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All Journal Journal of English Language Studies MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran JUDIKA (JURNAL PENDIDIKAN UNSIKA) ELT in Focus LADU: Journal of Languages and Education Innovative: Journal Of Social Science Research Prosiding Seminar Nasional Pascasarjana EduInovasi: Journal of Basic Educational Studies
Nia Pujiawati
Universitas Singaperbangsa Karawang
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : Journal of English Language Studies

 1 
Evaluating Teachers’ Assessment Practice on Students Writing Performance Nia Pujiawati
Journal of English Language Studies Vol 4, No 1 (2019): Available Online in March 2019
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v4i1.4462

Abstract

Teachers’ writing assessment practice in foreign language learning classroom is the issue that has not been investigated empirically and rigorously. Bearing this fact in mind, this study looks at how teachers gauge students’ conceptual understanding and ability to perform task. To this end, four English teachers who had the experience of writing instruction and assessment in their classroom were interviewed, and twenty students were also cross-examined to ensure the trustworthiness. The data analysis reveals that the teachers’ assessment practice does not meet the expectations and the standards. The students involved, moreover, specified that the teachers only showed them the score without giving a further explanation on their strengths and weaknesses, and they never indicated which part the students have gone wrong in their written work. Therefore, the results suggest the stakeholder to give the teachers professional development by training them with the fundamental knowledge base for carrying out valid assessment in any context.Keywords: evaluation, teacher’s assessment, writing
The Use of Indirect Corrective Feedback to Eliminate the Grammatical Errors in Students’ Writing Nia Pujiawati
Journal of English Language Studies Vol 3, No 1 (2018): Available online in March, 2018
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (422.918 KB) | DOI: 10.30870/jels.v3i1.3102

Abstract

This study aims to determine how the benefits of Indirect Corrective Feedback to improve students' ability in reducing the grammatical errors in their writings. To answer the formulation of this problem, the researcher used a descriptive qualitative design. The study included nine students of English Education Department, batch 2012 as participants. The research data was obtained from the student writings of a descriptive paragraph. The student writings were then analyzed to prove how Indirect Corrective Feedback is used during the study. The results of this study indicate that the number of grammatical errors of all participants decreased after they received the Indirect Corrective Feedback from the lecturer.Keywords: indirect corrective feedback, grammatical errors, writing
Co-Authors Aghenov Rizdaka Chyntia Heru Woro Prastiwi Evi Karlina Ambarwati Hilmansyah Saefullah Muhammad Fazri Halawany Yasir Riady