scholarly journals The Effect of Self-Selected Topic and Checklist-based Peer Feedback on Indonesian EFL Students’ Writing Ability

2017 ◽  
Vol 4 (2) ◽  
pp. 1 ◽  
Author(s):  
Wahyu Diny Sujannah ◽  
Bambang Yudi Cahyono
Keyword(s):  
Peer Feedback ◽  
Control Group ◽  
Writing Achievement ◽  
Use Of Self ◽  
Writing Ability ◽  
Multimedia Program ◽  
Post Test ◽  
Efl Students ◽  
Writing Tests ◽  
Experimental Group

It has been known that the use of self-selected topic enhances students’ writing achievement. It is also known thatpeer feedback helps improve students’ writing achievement. However, research investigating self-selected topic incombination with peer feedback is a rare undertaking. Therefore, this study aimed to investigate the effect ofself-selected topic and checklist-based peer feedback on the writing ability of students of English as a foreignlanguage (EFL). This study involved 68 eleven-grade students of Multimedia Program of a Vocational High Schoolat Malang, a city in the Province of East Java, Indonesia. Two intact classes assigned to be experimental and controlgroups. The experimental group received treatment of self-selected topic and checklist-based peer feedback, whilethe control group did not. Pre-test and post-test were administered in the form of writing tests to both groups and theresults of those tests were analyzed by using independent sample t-Test to know the effect of the treatment. Theresults showed that the students taught to write with self-selected topic and checklist-based peer feedbackoutperformed those taught without using self-selected topic and checklist-based peer feedback. Accordingly, it isrecommended that English teachers consider assigning the students to write a topic of their own and usingchecklist-based peer feedback.

scholarly journals Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

2019 ◽  
Vol 6 (11) ◽  
pp. 302-313
Author(s):  
Hery Yufrizal
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Academic Language ◽  
Control Group ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Efl Students ◽  
Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement  

scholarly journals 3 Steps Writing Strategy: Imitating-Reworking-Developing to Attract Interest in Writing Descriptive Writing in Improving Students Writing Ability

2019 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Lisa Rakhmanina
Keyword(s):  
Control Group ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Law Faculty ◽  
Writing Strategy ◽  
Post Test ◽  
And Control ◽  
Descriptive Writing ◽  
Experimental Group

This study aims to find out whether 3-step-writing strategy could have a significant impact on the students 'writing results in descriptive writing and also to find out whether there is an impact of the interaction between 3-step-writing strategy on students' writing interest. The population in this study were Law Faculty students in the 2017-2018 academic year with a total of 25 students. In this study, sampling using purposive techniques that took two classes as samples and divided into two groups, namely: Experimental Group and Control Group. The Experimental Group learned to Write Descriptive by using 3-step-writing strategy. Data was collected by conducting tests (pre and post-tests) and questionnaires. The data obtained were analyzed using the T Test and Two-Way Anova Test with the help of the SPSS 22 Program. It showed significant different on students` English Writing achievement from pre-test to post-test and also from experimental and control group. Students also showed great interest on English Writing of Descriptive text by applying 3-step-writing strategy. It means that 3-step-writing strategy could improve students` English writing skill and could also  empower students to learn more.

scholarly journals Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 115-131
Author(s):  
Ahsin Fahmi Mubarok ◽  
Bambang Yudi Cahyono ◽  
Utari Praba Astuti
Keyword(s):  
Flipped Classroom ◽  
Cognitive Styles ◽  
Control Group ◽  
Writing Achievement ◽  
Field Independent ◽  
Before And After ◽  
Post Test ◽  
Efl Students ◽  
And Control ◽  
Experimental Group

Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’ achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p < 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.

scholarly journals Short-animation video in web meeting classes for secondary school learners’ EFL writing achievement

2021 ◽  
Vol 10 (1) ◽  
pp. 1-11
Author(s):  
Dwi Nikita Sari ◽  
Susilo Susilo ◽  
Efendi Limbong
Keyword(s):  
Secondary School ◽  
Control Group ◽  
Narrative Writing ◽  
Writing Achievement ◽  
Efl Writing ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
Writing Tests ◽  
Experimental Group

The study aims at investigating whether there is an effect of short animation video on the EFL narrative writing achievement of the secondary school EFL learners in the circumstance where web meeting was becoming the class. The study was an experimental study using Static Group Comparison Design. Respondents participated in the study were the 8th Graders of SMP Negeri 18 Samarinda, Indonesia. There were 32 students in the experimental group and the other 32 students in the control group. The data were collected by conducting writing tests, i.e. post-test for both the experimental and control groups. Independent sample t-test was used to test the significant difference for pre and post-test scores. The results revealed that the students under the experimental group (M = 83.22, SD = 7.979, N = 32) performed higher in scores on their narrative writing achievement than the students under the control group (M = 76.00, SD = 9.824, N = 32), t(32) = 3.227, p < .002, two-tailed. It means there is a significant difference between narrative writing achievement of the students under the experimental group and those under the control group.  This finding implies there is a significant effect of short animation video on the narrative EFL writing achievement of the secondary school EFL learners.

scholarly journals Peer Assessment Training on EFL Writing for Lower Proficiency Level, Is It Worthy?

