Implementing Metalinguistic Corrective Feedback Technique in Teaching Writing Skill of Indonesian EFL Learner (Published)
This research attempts to increase the writing skill of the fifth-semester students to write a narrative essay. The most problem faced by students, such as their writing was not comprehensible, and there were still many errors in vocabulary, grammar, and spelling. Since writing is a complex activity, it requires students’ comprehensive abilities such as mastering grammar, vocabulary, and punctuation (Huy, 2015). This study applied mix-method design. The samples were Indonesian learner from State Islamic Institute of Religion, Parepare, Indonesia. The finding of this revealed that the students’ writing skills improved significantly. It was showed by the mean score of the pre-test was 67.33, and the post-test was 86.30. It showed that the use of the Metalinguistic corrective feedback technique could increase the students’ writing skill of Narrative essay
Citation: Ammang Latifa (2022) Implementing Metalinguistic Corrective Feedback Technique in Teaching Writing Skill of Indonesian EFL Learner, European Journal of English Language and Literature Studies, Vol.10, No.4, pp.64-73
Effect of Flipped Learning Method on the Writing Skill of EFL Saudi Students during the Covid-19 (Published)
Citation: Mohsin Raza Khan and Fozia Zulfiquar (2022) Effect of Flipped Learning Method on the Writing Skill of EFL Saudi Students during the Covid-19, International Journal of English Language Teaching, Vol.10, No.2, pp., 1-11
Abstract: This study aimed at investigating the effect of flipped learning on the writing skill of English as a Foreign Language (EFL) students during the Covid-19 pandemic. This study was conducted on level 1 students of the Department of English, Faculty of Languages & Translation (FLT), King Khalid University (KKU) during the first semester of 2020-2021. 60 students from two sections of Eng. 112 Writing 1- Course participated in this study. Students of section number 595 were chosen for the experimental group; students of section number 597 were chosen for the control group. There were 30 students in each group. The experimental group was taught writing skill using flipped learning in both asynchronous and synchronous settings, and the control group was taught writing skill only in the synchronous setting. A quasi-experimental design was employed for collecting the data. A pre-test and post-test in the form of an online written exam was administered in both synchronous and flipped learning settings. The result of the post-test showed that the experimental group performed better than the control group. A semi-structured interview with the students in the experimental group was also conducted for examining their perception of the flipped learning model. The students had a positive view of flipped learning model.
The Impact of Schoology on Students’ Reading Comprehension and Writing Skill for Senior High School (Published)
The objective of this research was to find out the process, the students’ response and the students improvement in reading comprehension and writing skill after learning narrative text by using Schoology E-learning Web at tenth grade of Senior High School. This research used classroom action research design. The researcher observed and gave treatment to improve students’ reading comprehension and writing skill. Furthermore, the researcher used observation sheet and documentation to collect qualitative data. Besides the researcher also used test which consisted of pre-test and Post-test for collecting quantitative data. As the result, the process of teaching narrative text by using Schoology e-learning web was more effective, interesting and enjoyable for the students. The students responded and did the tasks given immediately. Consequently, it influenced to their score achievement both in reading comprehension and in writing skill. The students’ mean score gained in pre-test on reading was 62.8 and writing skill was 55.8. In post-test 1, the mean score of reading comprehension improved into 77.2 and 71.5 on writing skill. The results of post-test 2 indicated the improvement of students’ reading comprehension and writing skill. The mean score of students’ reading comprehension improved into 83.3 and 76.9 on writing skill Based on the finding of this research, it can be concluded that the use of Schoology e-learning web during online learning period was successful to improve students; reading comprehension and writing skill particularly in narrative text at tenth grade of Senior High School.
Investigating the Effect of Using Graphics Organizer Techniques for Teaching Saudi EFL Learners Writing Skill (Published)
This study aims at investigating the effect of using of graphics organizer techniques for teaching writing skill. And it also examined the quality and adequacy of writing activities provided in student’s textbook Writing-1-. Thirty – second tertiary level students participated in a quasi-experimental study for approximately one month. The study employed the experimental and descriptive research methods where the researcher used graphics in the experimental group to help to get ideas to write about and to help explain how different pieces of information are connected, while graphics were not used at all in the control group. The researcher used pre and post-test, textbooks analyses as tools for data collecting the findings indicate that the experimental group outperformed the control group statistically in the post test .
The findings which came out of the research:
- A marked improvement in the writing performance of students who were taught by using graphics organizer.
- Poor and inadequate writing activities in the textbooks.
- There is a need for further reviewing of the writing activities in student’s textbox.
- Incorporation of authentic materials in textbook particularly material for developing writing skills.
The Effectiveness of Using Peer and Self-Editing Techniques to Improve Students’ Writing Descriptive Composition (A Study of 3rd Semester Students at the Institute of Bina Sarana Informatika -Fla-Ibsi) Jakarta Indonesia (Published)
The purpose of the research is to know a significant effect of the use of peer and selfediting techniques to improve the students’ writing descriptive composition. This research is an experiment which compares the peer and self-editing techniques of teaching writing of 3rd semester students at the Foreign Language Academy, the Institute of Bina Sarana Informatika (FLA-IBSI). The total samples of this research were 40 students. Each of the experiment and the treatment class is 20 students who were given different treatments, one as a treatment class for a peer editing and the other one as a control class for a self-editing. The research finding is that the students taught by using peer editing technique reached higher improvement than those students taught by using self-editing technique.