Teaching Writing to EFL Student Teachers: Teachers' Intervention and No Teachers' Intervention through Peer Feedback Writing Techniques

Astrid, Annisa; Marzulina, Lenny; Erlina, Dian; Harto, Kasinyo; Habibi, Akhmad; Mukminin, Amirul

doi:10.13189/ujer.2019.070908

Cited by 10 publications

(6 citation statements)

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“…Among the four skills of English, Richardson and Morgan (2003) state that "writing may be the most complex communication process within the communicative arts" (as cited in Marzulina & Saputra, 2015, p.3). Therefore, writing is a part of language skills and it becomes one of Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi important skills in English (Astrid et al, 2019;Erlina et al, 2019;Makmur et al, 2016;Prasojo et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Using Guided Writing Strategy Strategy in Teaching Descriptive Writing to the Tenth Grade Students

Megawati¹

2020

EJPP

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The objectives of the study were to find out whether or not there was a significant difference on the tenth grade students’ descriptive text writing who were taught by using Guided Writing Strategy Strategy and those who were not, and to find out whether or not there were significant differences on the tenth grade students’ descriptive writing in excellent, good, average and poor categories by using Guided Writing Strategy Strategy at SMA Muhammadiyah 6 Palembang. The population of this study consisted of 132 students of SMA Muhammadiyah 6 Palembang in the academic year of 2017/2018. There were 64 students taken as sample. Each class consisted of 32 students from class X.IPA A chosen as experimental group and class X.IPA C chosen as control group. The sample of this study was taken by using purposive sampling method. The instrument used in collecting the data was written test. The test was administered twice, as the pretest and posttest for both experimental and control group. The results of the test were analyzed by using independent sample t-test and Two-way ANOVA. From the result of the independent sample t-test, it was found that there was a significant difference from students’ posttest experimental and control group, since the p-output (0.002) was lower than 0.05. From the result of the Two-way ANOVA, it was found that there were significant differences on students’ descriptive text writing who were taught by using Guided Writing Strategy Strategy, since the p-output (0.197) was higher than 0.05. The result alsho showed that there was no significant interaction effect of students’descriptive writing in excellent, good, average and poor categories.

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Section: Introductionmentioning

confidence: 99%

Using Guided Writing Strategy Strategy in Teaching Descriptive Writing to the Tenth Grade Students

Megawati¹

2020

EJPP

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“…One of the major roles of practicum supervisors is to give critical and constructive feedback to STs to improve their lessons and teaching skills, including lesson planning, management, and assessment (Vertemara & Flushman, 2017). Peer feedback is usually not comprehensive to help STs improve their teaching skills (Astrid, et al, 2019). Therefore, the practicum supervisors are responsible for providing " effective " feedback (Muirhead, 2018;Vertemara & Flushman, 2017).…”

Section: Resultsmentioning

confidence: 99%

Journal of Contemporary Teacher Education (Jcte)

Editor JCTE

2023

JCTE

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“…While Erlina argues that English as one of the compulsory subject that is need to be learnt either for its receptive or productive skill (Erlina et al, 2019). Students have to master English orally and written form to pass their English examination (Astrid et al, 2019).…”

Section: The Interpretation Of Statistical Analysismentioning

confidence: 99%

Improving Speaking Skill of the Tenth Grade Student Through Mingle Model

Inayaturrohmah²

2020

scientia

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The purposes of this study are to unveil the application of Mingle Model to enhance students’ speaking skill at tenth grade of Vocational High School Number 1 Simpangkatis, Bangka and to clarify whether there was or not a significance difference of student mastery of speaking skills between two classes; experimental class where Mingle Model was implemented and non-experimental class where there was no new model given by teacher. This study used quantitative approach with quasi experimental design. There were 72 students from two classes taken as the sample purposively; TKI 1 and TKI 2. This research applied Mingle Model as the treatment given to the experimental class. This study considers some aspects in speaking; comprehension, pronunciation, vocabulary, grammar, and fluency. From the finding, it showed that the students who were given Mingle Model treatment reached better or higher score in the post test than the students who were taught by Non-Mingle Model. In this case, the alternative hypothesis (Ha) was accepted as t-obtained, 3.56, was higher than the critical value of t-table, 2.00. Based on the evidence above, the research concluded that between the experimental and control group there was a considerable difference of students’ speaking performances. Therefore, the findings of this study confirmed that M

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Teaching Writing to EFL Student Teachers: Teachers' Intervention and No Teachers' Intervention through Peer Feedback Writing Techniques

Cited by 10 publications

References 20 publications

Using Guided Writing Strategy Strategy in Teaching Descriptive Writing to the Tenth Grade Students

Using Guided Writing Strategy Strategy in Teaching Descriptive Writing to the Tenth Grade Students

Journal of Contemporary Teacher Education (Jcte)

Improving Speaking Skill of the Tenth Grade Student Through Mingle Model

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