ELT-Lectura ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 55-66
Author(s):  
Herlinawati Herlinawati
Keyword(s):  
Peer Assessment ◽  
Control Group ◽  
Trained Group ◽  
Writing Ability ◽  
Writing Test ◽  
Proficiency Level ◽  
Post Test ◽  
Efl Students ◽  
Assessment Training ◽  
Experimental Group

The present study was conducted to investigate whether training on peer assessment could foster better writing ability for English lower proficiency EFL students. Forty-eight (48) students participated in this study and randomly assigned into two groups; trained and untrained peer assessment. Trained group is as experimental group and untrained group is as control group. The students’ English proficiency level was lower to higher based on the results of TOEFL test  scores. A pre-writing test of argumentative essay was given before providing the training. Then, the students in experimental group was given peer assessment training before instructing them to rate their peers drafts. The whole sessions were lasted in six sessions. The pre-test was administered before giving the six sessions to apply the treatment; and a post test was given at the end of the session to determine the effects of peer assessment training on  students’ writing ability. The result of analysis revealed significant between-group differences, F (2, 816) = 3.440, p (.020) < .05. the lower proficiency in trained group performed better than the higher and lower proficiency students in untrained group.  

scholarly journals The Effect of Guided Question Technique on Students’ Writing Ability in Descriptive Text

2019 ◽  
Vol 3 (2) ◽  
pp. 216-229
Author(s):  
Rizka Indriani ◽  
Zahrida . ◽  
Mei Hardiah
Keyword(s):  
Experimental Design ◽  
Control Group ◽  
Significant Positive Effect ◽  
Writing Ability ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Writing Tests ◽  
Positive Effect ◽  
Experimental Group

The objective of this research is to find out whether or not there is a significant effect using guided question technique on students’ writing ability in descriptive text. This research is a quasi experimental design. The population of this research is the seventh grade students at SMPN 3 Kota Bengkulu. The sample in this research are about 60 students divided into 2 classes, VII 2 consists of 30 students as the experimental group and VII 3 that consist of 30 students as the control group. The treatment is given only for the experimental group. The data are collected by using two writing tests: pre-test and post-test. The result of the research showed the mean score of experimental group (31.34) was higher than mean score of control group (23.35). This indicated that the guided question technique could give a significant positive effect to the students’ writing ability in descriptive text.

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Hasanul Arifin Zul And Masitowarni Siregar
Keyword(s):  
T Test ◽  
Narrative Text ◽  
Control Group ◽  
First Year ◽  
Writing Achievement ◽  
Control Groups ◽  
Post Test ◽  
Written Test ◽  
And Control ◽  
Experimental Group

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken the scores from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

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 Use of Four-Square Technique to Improve Students’ Writing Ability

Tamaddun ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 1-14
Author(s):  
Yulianti Yunus ◽  
Syarifuddin Dollah ◽  
Munir Munir
Keyword(s):  
Research Data ◽  
Control Group ◽  
Writing Ability ◽  
Writing Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Four Square ◽  
Score Result ◽  
Dependent Sample ◽  
Experimental Group

This research was quasi-experimental research that aimed to find out the extent of the improvement students' writing ability by using the Four Square Technique on the descriptive text at students X SMAN 3 Takalar. the researcher took 53 samples, 28 students as the experimental group and 25 students as the control group. The research data was obtained by giving a pre-test and post-test and analyzed by using the Dependent Sample T- Test. The result of the data showed that students' writing ability improved. It was proved from score result of tobs (16,673) which was higher than ttable (2.052) and sig. P (0.05) was higher than sig.score (0.000). Students' writing ability improve by 0.1% after using the Four Square Technique from pre-test mean score was 65.07 and the post-test mean score was 75.14. So, it can be concluded that using Four Square Technique can improve students' writing ability in writing a descriptive text at students X SMAN 3 Takalar. By using it, students showed that they can be motivated in writing, students more easily generate and organize their ideas into a text so that students’ writing was more organized also easy to understand.

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