Monitoring the students progress through written feedback and individual consultation provided for IELTS academic writing task 2

Taman, Purwanti (2015) Monitoring the students progress through written feedback and individual consultation provided for IELTS academic writing task 2. Masters thesis, Universitas Pelita Harapan.

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Abstract

There was a growing evidence that the lack of competence of university EFL (English as a Foreign Language) students in academic writing affected their overall academic performances. Some research connected low second-language proficiency levels in English to poor academic performances of international students studying at both university and college levels. This research reported an experimental study with the quantitative approach aimed to identify the improvement made in academic writing skills by using written feedback and individual consultation among EFL students in a Master’s Degree preparatory program using the N-gain formula. The study also examined the satisfaction of the students given the treatment by using written feedback and individual consultation, to be compared with the scores obtained in the progress tests, and recommended further writing approach for the improvement in teaching academic writing in the future.The study found that teaching academic writing using written feedback and individual presentation gave slight improvement to the students. The data from the individual N-gain scores showed that eleven out of fourteen students made low improvement. Contrary to the results, eleven out of fourteen students on the survey indicated that they were satisfied with the teaching approach. This brought a reflection that IMSCI scaffolding approach could be applied as a blended approach in teaching academic writing added to written feedback and individual consultation for seeking improvement in the future. / Banyak fakta menujukkan bahwa kemampuan menulis akademik di tingkat universitas untuk pelajar penutur bahasa Inggris sebagai bahasa asing memberi dampak terhadap kemampuan akademik secara keseluruhan. Beberapa riset menghubungkan penutur bahasa Inggris sebagai bahasa asing berkemampuan rendah berdampak langsung terhadap rendahnya performa mereka sebagai mahasiswa internasional yang sedang belajar di tingkat universitas. Riset ini melaporkan eksperimen yang menggunakan pendekatan quantitative bertujuan untuk mengidentifikasi perbaikan dalam menulis akademik dengan menggunakan umpan balik tertulis and konsultasi individual di kelas penutur bahasa Inggris sebagai bahasa asing dalam rangka persiapan perkuliahan tingkat magister di luar negeri. Riset ini juga mengevaluasi kepuasan para pelajar dalam mendapatkan perlakuan dan dibandingkan dengan hasil nilai tes kemajuan belajar, juga menyarankan satu pendekatan dalam pengajaran menulis akademik untuk ditambahkan kepada pendekatan sebelumnya. Riset menujukkan bahwa unpam balik tertulis dan konsultasi individual memberi dampak perbaikan yang sedikit. Data dari N-gain individual menunjukkan bahwa sebelas dari empat belas siswa mencapai perbaikan yang rendah. Hasil yang berlawanan ditunjukkan oleh angket bahwa sebelas dari empat belas siswa berkomentar puas terhadap pendekatan pengajaran yang telah dilakukan. Ini memberikan refleksi bahwa pendekatan IMSCI scaffolding bisa aplikasikan dalam proses pembelajaran menulis akademik kedepan agar perbaikan lebih bisa dicapai.

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