The Effect of Individual and Cooperative Learning on Students’ Writing Ability

Ishak, Ishak; Mulyanah, Euis Yanah

doi:10.30870/jels.v2i1.1593

Cited by 3 publications

(2 citation statements)

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“…Widdowson in Harris (1993) states writing is "the act of making up correct sentences and transmitting them through the visual medium as mark on paper". It is supported by Hamp-Lyons and Kroll (in Ishak and Mulyanah, 2017) state that writing is an act that takes places within a context, that accomplishes a particular purpose, and that is appropriately shaped for its intended audience. Moreover, Pennington (1995) views writing as "a thinking process in the sense that one writes to externalize one's thought, both as a way to express those thoughts to others."…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Use of Indirect Corrective Feedback to Eliminate the Grammatical Errors in Students’ Writing

Pujiawati

2018

jels Untirta

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This study aims to determine how the benefits of Indirect Corrective Feedback to improve students' ability in reducing the grammatical errors in their writings. To answer the formulation of this problem, the researcher used a descriptive qualitative design. The study included nine students of English Education Department, batch 2012 as participants. The research data was obtained from the student writings of a descriptive paragraph. The student writings were then analyzed to prove how Indirect Corrective Feedback is used during the study. The results of this study indicate that the number of grammatical errors of all participants decreased after they received the Indirect Corrective Feedback from the lecturer.

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Section: Theoretical Frameworkmentioning

confidence: 99%

The Use of Indirect Corrective Feedback to Eliminate the Grammatical Errors in Students’ Writing

Pujiawati

2018

jels Untirta

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“…Peer response is considered a common practice applied to enhance the writing skills of language learners in language classes. It is also a strategic source in the effective writing process (Polio and Williams, 2019) as cited in (Ishak & Mulyanah, 2017;Yuce & Aksu Atac, 2019). The typical stages of the writing process proposed by Tomkins (2004) as cited in (Xhama, 2017).…”

Section: International Journal Of Educational Best Practices (Ijebp)mentioning

confidence: 99%

Implementing the Peer Response Technique to Improve the Students’ Writing of a Personal Recount Text

Budiarsih,

Yuliana,

Sada

2023

IJEBP

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This classroom Action Research aims to observe the implementation of the Peer Response Technique to improve the students’ writing personal recount text and their behaviour in writing activity. The participants were the students in class VIII A of SMPN 2 Sungai Raya which consisted of 31 students. Based on the teacher’s direct observation, the students in this class faced some problems in writing a personal recount text. A mixed-method approach was used to collect the data. The observation sheet, field notes, and focus group interview were used to collect the qualitative data and the writing test was used to collect the students’ writing score as the quantitative data. Three cycles were conducted in this research where each cycle consisted of three meetings. The findings of this research have shown that the implementation of the Peer Response Technique in the writing process was effective in improving not only the students’ behaviour in writing activity but also the students’ scores in writing personal recount text. The writing activities that were done in pairs could boost the students’ confidence in writing. They could also have good communication and cooperation in every writing stage that they have to do. The feedback that the students gave to each other’s writing improved their trust and their ability to learn from others’ writing. Ultimately, the peer response could improve the students’ writing personal recount text that was proved by the improvement of the student’s writing score from cycle 1 to cycle 3.

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Improving Writing Skills of Recount Text through Quantum Learning Model with Concept Map Technique

2018

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The purpose of this action research were to: 1) describe the learning process of recount text writing through quantum learning model with concept map technique, 2) describe the improvement of recount text writing skills through quantum learning model with concept map technique. This action research implemented three cycles. Data in this research were qualitative and quantitative data. Qualitative data were obtained from observation sheets, daily observation journals, as well as documentation. Quantitative data were data in the form of numbers from the results of writing tests obtained after the learning process with quantum learning model with concept map technique. While the data sources in this study were eighth graders of SMP Negeri 2 Cinangka academic year 2016-2017. The results showed that 1) the activities of learners in the learning process were increasing, 2) Students' writing recount text skills increased significantly after following the learning by using the quantum learning model with the concept map technique. The average score obtained by learners were 66.93 in cycle I, 76.53 in cycle II, and 84.67 in cycle III.

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The Effect of Individual and Cooperative Learning on Students’ Writing Ability

Cited by 3 publications

References 0 publications

The Use of Indirect Corrective Feedback to Eliminate the Grammatical Errors in Students’ Writing

The Use of Indirect Corrective Feedback to Eliminate the Grammatical Errors in Students’ Writing

Implementing the Peer Response Technique to Improve the Students’ Writing of a Personal Recount Text

Improving Writing Skills of Recount Text through Quantum Learning Model with Concept Map Technique

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