The Effectiveness of Writing Journal and Feedback on Increasing Writing Proficiency at University Students

Ninik Farikha

doi:10.32503/edulink.v2i1.994

Abstract

The practice of giving feedback in teaching and learning process seems to be unclear.Unclear is an inconsistent feedback given by the teacher during teaching learning process. Teacherrarely gave the evaluation because giving feedback will be time-consuming. Teacher used students‟task sheet instantly. Teachers need to check the students‟ work and give the feedback to students‟task. This way makes students aware that something “wrong” appears and they need to consider itto their improvement. This study intends to investigate the difference between students‟achievement in writing proficiency who are taught by using writing journal technique and givenfeedback and those who are not. The research design used in this research was quasi experimentaldesign. Experimental design is the conceptual outline in doing experiment. In this experimentaldesign, the researcher used two English Program classes of IAIN Kediri. First class wasexperimental class which is treated using writing journal and giving feedback while the second classwas control class which is not treated using writing journal and giving feedback. The resultsrevealed that using writing journal technique in learning was effective to increase the students‟writing ability. It was good technique to improve students‟ ability in writing proficiency.

Highlights

Writing as one of the four basic language skills has an important role in communicating a message to a reader for a purpose
The test instrument covered the skills that required above, and the post-test result showed that students‟ taught by using writing journal technique and giving feedback have better achievement than who are not taught by using writing journal technique and giving feedback
It might be concluded that writing journal technique and giving feedback was a good technique for the students in supporting learning writing

Summary

Introduction

Writing as one of the four basic language skills has an important role in communicating a message to a reader for a purpose. According to Pertiwi in her research (2010)“Teacher‟s Feedback on Students‟ Descriptive Texts: A Case Study in a Junior High School in Bandung” stated that The result of this research was most students tended to respond positively towards the feedback provided by the teacher, and they considered it helpful for them to make better writing. The separate components are sometimes given different weights to reflect their importance in instruction Two advantages of this type of rubric are in providing feedback to students on specific aspects of their writing and giving teachers diagnostics information for planning instruction Perkins(in O‟Malley&Pierce, 1996). Another special advantage of analytic scoring with EFL learners is in providing positive feedback on components of writing on which they have progressed most rapidly.

E Experi mental

Findings

Conclusion