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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Jurnal Ilmu Komunikasi Journal of Education and Learning (EduLearn) KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE PREMISE: Journal of English Education and Applied Linguistics Englisia Journal Celt: A Journal of Culture, English Language Teaching & Literature Tell : Teaching of English Language and Literature Journal Nyimak: Journal of Communication LLT Journal: A Journal on Language and Language Teaching Kawalu: Journal of Local Culture Journal of Educational Research and Evaluation QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Jurnal Kreativitas PKM Journal of Humanities and Social Studies Journal of English Language Teaching and Linguistics Jurnal Pendidikan dan Kebudayaan Missio Jurnal Abdimas PHB : Jurnal Pengabdian Masyarakat Progresif Humanis Brainstorming RANDANG TANA - Jurnal Pengabdian Masyarakat Jurnal Pengabdian Al-Ikhlas English Language Teaching Educational Journal Cendekia: Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan dan Kebudayaan Journal of Innovation in Educational and Cultural Research Randwick International of Education and Linguistics JOLLT Journal of Languages and Language Teaching Indonesian Journal of EFL and Linguistics International journal of education and learning JEELS (Journal of English Education and Linguistics Studies) Paradigma: Jurnal Kajian Budaya Journal of Education, Social & Communication Studies Jurnal Pendidikan Progresif
Hieronimus Canggung Darong
Universitas Katolik Indonesia Santu Paulus Ruteng
Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mechanical Engineering Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Journal : English Language Teaching Educational Journal

 1 
Integrated task on students’ writing quality: Is it more effective? Darong, Hieronimus Canggung
English Language Teaching Educational Journal Vol 4, No 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v4i1.3336

Abstract

Integrated tasks are popularly known and accepted as an effective way of improving students’ writing quality. However, it is still not clear to what really accounts for its effectiveness. This study examined whether the students who were facilitated by integrated task achieved higher writing quality than those who were not. Twenty - two students participated within the group experiment utilizing a counterbalance technique in controlling the order effect. In the first session, twelve students were asked to write an essay based on an integrated (INT) task while the other 12 wrote based on an independent (IND) task. Then, the task division was switched in the second writing session. Students’ writing quality were scored by three raters and were analyzed descriptively and inferentially using Wilcoxon signed rank test (WSRT). The results confirmed that the quality of students’ writing using both integrated and independent tasks was not significantly different. There are still other aspects contributing to writing quality. Thus, task types do not guarantee the students’ writing quality.
Integrated task on students’ writing quality: Is it more effective? Hieronimus Canggung Darong
English Language Teaching Educational Journal Vol. 4 No. 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v4i1.3336

Abstract

Integrated tasks are popularly known and accepted as an effective way of improving students’ writing quality. However, it is still not clear to what really accounts for its effectiveness. This study examined whether the students who were facilitated by integrated task achieved higher writing quality than those who were not. Twenty - two students participated within the group experiment utilizing a counterbalance technique in controlling the order effect. In the first session, twelve students were asked to write an essay based on an integrated (INT) task while the other 12 wrote based on an independent (IND) task. Then, the task division was switched in the second writing session. Students’ writing quality were scored by three raters and were analyzed descriptively and inferentially using Wilcoxon signed rank test (WSRT). The results confirmed that the quality of students’ writing using both integrated and independent tasks was not significantly different. There are still other aspects contributing to writing quality. Thus, task types do not guarantee the students’ writing quality.
Co-Authors A. Effendi Kadarisman Beda, Raimundus Ekalia, Yulian Juita Erna Mena Niman Erna Mena Niman Erna Mena Niman Erna Mena Niman Fatmawati Fatwamati Fransiskus Nendi Guna, Stanislaus Gunas, Tobias Jandu, Inosensius Harmin Jelimun, Maria Olga Jem, Yosefina H. Jem, Yosefina Helenora Lidwina Dewiyanti Wea Menggo, Sebastianus Menggo, Sebastianus Menggo, Sebastianus - Niman, Erna Mena Ntelok, Zepisius Rudiyanto Eso Raimundus Beda Sebastianus - Menggo Sebastianus Menggo Selamat, Ely Heldy Diana Semana, Ignas Loy Stanislaus Guna Stanislaus Guna Susanto, Indra Tapung, Marianus mantovani Yazid Basthomi Yosefina Helenora Jem Yosefina Helenora Jem