The Correlation between the Teacher's Oral Feedback and the Students' Writing Motivation

Abstract

This study aims to determine the correlation between the teacher’s oral feedback and the students’ writing motivation. This study is quantitative research with a correlation method. The researcher conducted this study at SMPN 2 Kasihan. The population of this study included all of the 8th graders. The sample of this study consists of 93 students. To gain the data, the researcher distributed the questionnaires to the students. The data analysis technique used in this research used Rank Spearman Correlation, with SPSS version 23 for the windows program. The result of the research showed that there is a correlation between the teacher’s oral feedback and the students’ writing motivation. It is evidenced by the Rank Spearman correlation test results with the significance value of 0.000, where it is <0.05.

Students’ Need to Increase Ethically Acceptable Paraphrasing of Academic Texts

“…Moreover, they are expected to have the ability to avoid plagiarism and master the techniques to generate refined paraphrasing texts, academic language teachers are obliged to understand what tools the students should own for the sake of paraphrasing tasks (Mafiza & Wiyanah, 2022;Scroggs, 2015). Teachers should not merely ask students not to do plagiarism, more than that, it needs to take into consideration how deep our students' understanding of paraphrasing and their motivation for it (Hirvela & Du, 2013;Schwabl et al, 2013;Subekti, 2022;Sukowati et al, 2020), the students' level of reading and writing during engaging in a communication (Seran & Irawan, 2021;Endahati & Widagsa, 2018;Wahyuni et al, 2020;Zhao & Hirvela, 2015), and how well students utilizing the critical thinking to solve problems (Islamiyah & Al Fajri, 2020;Wijaya, 2022). Are the students possess sufficient abilities in synthesizing and structuring ideas?…”