ROLES OF FEEDBACK TO OVERCOME GRAMMATICAL PROBLEMS OF ACADEMIC WRITING IN EFL CLASS

Abstract: Grammar still becomes one, among other factors, that contributes a serious problem for students to write in EFL classes but which component is said to be the cause needs a careful study. This article is written to identify the components that trouble them the most and to find out ways of solution. In this article, eight grammatical components were identified, including (1) consistency of subject and verb tenses, (2) consistency of singular and plural nouns, (3) parallel construction, (4) tautologies and redundancies, (5) misplaced modifiers, (6) faulty references, (7) passive construction, (8) choice of verb forms. Data were collected from students’ free writing. For this purpose, they were asked to write essays before and after feedbacks were given. The feedbacks consisted of various class activities, such as formative tests, peer reviews, teacher notes, and class discussion. Using dependent paired t-test, scores from both writing tasks were compared to see the difference. In addition to such quantitative computation, a qualitative analysis was also made to find out reasons how and why students encountered grammatical problems in writing. The research reveals the findings, such as (1) all respondents encounter problems about the eight identified grammatical components; two of which are severe, (2) frequencies of such arising problems vary from one student to another, (3) interference of native language, Indonesian grammar, is suspected to be the contributing factors to affect students’ quality writing, (4) individual feedback and classroom discussions turn out to be an effective way to improve students’ writing, (5) there is significantly different achievement of students in writing before and after feedback. Keywords: feedback, grammar, trouble, academic writin

An Evaluation on Teaching and Learning Experiences During Covid-19 Pandemic Era: A Case Study

The gradual spread of Covid-19 posed a major challenge to the education landscape. This encouraged lots of researchers to investigate cases happened during the era. However, likely the study of evaluation on teaching and learning experience in a phone-infused classroom is rare. A phone-infused classroom referred to the teaching and learning activity which totally based on the utilization of a phone as the main learning platform. This study aims to expose attitudes and practices of phone-based classroom use. The data were collected from 3 English teachers and 66 students in Islamic Elementary School of Mathlaul Ulum through questionnaires and focus group discussion. The researcher analyzed the transcript and presented the result in form of qualitative descriptive analysis. Three themes emerged as the findings, the impact for pedagogical practices, merit and challenges which faced by teachers and students, and value evaluations among teachers and students. Overall, both positive and negative impacts have been emerged from the utilization of phone in teaching and learning process during pandemic era. Finally, education in the outbreak atmosphere must be considered as a joint community effort by government, teachers, parents, and schools to improve the efficacy of adversely affected teaching and learning techniques which utilized mobile phones and guarantee that students do not fall behind

PROGRAM EVALUTAION OF ENGLISH CLUB USING CIPP MODEL IN PRIMARY SCHOOL

Crystal, D. (2003). English as a global language. (2nd ed. First ed,1997), Cambridge: Cambridge University Press. XV + 212 pp., ISBN Hb 0521 82347 1, Pb 0 521 53032 6.Fitzpatrick, Jody, L., James R. Sanders, Blaine R. Worthen. (2004). Program Evaluation: Analitycal Approach and Practical Guidelines. Boston, Pearson Education, Inc.Kilickaya, F. (2009). World Englishes, English as an international language and applied linguistics. English Language Teaching, 2 (3), 35-38.Marinova-Todd, S., D. Marshall, and C. Snow. 2000. Three misconceptions about age and L2 learning. TESOL Quarterly, 34 (1): 9–34.Paltridge, B. (2001). Genre and the Language learning classroom. Michigan: University of Michigan Press.Putra, E. (2020). The Importance of Learning English Nowadays. Sepuluh Nopember Institute of Technology (ITS): Surabaya.Salahudin, Anas. (2010). Bimbingan dan Konseling. Bandung: Pustaka Setia.Stufflebeam, D. L., Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. Guilford Publications.Stufflebeam, D. L. (2003). The CIPP Model for evaluation. Presented at the Annual Conference of the Oregon Program Evaluators Network (OPEN), Portland, Oregon. Retrieved from http://link.springer.com/chapter/10.1007/978-94-010-0309-4_

Severity-Leniency in Writing Assessment and Its Causal Factors

Objectivity in a writing assessment is a highly important matter because it determines the validity and reliability of the writing assessment itself. However, subjectivity in the writing assessment is inevitable. Rater subjectivity in the assessment can lead to assessment difference or variability (severity-leniency) eventually reducing thevalidity and reliability of the assessment. Therefore, the concept of rater variability, severity-leniency, and its causal factors are required to perceive so that efforts to minimize assessment variability, for instance, severity-leniency, can be implemented. The research aimed at providing a brief description of rater variability, namely severity leniency, and the causal factors, namely rater’s background, criteria, method, and assessment scale. The method used in this research was literature study which source was originated from the articles of scientific journals and books related to the research topic, namely rater variability (severity-leniency) and its causal factors. The result of the discussion in this paper showed that the selection of experienced rater, coherent and cohesive assessment criteria, method appropriate to the aim of the research, and brief assessment scale were considered to be able to minimize the variability(severity-leniency) of the rater. Keywords: leniency, rubric, severity, variability, writing assessmen

The Implementation of Higher Order Thinking Skills (HOTS) in English Language Teaching: A Case of Indonesian Senior High School EFL Teachers

