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STUDENTS’ PREFERENCES TOWARD CORRECTIVE FEEDBACKS ON STUDENTS’ ORAL PRODUCTION fitriana, rinda
Script Journal: Journal of Linguistic and English Teaching Vol 1, No 1 (2016): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v1i1.17

Abstract

This study aimed on revealing students’ preference on types of corrective feedback given by their English teacher as well as their reason. The study was conducted in a vocational school in Samarinda. Data collection was done by means of observation, interview and questionnaire. The observation was done for three meetings each in two different level of English proficiency classes (high and low) and ten students from the observed classes were interviewed. Moreover, the questionnaires were administered to 196 out of 385 students from all classes of twelfth grade. Furthermore, the result of this study revealed that the students preferred to have Explicit, Meta-Linguistic Clue and Elicitation corrective feedback. However, there was mismatch between students’ preference on the expected type corrective feedback (Explicit) and the teacher’s corrective feedback (Recast). The students’ preference on explicit corrective feedback was based on the reason that it provided answer and explanation on the correct version of the corrected oral production. The students’ preference on Meta-linguistic Clue and Elicitation corrective feedback were because these feedbacks activated their knowledge and generated students’ thinking to discover the correct version.
STUDENTS’ PREFERENCES TOWARD CORRECTIVE FEEDBACKS ON STUDENTS’ ORAL PRODUCTION fitriana, rinda
Script Journal: Journal of Linguistic and English Teaching Vol 1, No 1 (2016): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v1i1.17

Abstract

This study aimed on revealing students’ preference on types of corrective feedback given by their English teacher as well as their reason. The study was conducted in a vocational school in Samarinda. Data collection was done by means of observation, interview and questionnaire. The observation was done for three meetings each in two different level of English proficiency classes (high and low) and ten students from the observed classes were interviewed. Moreover, the questionnaires were administered to 196 out of 385 students from all classes of twelfth grade. Furthermore, the result of this study revealed that the students preferred to have Explicit, Meta-Linguistic Clue and Elicitation corrective feedback. However, there was mismatch between students’ preference on the expected type corrective feedback (Explicit) and the teacher’s corrective feedback (Recast). The students’ preference on explicit corrective feedback was based on the reason that it provided answer and explanation on the correct version of the corrected oral production. The students’ preference on Meta-linguistic Clue and Elicitation corrective feedback were because these feedbacks activated their knowledge and generated students’ thinking to discover the correct version.
Students Attitude toward Correction Fitriana, Rinda
Script Journal: Journal of Linguistic and English Teaching Vol 2, No 2 (2017): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v2i2.107

Abstract

Students’ attitudes influence their decision to whether or not accept the teachers’ feedback. Therefore, questionnaire was administered to one hundred and ninety-six twelfth grade of vocational high school students, wherein, ten of them were involved in interview, to figure out their perspective concerning to the teachers’ correction on their oral production. From both instruments, it is found that the students preferred the teachers as the correctors, although, they did not mind for peer correction. They also expected the teachers to give correction at every time they did error and for all types of errors. Additionally, students agreed that teachers’ personality and their way of teaching influenced their willingness to accept the corrective feedback.
The Correlation Between Reading Comprehension and Writing Ability in Descriptive Text Juriati, Dewi Eka; Ariyanti, Ariyanti; Fitriana, Rinda
Southeast Asian Journal of Islamic Education Southeast Asian Journal of Islamic Education, Vol. 1(1), 2018
Publisher : LP2M IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.137 KB)

Abstract

This study focuses on correlation between reading comprehension and writing ability in descriptive text. The researchers collect the data through two instruments, i.e. test of reading comprehension and descriptive text writing. This research is researched quantitatively and SPSS was used to analyse the data.  Then, the result of the study shows that mean score of reading comprehension is 72.47. It means that the students reading comprehension was good. Meanwhile, the mean score of writing ability in descriptive text is 61.14. In addition, the researchers found that r-counted is 0.098, and the r-table with n = 108 (df-2 = 106) with significance level = 95% (α = 0.05) is 0.189. It indicates low correlation between the two variables.
Self-Regulated Learning in Writing of EFL Learners Ariyanti, Ariyanti; Fitriana, Rinda; Pane, Widi Syahtia
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 2018
Publisher : State Islamic University Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (304.047 KB) | DOI: 10.21093/ijeltal.v3i1.170

Abstract

This research was aimed to investigate EFL students’ Self-Regulated Learning in writing. Self-Regulated Learning itself means the method that students take control in understanding of knowledge from the lecturer by conducting their own way in learning. The design of this study was quantitative with survey design to measure students’ academic self-regulation and self-regulation in writing class context. The population of this study were third semester students of English Department of University of Widya Gama Mahakam Samarinda, Indonesia, which consist of two classes with totally 37 students, who have studied English writing. Questionnaire were applied to measured two aspects; students’ academic self-regulation (77 items) and self-regulation concerning English writing subject (14 items), using Likert Scales. The result showed that 70% of students were able to motivate themselves to learn writing, do some efforts to engage the class, willingly to rehearse, elaborate and organize the lesson material by themselves, meanwhile  19% students have better self-regulation that make them conducted better effort to learn writing and accomplished better as well and 11% of them still struggle to survive in writing class. It proved by the mean of three indicator; Learning Activeness (3.18), Willingness to respond lecturer's suggestion (3.12), and  Willingness to broaden writing skill (3.27). To sum up, it can be considered that students had good enough self-regulation in writing.
The Correlation Between Reading Comprehension and Writing Ability in Descriptive Text Juriati, Dewi Eka; Ariyanti, Ariyanti; Fitriana, Rinda
Southeast Asian Journal of Islamic Education Southeast Asian Journal of Islamic Education, Vol. 1(1), 2018
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.137 KB) | DOI: 10.21093/sajie.v1i1.1150

Abstract

This study focuses on correlation between reading comprehension and writing ability in descriptive text. The researchers collect the data through two instruments, i.e. test of reading comprehension and descriptive text writing. This research is researched quantitatively and SPSS was used to analyse the data.  Then, the result of the study shows that mean score of reading comprehension is 72.47. It means that the students reading comprehension was good. Meanwhile, the mean score of writing ability in descriptive text is 61.14. In addition, the researchers found that r-counted is 0.098, and the r-table with n = 108 (df-2 = 106) with significance level = 95% (α = 0.05) is 0.189. It indicates low correlation between the two variables.