PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk fileTHE INFLUENCES OF STUDENT-TEACHER CONSULTATION ON STUDENTS’ WRITING PROFICIENCY IN ACADEMIC ESSAY WRITING COURSE A SARJANA

THE INFLUENCES OF STUDENT-TEACHER

CONSULTATION ON STUDENTS’ WRITING PROFICIENCY

IN ACADEMIC ESSAY WRITING COURSE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Diana Kurniawati

Student Number: 111214002

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE INFLUENCES OF STUDENT-TEACHER



A SARJANA PENDIDIKAN THESIS

Presented as Partial Fullfilment of Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Diana Kurniawati

Student Number: 111214002

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015




iv

This thesis is dedicated to

Jesus Christ for His everlasting Love and

Faithfulness in my life

This thesis is also dedicated to

Ibu Riwi Handayani as her birthday gift

on July 7, 2015


v

STATEMENT OF WORK’S ORIGINALITY

I honestly declared that this thesis, which I have written, does not contain the

work or parts of the work of other people, except those cited in the quotations and

the references, as a scientific paper should.

Yogyakarta, 10 August 2015

The writer

Diana Kurniawati

111214002


vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Diana Kurniawati

NIM : 111214002

Demi pengembangan ilmu pengetahuan saya memberikan kepada Perpustakaan

Universitas Sanata Dharma, karya ilmiah saya yang berjudul:

THE INFLUENCES OF STUDENT – TEACHER



beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal:10 Agustus 2015

Yang menyatakan

Diana Kurniawati


vii

ABSTRACT

Kurniawati, Diana. 2015. The Influences of Student-Teacher Consultation on

Students’ Writing Proficiency in Academic Essay Writing Course. Yogyakarta.

English Language Education Study Program, Sanata Dharma University.

This study aimed to find out the influences of student-teacher consultation

on students’ writing proficiency in an Academic Essay Writing course at English

Language Education Study Program of Sanata Dharma University. Since writing

is one of the English skills which need to be developed in English department, the

researcher considers that it is an important issue. The English Language Education

Study Program designs an Academic Essay Writing course in order to facilitate

the students to learn about the methods of citation, the conventions of style and

organization, critical thinking and to develop their writing proficiency in writing

an academic essay.

There are two research problems formulated in this study. The first

problem is “What is the students’ perception on student-teacher consultation in

Academic Essay Writing course?” The second problem is “What are the

influences of student-teacher consultation on students’ writing proficiency?”

In order to answer the problems, the researcher conducts survey research

in which questionnaire and interview are used as the instruments. The results of

the questionnaire are analyzed by calculating a percentage on the scale of

agreements. Then, the interview results are used to support the data from the

questionnaire.

The result of this study showed that the students had positive perception on

the implementation of student-teacher consultation. There were more than 75% of

the students who agreed that the consultation gave positive influences. The

students were involved in the consultation when they were writing an essay. They

believed that the consultation helped them to solve their writing problems and

overcame their writing difficulties. Then, student-teacher consultation facilitated

the students to improve their writing proficiency. There were more than 90% of

the students who improved their writing proficiency. After having a consultation,

the students improved the ability to develop the content of writing, to be more

aware of the grammar and punctuation, to organize the ideas, and to choose

appropriate words. It was concluded that the students’ writing proficiency were

improved by the implementation of student-teacher consultation in Academic

Essay Writing course.

Keywords: student-teacher consultation, writing proficiency, academic essay

writing


viii

ABSTRAK

Kurniawati, Diana. 2015. The Influences of Student-Teacher Consultation on

Students’ Writing Proficiency in Academic Essay Writing Course. Yogyakarta:

Program Studi Pendidikan Bahasa Inggis, Universitas Sanata Dharma.

Penelitian ini bertujuan untuk mengetahui pengaruh student-teacher

consultation terhadap kemampuan menulis mahasiswa di kelas Academic Essay

Writing pada Program Studi Pendidikan Bahasa Inggris, Universitas Sanata

Dharma. Oleh karena menulis adalah salah satu kemampuan Bahasa Inggris

yang perlu dikembangkan di Institusi Bahasa Inggris, peneliti menganggap hal ini

merupakan hal yang penting untuk diteliti. Program Studi Pendidikan Bahasa

Inggris telah merancang pembelajaran Academic Essay Writing untuk

memfasilitasi mahasiswa untuk belajar mengenai metode pengutipan, pengaturan

gaya bahasa dan pengorganisasian, berpikir kritis, dan mengembangkan

kemampuan menulis esai ilmiah.

