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All Journal Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan MATAI: International Journal of Language Education
Hukom, Salmon J
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Use of Lecturer’s Written Feedback in Writing Class Hukom, Salmon J; Huninhatu, Felmi Benyamin
MATAI: International Journal of Language Education Vol 4 No 1 (2023): MATAI International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v4i1.11650

Abstract

This paper endeavors to propose lecturer-written feedback as an innovative approach within the writing class setting. The feedback methodology comprises two distinct types: direct and indirect feedback (coded and un-coded). Direct written feedback stands out due to its impactful nature, fostering a deeper comprehension among students regarding the feedback's significance provided by the lecturer. Moreover, it prompts students to initiate their efforts toward understanding the feedback, even if their prior knowledge is limited or relatively low. Conversely, indirect written feedback, while not offering comprehensive explanations, serves as a catalyst for encouraging students to independently identify and rectify their errors. Notably, various researchers have delved into this approach, unveiling its potential benefits. Findings from these studies highlight the advantages of lecturer-written feedback in significantly enhancing students' writing skills.
THE EFFECTIVENESS OF IMPLEMENTING SUMMARY WRITING TO IMPROVE STUDENTS’ READING COMPREHENSION Hukom, Salmon J; Ferdinandus, Marcy S
PEDAGOGIKA: Jurnal Pedagogik dan Dinamika Pendidikan Vol 12 No 1 (2024): Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan
Publisher : Prodi Pendidikan Guru Sekolah Dasar (PGSD) FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pedagogikavol12issue1page66-74

Abstract

Students’ reading comprehension cannot be measured only by answering the questions, but it could be seen through summary writing as a product of integrating reading and writing skills. This study aims to see the effectiveness of implementing summary writing in improving students’ reading comprehension. There were 35 students as a sample and the research employed Experimental research with pre-test and post-test used to take the data. The description of statistics and inferential statistics were used to analyze the data, and the SPSS program also was used in the process of data analysis. The results show that the maximum pre-test score is 2.000, while the maximum post-test score is 4.000. Furthermore, the mean score of the pre-test is 1.890 with a deviation standard is 0,323, whereas the mean score of the post-test is 3,030 with a deviation standard is 0,453. After doing the requirement test of normality and homogeneity, the mean difference test is done by using the Mann-Whitney Test (assumption that data is not normal) with the SPSS program. The result of the Mann-Whitney Test shows that the significance value is smaller than 0,05 means that H1 is accepted. To sum up, this indicates that there are significant changes between the data in the pre-test and post-test after getting treatment using summary writing to improve students’ reading comprehension.
Co-Authors Ferdinandus, Marcy S Huninhatu, Felmi Benyamin