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<![CDATA[The Use of Writing Peer-Feedback ]]>
<![CDATA[Mila Hayati, Rida Rosyida]]>
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<![CDATA[Recently, there are many studies conducted about peer-feedback. Most result found that peer-feedback has many benefits for the students or even for the teacher. For example, the study conducted by Herdhono in 2015 and Trisnawati in 2009 found that peer feedback can improve the students writing ability. The results of studies show that it is an effective way to reduce errors and mistakes of the students because it helps students to remember their errors and mistakes and to remember the correct ones since their peers provide the correction. Therefore, the purpose of this research was to verify the advantages of written peer-feedback, it is important to revisit peer-feedback technique as the way to improve the students’ writing ability. If peer-feedback technique is good for students in the learning process, do most of teachers use it for the students? This research used survey research as the research design. The subject for this research was the third graders and five teachers of SMA Negeri 15 Surabaya. The researcher used content validity which means every question on the questionnaire represented every single element related to the research question. Site visit had been conducted to avoid data manipulation. After getting the data, the researcher analyzed the data by describing the information from the questionnaire. The findings have shown that the existence of Peer-Feedback is found to be teacher centered in which the teacher fully guided the students to write Peer-Feedback. The reasons why the teacher decides to use written Peer-Feedback is that actually to the give opportunity for the students opportunity in order to make better the quality of their writing. The students claimed the aspect of punctuation and spelling are the easiest one to give Peer-Feedback on. In otherwise, the aspect of vocabulary did not become their main interest in giving written Peer-Feedback. So that, the teacher was not fully able to let the students do the job by themselves. Keywords: Teacher, Peer-feedback, Writing]]>
<![CDATA[The Study of Corrective Written Feedbacks in Stu dents’ Written Works in Al Falah Junior High School Sidoarjo Annisa’ Karimatul Fikroh ]]>
<![CDATA[Fikroh, Annisa' Karimatul]]>
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<![CDATA[In writing, feedback can be defined as input from a teacher to the students with the effect of providing information to the students for revision. Many studies have been conducted on the effect of the type of feedback on learners’ writing. Many of them reported that there is significant improvement in students’ composition made by the students who are given indirect corrective written feedback. There is one research that observed the implementation of indirect corrective written feedback by professional English teacher in in a private junior high school in Sidoarjo. However, the research does not observe another teacher in the school that may give the same or different kinds of feedback. Furthermore, in teaching and learning process of writing there must be more than one feedback given by the teacher. Hence, this research wants to find out kinds of feedback the teacher gave and the reason for giving it. Furthermore, it will observe the result of students’ written products. Kata Kunci: indirect corrective feedback, direct feedback, written feedback, writing products.]]>
<![CDATA[THE IMPLEMENTATION OF LISTEN READ DISCUSS STRATEGY TO TEACH READING OF RECOUNT TEXT. ]]>
<![CDATA[NUGROHO, DICKY CAHYO]]>
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<![CDATA[Abstract This research aims to examine the implementation of the LRD (Listen-Read-Discuss) strategy to teach reading of recount text and to discover the obstacles faced by the teachers and the students during teaching learning reading of recount text using LRD strategy. This research uses theory of reading and theory of LRD by Manzo and Casale. This research is descriptive qualitative. The subjects of this research are two English teachers and X grade students of MA Amanatul Ummah Mojokerto. To obtain the data, the researcher uses observation, interview, and questionnaire. The data were analyzed inductively, qualitatively, and interpretively. The results of this research show that the implementation of LRD strategy to teach reading of recount text is still less successful, less effective, and not maximal. The problems that arise in this study can be seen from the point of view of the teacher, the teacher has difficulty managing the time in implementing the LRD steps, while from the student's point of view, the lack of vocabulary is the reason this strategy does not work optimally. Keywords: LRD strategy, Teaching Reading, Recount text.]]>
<![CDATA[PROJECT BASED LEARNING IN TEACHING SPEAKING OF DESCRIPTIVE TEXT FOR SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Rakhmannia, Emita Dwisda]]>