Terdapat dua rumusan masalah pada penelitian ini. Pertama, “Bagaimana

persepsi mahasiswa terhadap student-teacher consultation di kelas Academic

Essay Writing?”. Kedua, “Apa pengaruh student-teacher consultation terhadap

kemampuan siswa dalam menulis?”.

Untuk menjawab pertanyaan tersebut, peneliti menggunakan survey

sebagai metode dan kuesioner dan wawancara sebagai instrumen. Hasil dari data

kuesioner dianalisa dengan menghitung persentase skala kecocokan. Kemudian,

hasil wawancara digunakan untuk mendukung hasil data kuesioner.

Hasil dari penelitian ini menunjukkan bahwa mahasiswa memiliki persepsi

positif terhadap penerapan student-teacher consultation. Lebih dari 75% dari

mahasiswa setuju bahwa konsultasi memberi dampak positif. Mahasiswa terlibat

dalam konsultasi saat mereka sedang mengerjakan esai. Mahasiswa meyakini

bahwa konsultasi membantu mereka memecahkan masalah mereka dalam menulis

dan mengatasi kesulitan menulis. Kemudian, student-teacher consultation

memfasilitasi mahasiswa mengembangkan kemampuan menulis. Lebih dari 90%

dari mahasiswa mengalami peningkatan pada kemampuan menulis mereka.

Setelah makukan konsultasi, mahasiswa mampu mengembangkan kemampuan

mereka dalam mengembangkan isi tulisan, ketelitian akan penggunaan tata

bahasa dan tanda baca, pengorganisasian ide-ide, dan pemilihan kata-kata yang

tepat. Dapat disimpulkan bahwa kemampuan mahasiswa dalam menulis dapat

dikembangkan dengan menerapkan student-teacher consultation di kelas

Academic Essay Writing.

Kata kunci: student-teacher consultation, writing proficiency, academic essay

writing


ix

ACKNOWLEDGEMENTS

First of all, I would like to address my gratitude to my beloved Jesus

Christ for His everlasting love, guidance, and blessing in my life, especially when

I had to struggle for my thesis. Secondly, my gratitude goes to myself as a person

who has struggled for every situation and the whole part of my body which has

supported me very well during my life.

I would like to express my deepest gratitude to my best advisor, Yuseva

Ariyani Iswandari S.Pd., M.Ed., for her love, guidance, patience, beneficial

suggestions, and support so that I can finish my thesis. I also thank Christina

Lhaksmita Anandari S.Pd., Ed.M., for her help, support and love during my

study. I am thankful to Fidelis Chosa Kastuhandani, S.Pd., M.Hum., for

allowing me to conduct my research in his class. Besides, I thank all the lecturers

in the English Language Education Study Program who always help me in my

learning process. I am also thankful to the Secretariat Staff for their best services.

I would like to thank my beloved parents, Bapak Anton and Ibu Riwi for

their unconditional love and everlasting support for me. I am really thankful for

their care, prayers, and patience. My sincere thank goes to my older sister, Mbak

Novik, for her love, care, and jokes. I would also thank Matias Setiawan, for his

help, support, patience, care, and time which have been given to me, particularly

during my hardest situation.


x

I am also extremely grateful to have such wonderful friends: Nike, Cicik

Sari, Angel Bolly, Puput, Suster Nicoline, Intan, and Mas Damar, for having

shared happiness and many priceless experiences together during my study in

Sanata Dharma University. Furthermore, my superb gratitude goes to Star De

Acyuta family: Cila, Kakak Tina, Cicik Yoyo, Irene and Yosua for being the

best partners, the awesome friends, and the second family who support me during

my study and my process of finishing my thesis. I also thank TSD family for

introducing me to so many meaningful experiences which train me to be a better

person. I would also like to thank all of my friends in the English Language

Education Study Program, in PPL, and KKN. I am very lucky and very happy to

meet them.

Finally, my deepest gratitude goes to everybody who could not be

mentioned one by one, who has helped me, directly and indirectly, in every part of

my process, especially in writing this thesis.

