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All Journal Jurnal Ilmiah Bahasa dan Sastra EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English
misianto misianto
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Languange, Linguistic, Communication & Media

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IMPROVING STUDENTS’ ABILITY IN WRITING AN ESSAY THROUGH PEER-ASSESSMENT STRATEGY AT THE FIFTH SEMESTER IN CIPTA WACANA CHRISTIAN UNIVERSITY OF MALANG misianto, misianto
Jurnal Ilmiah Bahasa dan Sastra Vol 1, No 1 (2014): Jurnal Ilmiah Bahasa dan Sastra
Publisher : Jurnal Ilmiah Bahasa dan Sastra

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Abstract

Abstract: English students are expected to be able to produce an effective essay for the sake of their academic writing. For this purpose, they should pay attention to the rhetorical aspects of writing such as content, organization of ideas, discourse, syntax, vocabulary, and mechanics. This article presents the result of classroom action research conducted to overcome practical problems of writing an essay by using peer-assessment strategy. The subject of this study was 14 fifth-semester students of CiptaWacanaChristianUniversity of Malang taking essay writing class. In general the strategy proves effective in improving the students’ ability in writing an essay. In addition to the writing achievement, the strategy is able to improve the quality of learning process of essay writing. The students are motivated to write an essay more enthusiastically and are much aided to be a better writer; they no more think that writing is a burden, so they have a good response and an attitude to the strategy.      Key Words: Improving, Essay Writing Ability, Peer-Assessment Strategy
Improving The Students’ Speaking Skills and The Learning Process of English Speaking Through Information Gap at The Grade XI-IS 2 of the Public Senior High School 7 Malang misianto, misianto
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 1 (2017): July 2017
Publisher : D3 English Program Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v2i1.577

Abstract

This Classroom Action Research (CAR) mainly aimed at describing how information gap can improve the students’ speaking skills. The data collection was done by using 3 secondary instruments, namely a pre-test, an observation sheet used by the collaborator, and a student questionnaire. Based on the collected data, the information gap proved effective in improving both the students’ speaking skills and the learning process of English speaking. The detailed results were as follows: Cycle 1: there were 11 of 14 pairs appropriately using Yes/No-questions (78.6 %) and 2 pairs appropriately using WH-questions (14.3 %).  As for the answers, 14 pairs were appropriately giving answers (100 %); 12 pairs with appropriate pronunciation (85.7 %) and 2 pairs with appropriate fluency (14.3 %).  To be pertinent to the learning process, all of the 14 pairs showed a state of being enjoyable in speaking English (100 %), 12 pairs showing a state of being enthusiastic (85.7 %), all of the 14 pairs showing their seriousness in speaking English (100 %), and 12 pairs managing to accomplish the tasks of speaking English in the given time.  In the Cycle 2: all of the 12 pairs appropriately used Yes/No-questions (100 %) and 11 pairs appropriately using WH-questions (91.7 %).  As for the answers, all of the pairs were appropriately giving answers (100 %), 10 pairs with appropriate pronunciation (83.3 %), and 11 pairs with appropriate fluency (91.7 %).
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