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<![CDATA[The purpose of the study is to find out the use of project based learning to improve students speaking ability and their prespective toward the implementation of the method. The design of this research is in the form of qualitative data. There are 30 students of 10th grade in a senior high school in Surabaya as the subject of this study. The result of students’ speaking would e computed by ms excel and the result of students prespective toward the implementation of project based learning will be form as transcription. As a result, that use project based learning can improve students speaking ability and the result of interview shows that students shows their interest during the implementation of the method and the most important they don’t feel afraid to speak up.]]>
<![CDATA[Students’ Perception and Writing Competence towards the Use of Google Classroom in Learning Writing ]]>
<![CDATA[Wicaksono, Rachmad Agung]]>
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<![CDATA[The purpose of this study was to describe the perception and writing competence of tertiary level students towards the use of Google classroom in learning academic writing course namely analytical and expository writing. There were fifteen participants in this study consisted of undergraduate students of certain university in Surabaya, Indonesia. In order to describe their perception, questionnaires and semi-structured interview were given. While, their writing competencies were analyzed using a writing rubric. The result of this study showed that 67% of the students showed excellent perception, 27% have good perception, and 7% have fair perception. Thus, the students showed overall excellent perception towards the use of Google classroom in analytical and expository writing course. Furthermore, 67% of the students showed excellent writing competence, 27% showed adequate competence, and the remaining 7% showed fair competence. Thus, it can be inferred that students’ writing competences in analytical and expository writing course are considered excellent. Keywords: Google classroom, Students’ perception, Writing competence]]>
<![CDATA[An Analysis on Writing Materials of English Textbooks for Seventh Grade entitled “Bahasa Inggris When English Rings a Bell” Published by Ministry of Education and Culture ]]>
<![CDATA[Fahmi, Iqbal Zulfikar]]>
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<![CDATA[The aim of this study is to identify the writing task presented on the textbook and the conformity to writing tasks criteria on English textbook for seventh grade published by Ministry of Education and Culture. This study used descriptive qualitative in terms of content analysis as the methodology. The data were obtained from textbook and checklist. The textbook is used to identify the presented writing task on the textbook and the checklist which were selected and adapted from BSNP and William (1983) is used whether the writing task on the textbook is conformed to the criteria or not. The result shows there were four types of writing tasks performed in the textbook; making list, filling in table, completing sentence, paragraph, or conversation, and reviewing. The writing tasks also conform to its criteria; giving them controlled and guided writing, has appropriate progression and variety tasks, dealing with writing components, and leading the written work to be practiced orally. Keywords: textbook, writing task, and criteria]]>
<![CDATA[The Implementation of Peer Feedback Strategy in Teaching Recount Text ]]>
<![CDATA[Mualifah, Siti]]>
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<![CDATA[Peer feedback could be a strategy that can be implemented by the teachers, especially in teaching writing. The steps of peer feedback strategy enable students to finish their assignments with their peers. They can contribute to their peers’ drafts for a better final draft. However, some problems were faced by students in giving feedback such as lack of grammatical knowledge, have limited English vocabularies to give feedback and difficult to understand the instruction. This study is conducted through qualitative design to describe the implementation of peer feedback strategy in teaching Recount text. The subject of this study is a teacher of tenth graders of Vocational High School 1 Driyorejo, Gresik. The research instruments are field notes and interviews. Moreover, the result appears that the steps in actualizing peer feedback strategy in teaching writing Recount text are (1) Pre-peer feedback included brainstorming, introducing peer feedback in writing, writing a draft, and training the peer feedback process (2) While-peer feedback where students begin their peer feedback while the teacher monitors and helps students while doing peer feedback process (3) Post-peer feedback where students get their draft and proceed to reexamine their draft based on their peer criticism. Furthermore, the problems in executing peer feedback strategy in educating writing Recount text are students’ characteristics, creating active peer feedback groups, and setting up the training section as the guidance of peer feedback strategy.Keywords: peer feedback, teaching writing, recount text.]]>
<![CDATA[THE IMPLEMENTATION OF PEER ASSESSMENT IN ONLINE WRITING CLASS AT SENIOR HIGH SCHOOL IN BAWEAN ]]>
<![CDATA[Amalia, Nur Zikri]]>
