The Application of Indirect Feedback to Improve Students� Paragraph Writing

Maharani, Mega Mulianing

doi:10.30659/e.2.2.389-404

Cited by 5 publications

(6 citation statements)

References 3 publications

(4 reference statements)

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“…Paragraphs have some components that should belong to them. According to Maharani (2017), there are three components to a successful paragraph. It contains topic sentences, supporting sentences, and concluding sentences.…”

Section: Components and Characteristics Of Paragraph Writing Skillsmentioning

confidence: 99%

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A Review of the Blended Learning as the Model in Improving Students` Paragraph Writing Skills

Maulida

Rahman²,

Handrianto

et al. 2022

Abjada

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Academics have spent many years investigating the connection between blended learning and various other instructional approaches. On the other hand, there are only a few pertinent journal articles on the impact of content assessment on the integrated effect of the blended learning model. Therefore, this conceptual paper aims to identify patterns in L2 research on paragraph writing skills to understand better the advantages and disadvantages of using Blended learning for language learning. This research used the literature review method to synthesize several previously published publications to understand the notion of blended learning as it relates to paragraph writing abilities. The primary parts of this article are broken up into two different parts. The author begins by defending the need for a course in paragraph writing skills within the L2 learning environment. Second, an analysis of the studies that were looked over is performed to highlight the pertinent benefits and limitations of blended learning for the learning of paragraph writing. The findings of this study could be applied to additional research in the future to determine whether or not the Blended Learning methodology has an impact on students' capacity to compose paragraphs.

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Section: Components and Characteristics Of Paragraph Writing Skillsmentioning

confidence: 99%

“…The last sentence is the concluding sentence. According to Maharani (2017), the final sentence stipulates two points. They shall sign the end of the paragraph and notify the most relevant concept.…”

Section: Components and Characteristics Of Paragraph Writing Skillsmentioning

confidence: 99%

A Review of the Blended Learning as the Model in Improving Students` Paragraph Writing Skills

Maulida

Rahman²,

Handrianto

et al. 2022

Abjada

View full text Add to dashboard Cite

show abstract

“…Ferris (Ferris, 1999), however, keeps arguing that there have been a lot of research findings which show that error corrections can and do help. Though the debate on its effectiveness is still going on until these days, the results remain inconclusive (Alimohammadi & Nejadansari, 2014;Bitchener & Knoch, 2009;Bitchener, Young, & Cameron, 2005;Diab, 2005;Hyland, 1998;Hyland & Hyland, 2006a;Jusa & Kuang, 2016;Karim & Nassaji, 2015;Maharani, 2017;Storch, 2010;Vyatkina, 2011;Wahyuni, 2017).…”

Section: Introductionmentioning

confidence: 99%

Corrective Feedbacks and Grammar Teaching in a Situated Teaching Context of Process-Based Writing

2019

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This study was aimed at finding out 1) how learners in a specific teaching-learning context namely process-based academic essay writing perceived the importance of corrective feedbacks (CF); 2) what CF was expected the most; 3) in what way learners preferred to have their CF provided; and 4) how learners perceived the importance of grammar teaching. It was conducted at English Literature Department of a university in Central Java Indonesia. Forty two students who were taking Essay Writing course served as the subjects for the study. The course itself was delivered in a process-based writing in which content development and rhetoric were given more emphasis than grammar accuracy was. Data for the study were collected by questionnaire and a semi-structured interview with 5 guided questions. The findings suggest that learners still considered CFs as highly important and useful for their writing improvement. Learners expected to have comprehensive CFs of grammar, vocabulary, spelling, organization and punctuation, and CF on grammar was the most preferred one. In terms of CF provision technique, underlying and making notes were the most preferred techniques. Finally, this study concludes that the shift of approach from a product-based to a process-based did not significantly change learners’ focus from forms to content.

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“…It means that in the end of the lesson, the students are able to write procedural text based on what they have read. (Maharani, 2017) argued that one of the skills that forces students extra energy to master it is writing. Moreover, (McCutchen, 2011) stated that writing is the skill which has the highest complexity to master.…”

Section: Retorika: Jurnal Ilmu Bahasa 2020mentioning

confidence: 99%

Teaching Procedural Texts: An Eco-Linguistics Perspective

Pratama

Dewi

Yuniawan

2020

RETORIKA: Jurnal Ilmu Bahasa

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The Curriculum 2013expects the students to possess both academic achievement and noble characters. Environmental awareness is one of noble characters proposed by The Curriculum 2013that relates to the eco-linguistics as an interdisciplinary science which involves ecology and linguistics. The objective of this study is to examine the effectiveness of teaching text in the light of eco-linguistics perspective to teach procedural text and recycling garbage. This study employed a mixed method research design. The quantitative method (one group pretest-posttest design of pre-experimental research) is concerned with the improvement assessment of writing procedural text while the qualitative one (questionnaire) was dealt with the investigation of students’ knowledge and response about recycling garbage. The research subjects were one class of Junior High School consisting of 32 students taken by purposing sampling. A scoring system of assessing writing proposed by The Curriculum 2013was used in this study. While the instrument to assess the students’ knowledge and response to recycling garbage, a closed question type of questionnaire was applied. The results showed that there is a significant improvement in students writing from 76,72 (pre-test) to 80,47 (post-test). The results of questionnaire also revealed that the students positively respond to the conducted teaching and they have learnt recycling garbage.

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The Application of Indirect Feedback to Improve Students� Paragraph Writing

Abstract: ABSTRACT

Cited by 5 publications

References 3 publications

A Review of the Blended Learning as the Model in Improving Students` Paragraph Writing Skills

A Review of the Blended Learning as the Model in Improving Students` Paragraph Writing Skills

Corrective Feedbacks and Grammar Teaching in a Situated Teaching Context of Process-Based Writing

Teaching Procedural Texts: An Eco-Linguistics Perspective

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