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All Journal IJORER : International Journal of Recent Educational Research
Ali Mustofa
State University of Surabaya, Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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A Comprehensive Exploration of Lecturer’s Written Corrective Feedback on Students’ Counterargument Paragraphs in Enhancing Argumentative Writing Proficiency Himma Jihadiah Arrosyidah; Ahmad Munir; Ali Mustofa
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i3.593

Abstract

Objective: This study delved into the methods employed by lecturers when offering feedback on argumentative essays authored by students. It particularly emphasized examining the feedback mechanism about counterargument paragraphs within these essays. Method: The research utilized a qualitative method to delve into the feedback provided by the lecturer on students' argumentative essays. This involved thoroughly exploring the various types of feedback imparted by the lecturer. Additionally, document analysis served as the primary means of data collection, enabling a comprehensive examination of written feedback and its nuance. Results: The results emphasize the importance of feedback in improving writing skills and suggest that lecturers should continue to give clear and direct feedback. Novelty: In the context of existing literature on lecturer's written corrective feedback, this study provides valuable insights into students' argumentative writing dynamics. It highlights the significance of using clear feedback to enhance writing skills, benefiting lecturers and students in academic writing. Additionally, feedback on counterarguments could increase writing proficiency since it is usually the weakest point.
Digital Literacy Practice: Pedagogical Approach with CoPORA Model on Students’ Performances in Writing Classroom Moh. Hafidz; Pratiwi Retnaningdyah; Ali Mustofa
IJORER : International Journal of Recent Educational Research Vol. 5 No. 5 (2024): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i5.657

Abstract

Objective: This study aims to describe the impact of the CoPORA model on EFL university students’ performances in accessing, communicating, integrating, evaluating, and creating information using social media in a writing classroom. Method: Data were collected using interview techniques from EFL university students and analyzed descriptively to achieve the study's objectives. Results: The CoPORA model in pedagogical digital literacy practices enables students to master English vocabulary, be motivated to communicate, develop social identity, and manage and evaluate information effectively. Key performances included creating and communicating argumentative texts with readers on social media platforms. Social media usage facilitated checking trusted sources and contents, communicating information with friends, lecturers, and followers, making cross-references among digital content and facts, proving the truth of contents, and writing and communicating argumentative texts. Novelty: The study found that pedagogical digital literacy practices using the CoPORA model positively contribute to students' mutual contributions to language learning, cognition, and social interaction in English essay-writing classrooms.
Co-Authors Ahmad Munir Himma Jihadiah Arrosyidah Moh. Hafidz Pratiwi Retnaningdyah