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<![CDATA[Peer assessment is a kind of assessment process for the students who share the works and asks their peer to give feedback as their function as a group and use the feedback to revise and improve their work. Moreover, this study is aimed to explore how the teacher trains the students to do peer assessment in online writing class, how the teacher explains the rubric for peer assessment in online writing class, how the students implement peer assessment in online writing class, and how the teacher does the follow up task after the students implement peer assessment in online writing class. Qualitative-basic interpretive study was applied in this study to answer the research questions. Furthermore, field notes were used as the instrument of this study. Field note ware used to take note all information about how the implementation of peer assessment was running in the online writing class. The researcher observed the teacher’s and students’ verbal behavior and documents in order to discover the implementation of peer assessment in online writing class. This research was conducted in two meetings. The finding of this study showed that in the training stage, the teacher was still at the stage of explaining the definitions and benefits of peer assessment for students, not the stage of training students to conduct peer assessment. In explaining the rubric used, the teacher did not explain the criteria and description consisted in the rubric. The teacher only explained the benefits of the rubric for students in peer assessments process and the aspects that students should assess on the peer’s writing results. Students implemented peer assessment after the teacher sent the soft file of rubric to their group. In the peer assessment process, the students were also lack of discussion with the peers. Moreover, the teacher provided feedback as a form of teacher’s follow-up task on student writing results. In sum, the finding of this study showed that the implementation of peer assessment in online writing class was still ineffective. Keywords: peer assessment process, online writing class, training, rubric, follow-up task.]]>
<![CDATA[THE RELATIONSHIP BETWEEN STUDENTS’ VOCABULARY MASTERY AND EFL WRITING QUALITY ]]>
<![CDATA[Zahiroh, Safrida Faradiz]]>
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<![CDATA[This quantitative study aims to find out the correlation between students’ vocabulary mastery and the writing quality of information report text. The updated version of Vocabulary Size Test and the students’ writing tasks were the instrument of this study. The researcher used an updated writing rubric to assess and give a score for the student's writing task. Fifty-four students of 9th-grade in a junior high school in Sidoarjo became the subject of this study. The data was collected by conducting a vocabulary size test and collecting the students’ writing tasks. The data analysis technique for Vocabulary Size Test was computing the students’ scores from the test. Meanwhile, the students’ writing tasks were analyzed and assessed based on the writing rubric. The Pearson correlation shows that the p-value is .562, and it is higher than the level of significance (α = .05). It does prove that there is no correlation between vocabulary mastery and writing quality in terms of scores. The coefficient correlation (r) of writing shows a negative correlation since r = -1. It concludes that vocabulary is not the only aspect to determine the writing quality. Other aspects of writing components, such as content, organization, language use, and mechanics play an essential role as well. Thus, the teachers shall teach vocabulary and other aspects of language effectively.]]>
<![CDATA[The Implementation of Undergraduate Students’ Critical Thinking on the Composition of Paper Essay in Paper Writing Class ]]>
<![CDATA[Abror, Mochammad Abidin]]>
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<![CDATA[As one of the 21st-century skills, every student is required to acquire critical thinking skills. One way to investigate and encourage students' critical thinking is to assign them to write articles. Therefore, this study was conducted to determine how the students’ critical thinking is reflected in their paper writing and explore how they utilize their critical thinking to construct their paper writing. The objects of this study were six students’ paper writing results, and there were 15 students as the subjects in Paper Writing B Class in UNESA. This study used two main instruments to discuss two research objectives: the students’ paper writing results and the critical thinking rubric proposed by Ball State University and the questionnaire. In addition, the researcher also used unstructured format interviews as a complementary instrument to support the data obtained from the questionnaire. This study used descriptive qualitative as the research design. The results of this study showed that critical thinking had been reflected in the students' paper writing, specifically in synthesizing and paraphrasing. Furthermore, it was discovered that the students used critical thinking to develop their paper writing and determine appropriate solutions to tackle the problems they encountered while developing their writing.]]>