Diana Kurniawati


xi

TABLE OF CONTENTS

TITLE PAGE ................................................................................................... i

APPROVAL PAGES ....................................................................................... ii

DEDICATION PAGE ...................................................................................... iv

STATEMENT OF WORK’S ORIGINALITY ............................................... v

PERNYATAAN PERSETUJUAN PUBLIKASI .............................................. vi

ABSTRACT ...................................................................................................... vii

ABSTRAK .......................................................................................................... viii

ACKNOWLEDGEMENTS ............................................................................. ix

TABLE OF CONTENTS ................................................................................. xi

LIST OF TABLES ........................................................................................... xiv

LIST OF FIGURES ......................................................................................... xv

LIST OF APPENDICES ................................................................................. xiii

CHAPTER I. INTRODUCTION .................................................................... 1

A. Research Background ............................................................ 1

B. Research Problems ................................................................ 5

C. Research Objectives .............................................................. 6

D. Problem Limitation ............................................................... 6

E. Research Benefits .................................................................. 7

F. Definition of Terms ............................................................... 8

CHAPTER II. REVIEW OF RELATED LITERATURE ........................... 10

A. Theoretical Description ......................................................... 10

1. Writing Proficiency ........................................................ 11

a. The Nature of Writing .............................................. 11

b. Principle of Teaching Writing .................................. 12

c. The Criteria of Writing Proficiency .......................... 14

d. The Roles of the Teacher and the Student ................ 15

2. Essay Writing .................................................................. 16

a. The Nature of Essay .................................................. 16

b. Types of Essay .......................................................... 16

c. Academic Essay ........................................................ 17

3. Student -Teacher Consultation ....................................... 17

a. The Nature of Consultation ...................................... 18

b. Types of Consultation ............................................... 19

c. The Aims of Consultation ......................................... 20

d. The Benefits of Consultation .................................... 21

4. Perception ....................................................................... 22

a. The Nature of Perception .......................................... 22

b. The Factors of Perception ......................................... 23

B. Theoretical Framework .......................................................... 24

Page


xii

CHAPTER III. METHODOLOGY ............................................................... 26

A. Research Method ................................................................... 26

B. Research Participants ............................................................ 27

C. Research Setting .................................................................... 27

D. Instrument and Data Gathering Technique ........................... 28

1. Questionnaire ................................................................... 28

2. Interview .......................................................................... 29

E. Data Analysis Technique ....................................................... 29

1. Questionnaire Data .......................................................... 29

2. Interview Data ................................................................. 30

F. Research Procedures .............................................................. 31

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ................... 33

A. Findings ................................................................................. 33

1. Students’ Perception on The Implementation of

Student-Teacher Consultation ......................................... 34

a) Students’ Attitude towards Writing in Academic

Essay Writing .............................................................. 34

b) Student -Teacher Consultation in AEW Course ......... 36

c) Students’ Perception on Student -Teacher

Consultation ............................................................... 38

d) Students’ Attitude towards Student -Teacher

Consultation ................................................................. 43

2. The Influences of Student-Teacher Consultation ............ 44

a) The Influences of Student-Teacher Consultation

on Writing Proficiency ............................................... 44

B. Discussion .............................................................................. 47

1. Students’ Perception on Student -Teacher

Consultation ..................................................................... 48

2. The Influences of Student -Teacher Consultation

on Students’ Writing Proficiency .................................... 52

CHAPTER V. CONCLUSIONS AND SUGGESTIONS .............................. 65

A. Conclusions ............................................................................ 65

B. Suggestions ............................................................................ 66

REFERENCES ................................................................................................. 69

APPENDICES .................................................................................................. 71


xiii

LIST OF APPENDICES

Page

Appendix 1. Questionnaire ............................................................................... 72

Appendix 2. Data Close-Ended Questionnaire .................................................. 76

Appendix 3. Questionnaire Blue Print ............................................................... 79

Appendix 4. Results of Close Ended Questions ................................................ 81

Appendix 5. Response of Open Ended Questions ............................................. 84

Appendix 6. Lecturer Interview ......................................................................... 90

Appendix 7. Students Interview ......................................................................... 92

Appendix 8. AEW Course Outline ..................................................................... 97

Appendix 9. The Examples of Student’s Essay ................................................. 101


xiv

LIST OF TABLES

Page

Table 2.1 The Criteria of Writing Proficiency ...................................................24

Table 3.1 Example 1 of Table of Questionnaire ................................................30

Table 4.1 Student-Teacher Consultation ............................................................36

