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All Journal IJoLE: International Journal of Language Education
Sukmawan, Sony -
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring the Use of ESL Composition Profile for College Writing in the Indonesian Context Setyowati, Lestari -; Sukmawan, Sony -; El-Sulukkiyah, Ana Ahsana
International Journal of Language Education Vol. 4, No. 2, 2020
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v4i2.13662

Abstract

Assessing writing is a demanding task. If a lecturer of writing is not prepared with a reliable scoring rubric, the students’ real performance might not be known. One of the well-known English as a second language (ESL) writing rubric is the Jacobs ESL Composition Profile which was developed by Jacobs, Zingraf, Wormuth,  Hartfiel,  &  Hughey in 1981, known as Jacobs ESL Composition Profile. This scoring rubric is popular among writing teachers and researchers to score students’ composition. The present study is intended to 1) find out the internal consistency between raters who use the scoring rubric to assess the students’ essay, and 2) describe the level of the students’ writing performance when assessed by using Jacobs ESL scoring rubric, and 3) describe the raters’ opinion when using the profile. The study uses descriptive quantitative design. The instruments to collect the data are documentation and interview. The data were collected in three months, from February to April 2020. The subjects of the study were two writing lecturers who taught English as a foreign language (EFL) and became raters for a research grant. The raters were asked to score 37 essays of the fourth-semester students.   The result of the study shows that there is internal consistency between rater 1 and rater 2 when scoring the students’ essay by using Jacobs ESL Composition Profile is high (r. = 0.674, α = 0.00 < 0.05). The Cronbach alpha analysis also shows 0.722 which indicates a strong and high level of consistency. The students’ writing performance fall in the average – good (moderate) level (49%), very good (high) level (40%), and only five students (11%) fall in the below-average – poor (low) level category. The result also reveals that Jacobs ESL Composition Profile is considered reliable to score essays even though it requires skills and practice because of its detailed description
The Effect of Authentic Materials on Writing Performance across Different Levels of Proficiency Sukmawan, Sony -; Setyowati, Lestari -; El-Sulukiyyah, Ana Ahsana
International Journal of Language Education Vol. 5, No. 1, 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v5i1.15286

Abstract

The use of authentic materials for language teaching is common. Yet, there is not much information about what type of instructional materials benefits learners. The purpose of the study is to find empirical evidence of whether non–fiction authentic materials are more superior that fiction authentic material. The researchers used an experimental design to answer the research question. The population of the study was all students who took an essay writing course at University PGRI Wiranegara in the academic year 2019-2020. The sample was taken by using a systematic random sampling method which results in two equal numbers of students in two experimental groups. Group A was taught with non-fiction authentic material, while group B was taught with the fiction authentic material. The researchers used ANOVA to analyze the data in SPSS 22. The process of teaching and learning followed the writing as a process approach and was done in a blended-learning setting because of the pandemic of COVID 19. The result shows that there is no significant interaction between content type and proficiency level (F(2,30) = 1.347, p = .275). The main effect of content type on writing performance was not significant (F(1,30)=.001, p .973), but the main effect of proficiency level on writing performance is significant such that the students who have a higher level of writing proficiency have better performance than the students who have a lower level of writing proficiency  (F (2,30) = 5.653, p .008). The researchers conclude that both types of authentic materials are equally effective to improve the students’ essay writing performance.
Co-Authors El-Sulukiyyah, Ana Ahsana El-Sulukkiyah, Ana Ahsana Lestari Setyowati