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All Journal Proceeding of International Conference on Teacher Training and Education Jurnal Ilmiah Wahana Pendidikan Journal of English Language and Education
Rumondang Miranda Marsaulina, Rumondang Miranda
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Assessing Five Genre Writing Task-Based Practice On the Second-Year Diploma 3 IT Students’ IELTS Writing Test-like Essay Marsaulina, Rumondang Miranda
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (109.916 KB)

Abstract

This paper assessed the results of five genre writing task-based practice in the second-year Diploma 3 ITstudents’ skills for writing an IELTS writing test-like essay. The problem of the study was to explore howthe five genre writing practice impacted the students’ ability to discuss their opinion academically. Theparticular objective of this study was to inquire if the task-based learning enabled the students to ponderideas and express opinions into well-defined, coherent and written explanations in compliance with goodIELTS essay standard. The study was conducted in a quantitative method in which the students’ grades of aclass test given after completing the tasks were analyzed based on the IELTS Task 2 Writing BandDescriptors and modified IELTS Reading Task Band Score Converter. The results showed the task-basedlearning method instructing the students to yield five basic essay genres from Narrative to Argumentativeneeded to be only focused on Argumentative genre writing task practice if the learning objective was toequip the students to produce an IELTS typical essay in good quality, for the students’ essay writing gradesrevealed an unsatisfactory prediction band score, only 4.5 from a scale of 0 to 9. In particular, they shouldtake more intensive drills in organizing unbiased but persuasive explanations, providing supporting examples for their personal views, picking proper transition markers for the text coherence and being aware of fragment and run-on sentences, Subject and Verb disagreement, Use of Tenses and Redundancy.
Assessing Five Genre Writing Task-Based Practice On the Second-Year Diploma 3 IT Students’ IELTS Writing Test-like Essay Marsaulina, Rumondang Miranda
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (90.596 KB)

Abstract

This paper assessed the results of five genre writing task-based practice in the second-year Diploma 3 ITstudents’ skills for writing an IELTS writing test-like essay. The problem of the study was to explore howthe five genre writing practice impacted the students’ ability to discuss their opinion academically. Theparticular objective of this study was to inquire if the task-based learning enabled the students to ponderideas and express opinions into well-defined, coherent and written explanations in compliance with goodIELTS essay standard. The study was conducted in a quantitative method in which the students’ grades of a class test given after completing the tasks were analyzed based on the IELTS Task 2 Writing BandDescriptors and modified IELTS Reading Task Band Score Converter. The results showed the task-basedlearning method instructing the students to yield five basic essay genres from Narrative to Argumentativeneeded to be only focused on Argumentative genre writing task practice if the learning objective was toequip the students to produce an IELTS typical essay in good quality, for the students’ essay writing gradesrevealed an unsatisfactory prediction band score, only 4.5 from a scale of 0 to 9. In particular, they shouldtake more intensive drills in organizing unbiased but persuasive explanations, providing supporting examples for their personal views, picking proper transition markers for the text coherence and being aware of fragment and run-on sentences, Subject and Verb disagreement, Use of Tenses and Redundancy.
Can Peer Assessment Be Reliable as an Evaluating Instrument? Marsaulina, Rumondang Miranda
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1255

Abstract

Discourses asserting peer assessment on English learning process particularly regarding its either effectiveness or downfalls as an alternative evaluation method for English as a Foreign Language (EFL) learners have been disseminated. However, doubts on the lack of peer assessment’s capacity as an evaluating tool remains to need more validation by a study examining its reliability in a wider learning context to ensure if the method could be as reliable as teacher’s grading leading to a theory that peer assessment can serve for reducing teacher’s load especially for big classes. In that connection, this study aims to examine the reliability of peer assessment for a big class of first-year non-native English speaking university students majoring in software engineering but already passing English grammar and vocabulary for composing short text genres in their earlier semester. Methods used for collecting and analyzing the data were Wilcoxon reliability and Bivariate Pearson Correlation tests to compare students’ peer assessment and lecturer grading on narrative texts written by 56 software engineering students. The finding shows peer assessment as a tool for evaluating students’ writing quality has been in low reliability indicated from the incompatibility between the students’ peer assessment quality and the lecturer’s grading result. This study contributes to present evidence that peer assessment should be out of consideration as an instrument for evaluating the writing produced by non-native English speaking students despite their passing subjects expected to have enabled them to compose a narrative writing. The conclusion is peer assessment is weak in effect on relieving teacher’s assessment load in a big writing class of English for Foreign Learning (EFL) students in spite of their English grammar and vocabulary acquisition at a certain level, though the method might serve for giving non-grading related advantages such as promoting students’ metacognition.
Assessing Non- Native EFL Electrical Engineering Students’ Argumentation Performance through Toulmin’s Model-based Argumentative Genre Essay Marsaulina, Rumondang Miranda
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 3 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10674700

Abstract

The purpose of this study is to evaluate applied comprehension of fresh year Electrical Engineering students, as non-native EFL adult learners at an IT institute in a remote area using, Toulmin’s model. The design and procedure of implementing this study with the subject of study encompassing 8 writing teams, sampled out of 16 writing teams formed by 47 Electrical Engineering students, was qualitative approach and summative content analysis. The main finding reveals students have remained to demonstrate less satisfying learning outcome when accomplishing argumentative genre essay task which is providing a compelling argumentation. Factors identified for such low-to-average quality despite rigid Toulmin’s model application for argumentation in their essay include the absence of thesis statement equivalent to the claim of an argumentative essay resulting in irrelevant reasons and insufficient evidence far from warranting it to the claim and lack of comprehension to compose a part anticipating critics’ rebuts. This study contributes to provide a comprehensive insight into students’ performance of developing argumentation through an academic essay after composing Toulmin’s model argumentative genre writing, expected to boost further research for teaching and learning methods helping students overcome their obstacles in building compelling arguments.
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