This research explored Indonesian EFL teachers' perceptions of implementing higher-order thinking Skills (HOTS) in English language classrooms. Specifically, it attempted to explore (1) teachers' understanding of HOTS, (2) teachers' perceptions of the implementation of HOTS in their EFL classrooms, and (3) teachers' perceived obstacles in the implementation of HOTS. The research employed a qualitative approach with a case study design. Five English language teachers at a senior high school in Serang Banten Province, Indonesia, participated in this research. The data were collected using semi-structured interviews and were analyzed following Miles and Huberman's (1994) qualitative data analysis procedures. The results revealed that all participants had a good understanding of the concept of HOTS, in which the definitions of HOTS given by all the participants were related to the sub-skills of Bloom's Taxonomy. All the participants also claimed they had implemented HOTS in English language teaching and learning. However, the implementation has yet to be effective due to some obstacles, which include students' low English proficiency, teachers' lack of competencies, and limited supporting facilities such as internet access, learning media, and learning sources. &nbsp

Flipped classroom with collaborative learning approach in enhancing writing skills of Indonesian university students

The intention of this study was to examine how a flipped classroom with a collaborative learning approach improved the writing skills of Indonesian higher education students. To achieve the study’s aim of 48 Indonesian higher education participants, the Oxford Quick Placement Test (OQPT) was employed. They were divided into two groups: experiment and control. Following that, as a pre-test, both groups were given a written exam. The experimental class (EC) was then positioned in a flipped classroom. Students were permitted to bring smartphones to class and utilize them while learning, and the flipped classroom was equipped with an internet connection, a laptop, and a projector. The control class (CC) got standard classroom instruction. This strategy was employed until the very last session. The experimental group outperformed the control group on the post-test, according to the results of the independent samples t-test and one-way analysis of covariance (ANCOVA). Furthermore, the results revealed a significant difference in post-test performance between the EC and CC

THE EFFECTIVENESS OF LITERACY TEACHING MATERIALS BASED ON LOCAL WISDOM IN IMPROVING LITERACY SKILLS FOR ELEMENTARY SCHOOL STUDENTS

Teaching materials are a factor that can determine success in achieving a particular skill. Therefore, in improving students' literacy skills, teaching materials are needed as support. So, a study was conducted under the title "The Effectiveness of Local Wisdom-Based Literacy Teaching Materials for Elementary School Students" "This study aims to examine local wisdom-based literacy teaching materials for elementary school students. The objective is based on the formulation of the problem "how is the effectiveness of local wisdom-based literacy teaching materials for elementary school students?. This study uses a quasi-experimental method using a pre-experimental design with one control group pretest-posttest design. The object of this research is elementary school students in grade 5 at SDN 1 Ciloa Kuningan Regency using a research instrument as a test. The experiment was carried out for three days by conducting a pretest, treatment, and post-test. Based on the results of data analysis, it was found that literacy teaching materials based on local wisdom effectively improved the literacy skills of 5th graders at SDN 1 Ciloa. This is evident from the differences in students' literacy skills before and after being given literacy teaching materials based on local wisdom. In the Paired Samples Statistics table, the score of sig. (2-tailed) is 0.001 < 0.05, then H0 is rejected, and Ha is accepted. So that it can be concluded that there is an average difference between the pretest and post-test learning outcomes

A Program Evaluation for English Teachers’ Language Competence by Using CIPP Model

ABSTRACTThe success or failure of a country’s education is greatly affected by the strategic role of teachers and become the reason why teachers’ language ability keeps pace with the times. Due to this issue, it seems that there is no adequate research because the CIPP model of the evaluation program for teaching is still lacking. The study was carried out to evaluate English teachers’ language competence. The model used in this study is the CIPP developed by Daniel L. Stufflebeam, et al. Data collection methods were used are interview, observation, and questionnaire and were analyzed qualitatively. The data validity and reliability were verified by triangulation. The population of this study were the English language teachers at SMP Kabar Baik Cianjur. The result showed the Context, Input, Process and Product of this study. Thus, researcher suggested the school to hold a workshop or training for teachers to increase their language competence

Hybrid Learning as an Optional Language Learning Model in the Post Pandemic Era: A Systematic Literature Review

In the post-pandemic era, several technologies are recommended to address some of the issues faced by English language learning. The hybrid learning model comes to answer this challenge by utilizing technology through integrated online and offline learning in the classroom at the same time. Therefore, the paper aims to present a better understanding of hybrid learning in the English teaching and learning process during the post-pandemic era. The systematic searching method was applied, and 23 articles published from 2020 until 2023 were selected for this paper. Most of them were written in Asian nations. The finding shows that hybrid learning was well received by both teachers and students. Since this teaching model paved the way and provided a new window for English language practice, it has also been underlined by many academics and is being applied in English teaching and learning. In conclusion, the hybrid learning model can be an optional language learning model in the post-pandemic era

The Use of Grammarly in the Academic Writing of Undergraduate Students: Advantages, Weaknesses, and Challenges (Systematic Review)

The fact that "Grammarly" is one of the available online grammar checkers has had a quick influence on technological development. The purpose of this study was to examine the benefits, drawbacks, and difficulties of utilizing Grammarly in an academic writing course. This study used qualitative library research. The data was collected from 10 relevant articles on Google Scholar with the keyword "Grammarly, Academic Writing, and undergraduate students". The main issues addressed in this study were the benefits, weaknesses, and challenges of Grammarly in the period from 2019 to 2023 The result showed that there were six categories of advantages in using Grammarly, they were to check correctness, clarity, engagement, delivery, plagiarism, and convenience. On the contrary, the weaknesses of Grammarly were it could not be accessed without an internet connection; it needed stability of electricity and an internet connection, it needed high-speed internet connectivity to access the complete feature; it was ineffective to use Grammarly in another connected platform; it was incomplete service of free version, while it needed to pay to access the premium one; and it could not identify some proer noun.  In conclusion, applying Grammarly is recommended because it enhanced students’ writing skills for students at university, especially in Academic Writing Course