Google Classroom Mediated Peer Assessment in Students Writing Ability

2021 ◽  
Vol 8 (5) ◽  
pp. 53-57
Author(s):  
Rini Putri Malinda
Keyword(s):  
Online Learning ◽  
Peer Assessment ◽  
Writing Skills ◽  
Learning Model ◽  
Writing Ability ◽  
Significant Difference ◽  
Writing Skill ◽  
Writing Scores ◽  
Quasi Experiment

This research was aimed at finding out the improvement of students’ writing ability after being taught through Google Classroom mediated peer assessment and significant difference of students’ writing skill among three different topics of the speech. The subjects of the research were twenty four students of SMA N 4 Metro. This research was a quasi-experiment in which one class was used as the subjects. The data were elicited through the pre and the posttest taking by the students in forms of students’ writing. Their students writing scores were compared between the pre and the posttest with the significant level 0.05. The different topics were also analyzed to find out the best type of peer assessment in improving students’ writing skills for this online learning model. The result showed that there was a statistically significant improvement of the students’ writing ability after they were taught through Google classroom mediated peer assessment. This result also showed that free topic was the most impactful topic in students’ writing. This suggests that Google Classroom mediated peer assessment facilitates the students to improve the capability of their writing ability. Keywords: writing, Google Classroom, peer assessment, writing topic.

THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE CIRC ON SHORT STORY WRITING ABILITY CLASS X STUDENTS OF SMANEGERI SUNGAI PENUH PROVINSI JAMBI

2018 ◽  
Vol 2 (2) ◽  
pp. 175
Author(s):  
Sinta Wahyuni
Keyword(s):  
Cooperative Learning ◽  
Short Story ◽  
Research Finding ◽  
Learning Model ◽  
Writing Ability ◽  
Model Type ◽  
Writing Skill ◽  
Quasi Experimental ◽  
Story Writing ◽  
Better Than

This Study aimed at investigating the effect of cooperative learning model type CIRC on short story writing ability class x student of SMA Negeri 2 Sungai Penuh. In addition to that, aquantitative method with a quasi experimental design. Based on research finding conclusions short story writing skill of student with cooperative learning model type CIRC is better than studentthat being taught by conventional method at X class SMAN 2 Sungai Penuh.

scholarly journals DIFFERING EFFECTS OF CONFERENCE AND PEER ASSESSMENT ON WRITING SKILL OF EFL LEARNERS

2016 ◽  
Vol 7 (1) ◽  
pp. 1108-1116
Author(s):  
Maryam Manafi Anvar ◽  
Azadeh Nemati
Keyword(s):  
Peer Assessment ◽  
Previous Method ◽  
Assessment System ◽  
Peer Evaluation ◽  
Efl Learners ◽  
Teacher Guidance ◽  
Significant Difference ◽  
Writing Skill ◽  
Evaluation Group ◽  
Post Test

This study intended to demonstrate the significant differences between conference and peer evaluation on writing skill of EFL learners in Pooyesh Language House of Bandar Lengeh. To find out the differences, two types of tests (pre- test before treatment and receiving feedback, post- test after treatment and receiving feedback) were given to two groups of students (30 students for conference and 30 students for peer evaluation). The participants were all teen and adult students who were studying at the same level in this Language House. The writing tests were taken from their previous books which they had practiced before. The pre-test was given to students. In conference group, a mark was given to them by their teacher and during the term the students learned how to write through their teachers comments, but in peer evaluation group, through their classmates comments, so in the second group the classmates just checked each others papers and found errors without giving any mark, because they were not familiar with assessment system; it was the teacher task. In the first group, the teacher was familiar with assessment system, but in peer evaluation group the students found how to check other students' writing as treatment, according to IELTS writing assessment criteria, through their teacher guidance. The post- test was given at the end of the term and previous method was repeated. The results of the study indicated that there was no statistically significant difference between conference and peer evaluation, so the research questions were rejected. The results gained from the two variables were analyzed according to quasi experimental design.

scholarly journals Improving Students’ Writing Skill by Using Wholesome Scattering Game

