievement of writing in post-test is 76,00%. In conclusion, there was significant improvement of the students in writing skill in narrative text by using dispersion imagination.

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