Garuda - Garba Rujukan Digital

Yoyok Febrijanto

stikes RS Baptist Kediri

Author-ID : 3756525

Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document

Claim Missing Document

Articles

Students’ Responses to Teacher’s Corrective Feedback in Foreign Language Writing: A Case for Nursing Students at STIKES Baptist Hospital Kediri ASEF WILDAN MUNFADLILA; Niken Ayu Pupitasari; Yoyok Febrijanto
English Education:Journal of English Teaching and Research Vol 4 No 2 (2019): English Education
Publisher : Universitas Nusantara PGRI Kediri

Abstract The aim of this study was to describe the students’ response to teacher’s corrective feedback in foreign language writing: a case for nursing students at STIKES Baptist Hospital Kediri. This research used descriptive qualitative approach as its design. The subject was 24 students of second semester of Diploma III. Documentation and interview used for collecting data aboutthe teacher’s corrective feedback, questionnaire used for collecting data about students’ response in terms of attitude to teacher’scorrective feedback, questionnaire and documentation used for collecting data about students’ response in terms of action. The data analysis was based on three concurrent flows of activities.They were: data reduction, data display, and conclusion.The result of this study showed that the teacher gave direct corrective feedback in students’ foreign language writing by circling the students’ errors and providing the correct answer. The teacher’s gave direct corrective feedback on the students’ error in grammar, spelling, punctuation, capitalization, preposition, article and content.The students have positive responses towards the teacher’s corrective feedback by remembering their grammar mistakes. It is supported by the data from questionnaire for students’ attitude that showed most of students agreed that the teacher should point out grammar errors. Most of the students believe that correction on their writing task is useful.Most of students say that they feel more motivated to go on learning when the teacher corrects their error in writing. They also showed positive response when most of the students answered that they will revise their writing if their errors are corrected by the teacher and choose for direct corrective feedback. From the research findings, it can be concluded that most of the students have positive attitude to teacher’s corrective feedback.

ALTERNATIVE ASSESSMENT: PORTFOLIO "CRADLE" IN CLT FOR ENGLISH IN NURSING INCREASING STUDENTS’ ACHIEVEMENT ASEF WILDAN MUNFADLILA; Yoyok Febrijanto; Erva Elli Kristanti
English Education:Journal of English Teaching and Research Vol 4 No 2 (2019): English Education
Publisher : Universitas Nusantara PGRI Kediri

New forms of assessment are needed to replace traditional multiple-choice and other items that test lower-order skills. One alternative assessment in communicative language teaching (CLT) is portfolios. In portfolios, students collect assignments with specific goals that demonstrate the efforts, progress, and achievements in a particular area (e.g. mastery of English in nursing). “CRADLE” is acronym portfolios designed into 6 parts, namely Collecting, Reflecting, Assessing, Documenting, Linking, and Evaluating focusing procedures and documentation achievement in teaching English in nursing. This R&D aims to develop an assessment tool for learning English in nursing based on CLT adapted from Borg and Gall's method. The subjects involved 45 students, 2 teachers of English in nursing, 2 nursing experts, and 1 hospital practitioner who were concerned with teaching English in nursing. The results showed that students' understanding was sufficient category with an average score of 26.11 and the maximum score achieved by students was 32 as many as 10 students (22.2%), the majority of respondents were getting a score of 25. After intervention, the level of students’ understanding was obtained an average score of 27.22. The data analysis results of Wilcoxon Sign Rank Test was obtained p=0.020 and Z-score = -2,324. Giving intervention increased level of students’ understanding of 12 respondents (26.7%), decreasing understanding of 3 respondents (6.7%) and a constant understanding of 30 respondents (66.6%). The minimum score obtained by students after intervention was 19 and the maximum score was 36. In conclusion, the students had increasing understanding of English in nursing in order to develop assessment by maximizing students’ competency in CLT for English in nursing through alternative assessment of portfolios CRADLE. It can be used to build a comprehensive picture of what students can do in a second language.

Title

Found 2 Documents
Search

Abstract

Abstract

Title Search

Found 2 Documents Search

Abstract

Abstract

Title

Found 2 Documents
Search