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All Journal Tomorrow’s Education Journal LEOTECH: Journal of Learning Education and Technology
Nurlina, Siti Lina
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Education Languange, Linguistic, Communication & Media Mathematics Other

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A Portrait of Teaching Writing in Online Classroom Nurlina, Siti Lina; Denistiani, Salsa Ayu; Williyan, Aldha
LEOTECH: Journal of Learning Education and Technology Vol. 1 No. 1 (2024): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v1i1.5

Abstract

Nowadays, online classrooms are growing in popularity. Especially given the Covid-19 outbreak in Indonesia, which has forced online learning. This study aims to investigate online learning in EFL learners’ writing classrooms. This study uses a qualitative method and a descriptive qualitative research design to examine in detail how teachers teach EFL learners in online writing. Researchers collected data through the technique of nonparticipant observation, and the researcher "observes from the sidelines" the action being observed. The results of this study reveal that the observed teacher's teaching method is not consistent with the four reference strategies employed by the researchers. The four strategies include; building knowledge of field, modeling of text, joint construction of text, and independent construction of text. Because, after being observed, the teacher employs only one strategy to teach writing, specifically building knowledge of field.
EXPLORING TEACHER FEEDBACK STRATEGIES IN ENHANCING SENIOR HIGH SCHOOL STUDENTS WRITING SKILL IN CIREBON CITY Nurlina, Siti Lina; Putra Darma, Virga; Nopiyadi, Dwi
Tomorrow's Education Journal Vol. 2 No. 2 (2025): November 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/2xswqa81

Abstract

This research investigates teacher feedback strategies in enhancing senior high school students’ writing skills in Cirebon City. The study was motivated by the frequent writing errors made by students and the need to understand how teacher feedback can address these errors effectively. Guided by Vygotsky’s Sociocultural Theory and Hattie and Timperley’s feedback model (2007), this study also employed Dulay et al.’s Surface Strategy Taxonomy (1982) to classify students’ writing errors. A qualitative case study design was used, with data collected from one English teacher and 35 students at Senior High School 2 Cirebon through classroom observations, interviews, and document analysis. The findings reveal that misformation errors were the most frequent, followed by omission, addition, and misordering errors. The teacher provided four types of feedback: task, process, self-regulation, and personal feedback. Students responded positively to the feedback, showing improved awareness of grammar and writing quality in their subsequent drafts. It can be concluded that teacher feedback plays a crucial role in reducing errors and supporting both the technical and motivational aspects of students’ writing development.
Co-Authors Aldha Williyan Denistiani, Salsa Ayu Dwi Nopiyadi Putra darma, Virga