Improving Students’ Writing Skill Using Online Feedback
- DOI
- 10.2991/assehr.k.200804.034How to use a DOI?
- Keywords
- Writing, online peer’s feedback, teacher’s feedback, Edmodo
- Abstract
Writing is a complex process, which requires several stages to produce a good writing product. Improving students’ writing skill can be done in many ways, including providing them with teacher’s feedback as well as peers’ feedback through online learning platform. This study aims to improve students’ writing skill by providing online feedback using Edmodo. This research is action research study which consisted of two cycles or seven meetings in total. The participants of the study were a second-year of 18 female midwifery students of Aisyiyah University of Yogyakarta, who enrolled English for Academic Writing class. The quantitative data was collected through writing test of descriptive text and narrative texts, while the qualitative data was gathered from a semi-structured interview. The findings showed that the students’ writing scores increased from pretest to posttest 1 and posttest 2. Additionally, the score of writing aspects, namely organization, language use, and mechanics also improved. From the interview, it is indicated that students preferred to teacher’s feedback than peers’ feedback. In conclusion, providing online feedback improves students’ writing, especially in their linguistic competence. Online feedback also can enhance students’ interest as well as their confidence in writing.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Musfera Nara Vadia AU - Dyah Setyowati Ciptaningrum PY - 2020 DA - 2020/08/05 TI - Improving Students’ Writing Skill Using Online Feedback BT - Proceedings of the 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019) PB - Atlantis Press SP - 178 EP - 182 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200804.034 DO - 10.2991/assehr.k.200804.034 ID - Vadia2020 ER -