2021 ◽  
Vol 1 (1) ◽  
pp. 39-47
Author(s):  
Dina Novrieta ◽  
Sopi Nurisa
Keyword(s):  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Writing Skills ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Paired Sample ◽  
Significant Difference ◽  
Writing Skill ◽  
Academic Year

The aim of this research is to describe the implementation of Wholesome Scattering Game in improving students’ writing skills on descriptive text and to find out whether there is a significant difference between students who were taught by using Wholesome Scattering Game and the students who were not. This research used quantitative approach focusing on experimental research which was conducted at SMAN 2 Sungaiselan in academic year 2019/2020. The researcher used purposive sampling technique and two classes were taken as samples, with 69 students (35 students for the control group and 34 students for the  experimental). The result of the test was analyzed by using statistical analysis of Paired sample t-test and Independent sample t-test. The finding showed that the students who were taught by using Wholesome Scattering Game got higher score than those who were taught by using non-Wholesome Scattering Game. It means that the alternative hypothesis (Ha) was accepted, while the null hypothesis (Ho) was rejected. It could be concluded that there was a significant difference between students who were taught by using Wholesome Scattering Game and the students who were taught without using Wholesome Scattering Game.

scholarly journals Improving Student�s Writing Skill of Descriptive Text by Using Instagram Posts as Visual Media

2020 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Alfin Candra Adi Pratama ◽  
Hartono Hartono
Keyword(s):  
Communication Technology ◽  
Visual Media ◽  
Teaching Writing ◽  
Writing Ability ◽  
Significant Difference ◽  
Writing Skill ◽  
Before And After ◽  
Data Collection Technique ◽  
Use Of Social Media ◽  
Main Instrument

Writing is one amongst the important skills learned in English. In writing, people express their ideas and opinions. In this era of advanced communication technology, the use of social media to teach and assist students to learn is common for educators. This research investigated the effectiveness of using Instragram in teaching writing of descriptive texts.� As pre-experimental research, this research used written tests of descriptive texts as the main instrument and interview as the supplementary data collection technique. The samples of this research were eleventh grade students of Social one of a public senior high school in Semarang. The result of this research showed that there was a significant difference on the students� ability of writing descriptive texts before and after the treatment. The interview responses also indicated that using Instagram post as visual media for learning descriptive was effective. In conclusion Instagram posts as visual media in teaching descriptive texts can improve student�s writing ability of descriptive text.

scholarly journals THE EFFECT OF PLEASE STRATEGY AND WRITING INTEREST TOWARD STUDENTS' WRITING SKILL

2019 ◽  
Vol 2 (1) ◽  
pp. 20
Author(s):  
Dewi - Sartika
Keyword(s):  
Linear Regression ◽  
Writing Skills ◽  
Writing Achievement ◽  
Simple Linear Regression ◽  
Control Groups ◽  
Generic Structure ◽  
Significant Difference ◽  
Writing Skill ◽  
Written Test ◽  
And Control

The aims of this study are to find out whether there was a significant difference in writing achievement between the students who were taught by using PLEASE strategy and that of those who were not, to find out whether there was an effect of writing interest on the students writing skill to write descriptive text or not, and to find out whether there was an effect of writing interest on the students writing skill who were taught by using PLEASE strategy or not. The samples involved in this study were the seventh-grade students of SMP Negeri 2 Kayuagung, South Sumatera which were divided into two groups; experimental and control groups. The data were gathered by using written test and questionnaire and then were analyzed by using t-test and simple linear regression. The results showed that t-obtained (2.57) > t-table (2.0017) with the degree of freedom 54 (df = 56). It could be concluded that there was a significant difference between the students who were taught by using PLEASE strategy and that of those who were not. The next result showed that there was no effect of writing interest on the students' writing skill (the score t-obtained of the writing variable was 1.14 at a significant of 0.26). After the treatment, the score of the writing variable was 3.34 at a significant level of 0.003. It indicated that there was an effect of writing interest on students’ writing skills who were taught using PLEASE strategy. In conclusion, the students who were taught by using PLEASE strategy could be encouraged to have writing interest so that they could write a descriptive text based on the generic structure given.

