This study investigated whether students" writing achievements could increase using a modified roundtable technique based on the process approach and to find out what aspects of writing significantly increase. A quantitative study in the form of preexperimental design was conducted which involved 21 tenth grade students of a 1 Pekalongan-Lampung province senior high school 1 in Indonesia. The overall obtained pre-and post-test writing data were compared through the Paired sample ttest both in the overall sample and for each specific aspect. The results demonstrated that there was a significant increase in the students" writing achievements. The significant increases were found in all writing aspects, except mechanics. This modified roundtable technique makes learning situations enjoyable and allows the students to use the target language and share their ideas in every step of writing (pre-writing, drafting, revising and editing). By following these steps, the students gradually have knowledge of how to write a good paragraph by considering aspects of writing (content, organization, vocabulary, language use, and mechanics). Contribution/Originality:This study contributes to the existing literature of roundtable technique in teaching English writing to foreign language learners. In this study, the roundtable is modified based on the process approach where the students share ideas at every stage of writing (pre-writing, drafting, revising, and editing). Brown (2001) stated that in school, writing is like the way of life because it has an important function. It is needed for passing the course and mastering the subject matter. However, writing is still considered a difficult skill to be mastered. Kellogg (2008); Puengpipattrakul (2009); Javed et al. (2013) and Ruiz-Funes (2015) declared that writing is generally considered a complex skill for students. Kellogg (2008) stated that learning how to write a coherent, effective text is a difficult and protracted achievement of cognitive development that contrasts sharply with the acquisition of speech and advanced writing skills require systematic training as well as instruction so that executive attention can successfully coordinate multiple writing processes and representations, while fluency is associated with the language proficiency level that has a lot to do with L2/FL writing according to Ruiz-Funes (2015). Being someone with good comprehension requires the perception that he is the one who is successful in writing (Keskin, 2015). INTRODUCTION
This study was aimed to investigate the effectiveness of integrated mind mapping and carousel feedback technique in teaching writing. These techniques were integrated to facilitate the students for practicing individual and group brainstorming. It was aimed to create sufficient teaching procedures which effectively could solve the students' writing problem especially in generating and organizing ideas at prewriting process. Thus, the students' writing skill could be improved. Furthermore, a quantitative research with one-group pretest-posttest design was conducted. The samples of this study involved 21 participants consisting of 8 males and 13 females who were chosen purposively based on their low writing skill. They were students at the second semester of English Department in State Islamic Institute of (IAIN) Metro. The pretest and posttest were administered before and after the treatment was given. The data was analyzed through paired sample T-test by SPSS. The results showed that there was significant improvement of the students' writing skill after being taught by using integrated mind mapping and carousel feedback technique. The data proved that t observed (7.421) is higher than t table (2.086). Much deeper, the result also found that there was significant improvement on the aspects of content, organization, and vocabulary. The t observed of content (5.458), organization (5.487), and vocabulary (2.335) is higher than t table (2.086) at the significance level less than 0.05. It can be inferred that, the integrated mind mapping and carousel feedback technique is effective to enhance the students' writing skill particularly on the aspects of content, organization, and vocabulary. This study implied that the English teachers can apply integrated mind mapping and carousel feedback technique especially to solve students' problem in prewriting process.
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