Table 4.2 Students’ Perception on Student-Teacher Consultation......................39

Table 4.3 The Influences of Student-Teacher Consultation ...............................45


xv

LIST OF FIGURES

Page

Figure 4.1 Students’ Difficulties in Writing ......................................................35

Figure 4.2 Students’ Attitude toward Student-Teacher Consultation ................43

Figure 4.3 Example 1 of Student’s Draft of Essay .............................................54

Figure 4.4 Example 2 of Student’s Final Draft of Essay ...................................55

Figure 4.5 Example 3 of Student’s Outline of Essay .........................................57

Figure 4.6 Example 4 of Student’s Essay of Discussion ...................................58

Figure 4.7 Example 5 of Student’s Draft Essay of Introduction ........................59

Figure 4.8 Example 6 of Student’s Final Essay of Introduction ........................60

Figure 4.9 Example 7 of Student’s Draft Essay of Introduction ........................62

Figure 4.10 Example 8 of Student’s Final Essay of Introduction .......................63


1

CHAPTER I

INTRODUCTION

This chapter consists of seven sections. In the first section, the researcher

presents the research background that explains the knowledge background of the

study. The second section is the research questions, presents two research questions

to be answered. The third section which is the problem limitation, presents the

limitation of the study to make the problems becomes more focused. The fourth

section is the research objectives, explain the purpose of the study. The fifth section is

the research benefits, which present the benefits of the study for some parts in the

ELESP (English Language Education Study Program). The last part is definition of

terms which presents the definition of each term that is used to help the readers have

the clear understanding of the study.

A. Research Background

Language is a tool to communicate and to build the interaction with others.

English is a major language which is used in many countries and becomes an

International language. Therefore, there are many countries which deal with English

language learning. There are four skills in learning English; listening, speaking,

reading and writing. Writing is one of the English skills that should be mastered by

the students especially for the EFL. It becomes the students’ needs on their English

learning because writing can help students to learn both of the grammar and ideas


2

organization. As stated by Bell and Burnaby, 1984; Bialystok, 1978; Brown and Yule,

1983; Nunan, 1989 and White, 1981 as cited in McNamara (2010), “writing in second

language is far more challenging than to listen to, speak or read a foreign language”.

It indicates that writing process challenges the students in the learning English. The

writing process in English language learning for EFL needs a cognitive skill which

focuses on the ability to compose the ideas and to write a grammatical correct

sentence. Furthermore, it also needs a students’ social connection, which means the

students need to share ideas to the readers and to present the relevant of the topic to

the readers. Kress (1989, as cited in Tribble, 1996) states that the command of writing

gives access to certain cognitive, conceptual, social, and political areas. Thus, writing

is a process in language learning which is useful for students’ critical thinking and

discovering skill. In the writing process, the EFL students also need opinions,

suggestions or information not only from books or any other sources but also from

the teacher or friends by doing discussion in order to get feedback. Having discussion

and feedback in writing process in ELESP is usually done by consultation. The

ELESP students experience a consultation since they learn Critical Reading and

Writing. It shows that the students are familiar with the consultation process.

This study focuses on the student-teacher consultation which is implemented

in an Academic Essay Writing course in the English Language Education Study

Program (ELESP) Sanata Dharma University. The student-teacher consultation refers

to the discussion between the student and the lecturer in the class. One of the courses

which implement the consultation is an Academic Essay Writing course (AEW).


3

AEW is the course in ELESP which is an intermediate course after Critical Reading

and Writing course 2 (CRW 2). This course is designed to enable the students to

improve the method of citation, convention of style and organization. Based on AEW

course outline, before writing an essay, the students learned about the research paper

convention, the part of research paper, quotation. They started to make an outline for

their first draft. From the first draft, the students have chances to consult the essay

before the final submission. In this course, content and grammar are important since

an appropriate grammar will create an appropriate meaning for the readers. Thus, the

readers get the complete information and the ideas from the writers.

The students who take AEW in semester five write an essay based on three

different fields; Education, Literature, and Linguistics. The students conduct a

research through a questionnaire, interview, and library study. The students are given

time to finish each essay for about three weeks. During the writing process for each

project, the students have opportunities to get feedback from the lecturer or from the

other friends. They can get feedback for the topic, the outline, and the first draft. In

this case, feedback helps the students to solve their writing problems such as the

organization of the sentences and ideas, the development ideas of writing, or the

grammatical mistakes. One of the activities done by the students for getting feedback

from the lecturer is consultation.