scholarly journals Brainstorming Strategy and Writing Performance: Effects and Attitudes

2018 ◽  
Vol 9 (5) ◽  
pp. 1084
Author(s):  
Arezoo Omidvari ◽  
Soheila Abedianpour
Keyword(s):  
Writing Skills ◽  
Significant Progress ◽  
Writing Performance ◽  
Writing Ability ◽  
Homogenous Group ◽  
Writing Strategy ◽  
Writing Skill ◽  
Performance Effects ◽  
Efl Students ◽  
The Impact

The study sought to examine the impact of employing brainstorming strategy, as a pre-writing strategy, on advanced EFL students' writing ability. Moreover, the study sought to investigate the attitudes of the participants in terms of the efficacy of brainstorming for developing writing performance. Sixty participants were randomly assigned to two groups participating in Writing II course at Atlas Language Institute in Yasouj, Iran. The highest as well as the lowest achievers were deleted in order to have an almost homogenous group. The participants were randomly assigned to control (No = 30) and experimental (No = 30) groups. Both groups had the same teacher. Based on the results of the pretest and posttest, learners that were treated with brainstorming made significant progress in writing. Furthermore, questionnaire scores indicated that the majority of the learners found brain storming a useful strategy in enhancing their writing skills. The results of the current study highlight the effectiveness of employing brainstorming as a pre-writing strategy in developing EFL students’ writing skill.

scholarly journals The Effect of Peer Assessment and Collaborative Assessment on Iranian Intermediate EFL Learners' Writing Ability

2021 ◽  
Vol 3 (13) ◽  
pp. 08-16
Author(s):  
Ghasem Aghajanzadeh Kiasi ◽  
Sona Rezaie
Keyword(s):  
Language Learning ◽  
Alternative Assessment ◽  
English Language ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Control Group ◽  
Writing Ability ◽  
Efl Learners ◽  
Collaborative Assessment ◽  
Significant Difference

As an attempt to shed more light on the effectiveness of alternative assessment in second language learning, the current study sought to explore the effects of peer assessment (PA) and collaborative assessment (CA) on the Iranian intermediate EFL learners' writing ability. To fulfil the purpose of this study, 36 Iranian EFL learners studying English at Kadous English Language Institute in Rasht, Iran, were homogenized as intermediate learners based on their performance on Oxford Solutions Placement Test (OSPT). The final pool of qualified candidates was assigned to one control and two experimental groups comprising 12 learners. All the participants sat for a pretest of L2 writing so that their initial level of writing could be appraised and their homogeneity in writing could be determined. The experimental groups received treatment on English writing through utilizing PA and CA strategies. On the other hand, the control group was taught through the conventional method (i.e. teacher assessment, TA). At the end of a twelve-session experiment, a post-test measuring the effectiveness of the treatments and the participants' writing ability was administered. The results of descriptive and inferential analyses revealed a statistically significant difference among CA, PA, and TA strategies. The results also demonstrated that the CA and PA groups outperformed the control group. However, the CA group performed significantly better than the PA group. Based on the findings of this study, language teachers, materials developers, and education authorities can concentrate on employing CA as the main strategy to foster the writing ability of Iranian intermediate EFL learners. However, PA may also be utilized to teach writing where possible.

scholarly journals The Use of Suggestopedia to Develop Students’ Writing Skill in English : A Case of the Seventh Grade Students of SMP N 2 Mranggen in Academic Year 2014 / 2015

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Rizka Yuliani
Keyword(s):  
Experimental Research ◽  
Seventh Grade ◽  
Writing Ability ◽  
Significant Difference ◽  
Writing Skill ◽  
Before And After ◽  
Post Test ◽  
The Difference ◽  
Essay Test ◽  
Academic Year

