The objectives of this study were to compare the impact of peer feedback implementation with teacher involvement through training in the classroom and asynchronous online communication on the quality of students' writing revisions, as well as to investigate students' perceptions of peer feedback activities. Twenty-five students participated in the experimental study. Eleven students were willingly to be interviewed. Inferential statistical analysis was used to interpret the quantitative data collected from students’ essay writing scores. Meanwhile, the data obtained through observations and interviews was interpreted using qualitative coding analysis. The results of the inferential statistical analysis revealed that peer feedback activities conducted through asynchronous online interactions had more significant effects compared to those conducted face to face on students’ writing revision. Further, after conducting a thematic analysis, six themes emerged: 1) peer feedback activities could increase students’ autonomy in learning, 2) the teacher's involvement in peer feedback activities was beneficial in terms of improving the consistency of feedback and revision, 3) peer feedback through asynchronous online interactions gave extra time to produce more beneficial comments, 4) peer feedback activities through asynchronous online interactions gave more chances to become a writing audience, 5) communicating via Facebook made the students feel awkward, and 6) recorded feedback via Facebook comments was more beneficial for students’ revision. The implication of the research is that teachers of English needs to consider asynchronous online interactions for students’ writing revision when teaching writing.
The purpose of this paper was to investigate the problems that the students faced, because they were not willing to speak in particular English. Role play is known for being one of the best teaching techniques and can motivate students to talk. The aim of this paper was then to find out if there was any sign of the impact of Role Play on the motivation of learners to speak English. There are 60 students from the English Tadris study program at IAIN Curup were the subject of this research. In order to learn the motivation of students in the language course, the questionnaire was used. The results have shown that Role Play has a major effect on motivation in English speaking (t0: 4.342 > ttable : 2.65). The motivation of the students is higher in Experimental Group (70.20) than in the Control Group (60.10 percent). Finally, this technique has helped motivate the students to be more active in expressing their ideas spontaneously and naturally.
The present study examines whether an author of a poem’s intention in writing the poem is successfully conveyed to English as a Foreign Language (EFL) readers. It also investigates how students’ English proficiency influences their ability to comprehend the poem. The study was conducted with twenty-one participants who attended a literary class named Literary Criticism. The twenty-one students who analysed the meaning of poetry were represented by student one and other students (S1-S3) in every line of the stanza of the poetry. That author of the poetry was successful in conveying their meaning to the readers of EFL, which is shown by the results of students’ work through the reader-response approach and stylistic approach. Student one and others (S1 up to S3) could find the meaning in every of poetry by analysing either literal words or similes and metaphorical words composed in “The Road Not Taken” by Robert Frost. Hence, the readers (students of EFL) could enhance their abilities andcomprehension of the poem. The pedagogical implication for future research is that authors and readers of the poem both need logical critical thinking as well as skills or abilities to convey and receive the meaning of poetry.
Speech anxiety becomes one of the obstacles for the students to enhance their speaking competence. The students felt afraid of speaking in public because the students were apprehansion to make mistakes, gain negative evaluation and less preparation in giving speech. Thus, this study was designed to know students’ perception toward the implementation of speech training in improving students’ speaking competence and reducing speech anxiety. This study used descriptive qualitative. The population of this study is fourth semester students in academic year of 2015/2016 of English Department in one of the private universities at Kendari. The number of the students was 38. The instruments of this study were anxiety test, observation checklist, interview guideline and note taking. The data were analyzed qualitatively. The findings of this study were the students had positive response or attitude to the implementation of Speech Training. Based on the interview and observation guideline, the students were enthusiastic in joining speech training and they feel better in giving speech in front of many people. Besides, most of the students weren't anxious anymore, even though some students were still awkward in giving speech. Thus, the students assume that speech training could alleviate their speech anxiety and improve their speaking competence.
This study was designed to investigate whether Speech Training with Video Modelling Technique is more effective than Speech Training with Systematic Desensitisation and ABC Model Technique, to teach speaking for low and high anxiety students in alleviating students’ speaking anxiety and speaking competence hindrances; it was also designed to investigate whether the students having high level anxiety have better speaking competence than the students who have low level anxiety by using Symbolic Modelling Technique, Systematic Desensitisation Technique and ABC Model Technique. This study used Solomon Three-Group design. The population of this study was all fourth semester students in the English Department of Universitas Muhammadiyah Kendari. Three classes were used as the samples of this study. The instruments of this study were speaking or a speech test, an observation checklist, an interview guideline and note taking. The data were analysed quantitatively and qualitatively. The quantitative data were analysed by using analysis of variance (ANOVA), two ways in SPSS 22, while the qualitative data were analysed by using thematic analysis or coding. The findings of this study were that Speech Training with symbolic Modelling Technique (A1) was more effective than Speech Training with Systematic Desensitisation Technique (A2) and ABC Model Technique (A3) in enhancing the students speaking competence. It was proved that A1 (81.22) was higher than the students trained by using A2 (79.08) and A3 (78.15).
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