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All Journal International Journal of Evaluation and Research in Education (IJERE) JLA (Jurnal Lingua Applicata) Metafora: Jurnal Pembelajaran Bahasa Dan Sastra
Windy Wahju Purnomo
Universitas Negeri Malang
Education Languange, Linguistic, Communication & Media

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EFL university teachers’ perspectives in written corrective feedback and their actual applications Windy Wahju Purnomo; Yazid Basthomi; Johannes Ananto Prayogo
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21641

Abstract

This study aimed to investigate the English as a foreign language (EFL) university teachers’ perspective and their actual applications in providing written corrective feedback to the writing errors made by the EFL university students and their correlation. The study was based on 80 responses of a Google-Form survey distributed to EFL university teachers with various teaching experiences from the most parts of Indonesia. Correlational design was used in this research. Descriptive statistics and Pearson’s correlation tests were used to analyze data. The results indicated that the majority of teachers had perspectives that it is valuable to provide and vary the strategies of written corrective feedback. In addition, the teachers mostly applied both direct and indirect feedback in various strategies and they only sometimes provided corrections in all aspects of errors and reformulation. It was also found out that the Indonesian EFL university teachers’ perspectives in the written corrective on students’ writing errors highly correlated with their actual applications. The results of the study provide both theoretical and pedagogical implications. Theoretically, it enriches the body knowledge of feedback and EFL writing. Pedagogically, EFL teachers are also suggested to improve their knowledge on various feedback techniques and apply it in their classroom teaching and learning process. 
PENGARUH LATAR BELAKANG PENGETAHUAN PEMBELAJAR TERHADAP PEMAHAMAN TEKS BAHASA INGGRIS Windy Wahju Purnomo
Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Vol 2, No 1 (2015): METAFORA
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/mtf.v2i1.300

Abstract

Abstract. This study discussed the impacts of instructional interventions in building, activating, and organizing an EFL adult learner’s background knowledge in comprehending texts. In reading texts, different methods may be applied. Reading scientific texts will be different from reading for leisure or reading news.To understand the content and message of the text, knowledge of language like grammar and vocabularies is not enough. The knowledge of the world or readers’ background knowledge of the topic is the other important aspects in comprehending text. This article is aimed at discussing the importance of instructional interventions in helping readers to build, activate, and organize her prior knowledge on the topic in comprehendingEnglish texts. Therefore the readers can attain comprehension after instructional interventions on building, activating and relating background knowledge are given. Those instructional interventions are given to help the participant build, activate, and organize her background knowledge. Key words: instructional intervention, background knowledge or prior knowledge
Focus on Forms or Focus on Form Instruction in the Context of English as a Foreign Language Purnomo, Windy Wahju
JLA (Jurnal Lingua Applicata) Vol 8, No 2 (2025)
Publisher : DBSMB, Vocational College of Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jla.93438

Abstract

The Focus on forms and focus on form are two distinguishable approaches to language teaching. The focus on forms emphasizes on the explicit instruction of the grammatical structure, vocabulary, and pronunciation. This approach of teaching is commonly taught through separate drills and exercises. Meanwhile, the later approach is commonly applied in communicative language teaching. Some studies reveal that either focus on forms or focus on form may be beneficial for language learners in a particular context.  This  article comprehensively analyzes the effectiveness of classroom instruction applying focus on form and focus on forms. Thirty five journal articles were reviewed and analyzed to describe the pedagogic activities of focus on form and focus on forms, the psycholinguistic dimensions of focus on form, the impacts of feedback provision on focus on form, and the positive impacts of focus on form on language teaching activities. The finding indicates that applying one approach to teaching, form focus or forms focus instruction will not be effective in attaining the goals. Finally, it can be concluded that both forms focus and form focus are suggested to be practiced simultaneously and be integrated rather than one opposes to the other.
Co-Authors Johannes Ananto Prayogo Yazid Basthomi