This study is concerned with the improvement of the students’ mastery of writing skill of SMP N 2 Mranggen who are taught by using suggestopedia. The main objectives of this research are: (1) To find out the students’ writing ability, before being taught using suggestopedia method, (2) To find out the students’ writing ability, after being taught using suggestopedia method, (3) To find out the difference of the students’ writing ability, before and after being taught using suggestopedia method. This study is a pre experimental research, which uses one class as the experiment class in 7B of SMP N 2 Mranggen. The population of the research is the seventh grade students of SMP N 2 Mranggen. The writer used pre-test and post-test to find out the differences between the students’ research who were taught by suggestopedia in SMP N 2 Mranggen. The instrument of this research was essay test. The test was to measure students’ mastery of writing descriptive text in SMP N 2 Mranggen. There is significant difference  in writing skill on descriptive text of the seventh grade students of SMP N 2 Mranggen in the academic year 2014 / 2015 after and before they had been taught by using suggestopedia. It can be seen from the result difference  of ttest and ttable. The result of ttable and ttest  is got 2,04 < 12,52 >  2,75. From this result ttest is higher than ttable.. In conclusion, teaching using suggestopedia to improve students’ writing skill is effective. The fact that, the students’ ability increased and they can make a descriptive text well. It means that using suggestopedia can help students to improve their writing skill.

scholarly journals PENGARUH PENGGUNAAN MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN MENULIS KARANGAN ARGUMENTASI SISWA KELAS X SMA NEGERI 3 PARIAMAN

2018 ◽  
Author(s):  
syahrul Ramadhan ◽  
Elsa ◽  
tressyalina
Keyword(s):  
Significant Influence ◽  
Test Performance ◽  
Writing Skills ◽  
Learning Model ◽  
Theoretical Concept ◽  
T Test ◽  
Discovery Learning ◽  
Writing Test ◽  
Influence Model ◽  
Writing Skill

In this study, theoretical concept of disovery learning are reviewed the influence model to the writing skills of argumentation of class X students of SMA Negeri 3 Pariaman. The data of this study is the result of the skill of writing the argumentation without and by using the treatment. The data was collected by giving learning ofargumentation by using discovery learning model in experiment class. The test used in this study is a test performance to students in the form of writing test ofargumentation. Abstract writing skill writing skill and using treatment is compared to see the effect of discovery learning model by using t-test formula. The result of theresearch shows that (1) writing skill of argumentation of class X students of SMA Negeri 3 Pariaman without using discovery learning model is in qualification Enough,(2) writing skill of argumentation using discovery learning model of class X students of SMA Negeri 3 Pariaman is in Good qualification , (3) based on t-test, it can beconcluded that there is significant influence to the discovery learning model in learning writing writing argumentation of class X students of SMA Negeri 3 Pariaman.

scholarly journals Improving content, organization, vocabulary, language use, and mechanics using Movie Trailer Media

2021 ◽  
Vol 10 (2) ◽  
pp. 728
Author(s):  
Nehru Pasoloran Pongsapan ◽  
Andi Anto Patak
Keyword(s):  
Language Use ◽  
Writing Skills ◽  
Writing Ability ◽  
Content Organization ◽  
Significant Difference ◽  
Writing Class ◽  
Before And After ◽  
Post Test ◽  
Digital Material ◽  
The Media

<span lang="EN-US">Writing implicates conveying or communicating ideas or thoughts obliges the media either in conventional (paper and pen) or digital material (computer). This research applied a pre-experimental approach with one group pretest and post-test design. The independent variable is movie trailers as teaching media. The dependent variable is students' writing skills consist of content, organization, vocabulary, language use, and mechanics. This research indicated a significant difference in writing skills before and after the treatment using movie trailers with narrative text. There were 30 writing class students participated in this research; hence, they are homogeneous. Students seemed to be more encouraged to learn more about writing skills with enjoyable and relaxing strategies. This research signposted significant impact on the movie trailer's usage of writing skills’ improvement. Movie trailers could be used as one of the learning media to foster students' resolution in telling stories in writing based on the imagination that comes after watching. Therefore, this research recommends using a movie trailer as one strategy to improve the students' writing ability.</span>

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