SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2019

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Enhancing the Informatics Engineering Students’ Ability in Writing a Descriptive Paragraph using ProWritingAid and Teacher Feedback

Ariyanto Meilisa Sindy Astika

Abstrak


SUMMARY

Ariyanto, Meilisa Sindy Astika. 2019. Enhancing the Informatics Engineering Students’ Ability in Writing a Descriptive Paragraph using ProWritingAid and Teacher Feedback. Master Thesis, Graduate Program in English Language Teaching, State University of Malang. Advisors: (I) Prof. Dr. Nur Mukminatien, M.Pd, (II) Dr. Sintha Tresnadewi, M.Pd.

Keywords: Automated Writing Evaluation, ProWritingAid, Teacher Feedback, Writing Ability, Descriptive Paragraph

The problems related to the feedback session and students’ ability in writing a descriptive paragraph became the main reason for conducting this study. This study aimed at developing an effective instructional strategy using ProWritingAid and teacher feedback to solve the classroom problems and enhance the Informatics Engineering students’ ability to write a descriptive paragraph.

The design of this study was a Collaborative Classroom Action Research (CCAR). It was done in five meetings or one cycle. During the research process, the researcher took a role as a researcher who collaborated with a teacher, in this case a lecturer, teaching her own class. The participants were 33 university students majoring Informatics Engineering at the University of Muhammadiyah Malang.

The implementation of ProWritingAid and teacher feedback in this study was developed using the Genre Based approach (GBA). It was directed in five meetings and consisted of few stages namely the BKoF (Building knowledge of the Field) and MoT (Modeling of the Text) stages in the first meeting, the JCoT (Joint Construction of the Text) stage in the second meeting, and the ICoT (Independent Construction of the Text) stage in the third and fourth meetings. Meanwhile, the fifth meeting was used as the achievement test. The main strategy covered the implementation of ProWritingAid and teacher feedback in the JCoT and ICoT stages where the ProWritingAid was used before and or after teacher feedback was given. The program was used to give feedback and correct the students’ errors in grammar, mechanics, or vocabulary.

The success of the study was derived from the students’ achievement in writing a descriptive paragraph and the students’ responses towards the implementation of ProWritingAid and teacher feedback. Therefore, a writing prompt for a test and questionnaire were used to gather the data. Based on the achievement test analysis, it was found that the strategy was successful in improving the Informatics Engineering students’ ability in writing a descriptive paragraph. The improvement can be seen from the result of the students’ scores from each writing criterion (organization, content, grammar, vocabulary, and mechanics) that surpassed the expected outcomes. Also, the students’ responses to the implementation of ProWritingAid and teacher feedback were very positive. There were 32 students (98%) who gave positive responses on the Likert scale item statements and 33 students (100%) chose to have both ProWritingAid and teacher feedback to be implemented in class. The open-ended section of the questionnaire also showed some important findings of the merits and demerits of the strategy. The demerits of the strategy included the weaknesses of ProWritingAid to detect some errors and failure to help the students with poor sentence construction skill. Above all, the strategy was perceived positively as it can give the best of both worlds; to help the students detect, learn, and fix their errors through ProWritingAid and help the students revise the content and organization of their descriptive paragraphs through teacher feedback. This strategy made it possible to explain why and how improvement occurred.

Finally, some suggestions for the English teachers, future researchers, and ProWritingAid developers were added. One of the suggestions for the English teachers and future researchers is to not using ProWritingAid to EFL students with low English proficiency as ProWritingAid cannot be the best choice to help students with poor sentence construction skill. Thus, the students must have a basic English grammar at the first place. For the ProWritingAid developers, it is suggested that this study is used as an important reference in developing or updating the program.