Consultation that is usually done in AEW is an individual consultation. The

consultation is held in the class. Thus, the students have chances to consult their topic

and ideas about what they want to write or to observe. However, sometimes the


4

lecturer holds a consultation outside the class if it is needed. It depends on the

students’ need. The lecturer can monitor the students’ writing progress and help them

in composing ideas for their essay. Besides, the students get chances to improve

writing proficiency by learning to develop the ideas, improving their ability to

organize an essay and being aware of their writing mistakes such as diction, grammar

and punctuation.

From the process in AEW course, the researcher finds that a consultation is

the part of the teaching and learning activities. This consultation process involves the

teacher and the student. The teacher is responsible for helping the students to produce

a good essay. Therefore, the consultation process should facilitate the students to

share their opinions, to ask questions and to get feedback from lecturer in order to

improve the students’ proficiency to write an academic essay well. Those are the

reasons why the researcher would like to conduct research which deals with the

students’ perception on the implementation of student-teacher consultation and the

influences of student-teacher consultation on the students’ writing proficiency.

Besides, all of the students in AEW course have already experienced a consultation as

one of the activities in Critical Reading and Writing 2 (CRW 2).

Consultation is about gathering information or opinion, attitude, and priorities

to inform decision making (Policy on Communication and Consultation, 2012). In the

process of learning writing, it involves the lecturer and the students to discuss the

students’ writing progress and to communicate personally. In teaching writing, the

lecturer should support the students’ learning process. The lecturer needs to facilitate


5

the students by giving feedback or suggestion on the essay. Tribble (1996) also

supports that the teachers’ role in teaching writing is to help the students to get

information and to develop the ideas of writing.

This study investigates the students’ perception on consultation in Academic

Essay Writing course and the influences of consultation on the students’ writing

proficiency. This research is expected to give information about the influences or the

effects of consultation on the teaching and learning activities in writing course

especially Academic Essay Writing course. It is also expected to help the lecturer

who teaches writing to develop the teaching and learning activities in writing course

so that the lecturer can help the students to improve their writing proficiency through

a consultation.

B. Research Problems

There are two research problems which are formulated in this study, namely:

1. What is the students’ perception on the implementation of student-teacher

consultation in Academic Essay Writing course?

2. What are the influences of student-teacher consultation on students’ writing

proficiency?


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C. Research Objectives

This study purposes to find out the answers related to the research problems,

namely:

1. To identify the students’ perception on the implementation of student-teacher

consultation in AEW course.

2. To discover the influences of student-teacher consultation in students’ writing

proficiency in AEW course.

D. Problem Limitation

This study is limited to the students’ English writing proficiency in AEW

course and the implementation of student-teacher consultation which is experienced

by the students in Academic Essay Writing class of ELESP, Sanata Dharma

University. This research focuses on the students’ perception on the implementation

of student-teacher consultation and the influences of student-teacher consultation on

the students’ writing proficiency. The survey focuses on the respondents who are

from AEW class F in the academic year 2012/2013.

The researcher conducts research by using questionnaire in Likert scale. The

researcher provides twenty statements in close-ended questions and five open-ended

questions. It helps to indicate the influences of consultation on the students’ writing

proficiency. Then, in order to get clearer answers and further information, the

researcher interviews the lecturer and five students.


7

E. Research Benefits

The researcher expects that this research which is about the influences of

student-teacher consultation to give benefits for the English writing lecturers, the

students, and The ELESP Sanata Dharma University.

1. The English Writing Lecturers

For the lecturers, the identification of students’ perception on the

implementation of consultation helps them to understand the students’ opinions and

needs in the learning process in the writing course. By doing the discussion, the

lecturers can encourage the students to improve their writing proficiency and to

motivate them to have a better result in writing. Thus, the lecturers are able to

organize and to improve the learning process better and to enhance the students’

writing proficiency.

2. The Students of English Language Education Study Program

For the students of ELESP, this study helps them to recognize their strengths

and weaknesses in writing process and to recognize the influences of consultation on

the students’ writing progress. In addition, it helps them to be aware of the

importance of consultation for their writing process and result. Thus, the students are

able to improve their writing skill by doing consultation for their writing process.

3. The ELESP Sanata Dharma University

For the English Language Education Study Program (ELESP) of Sanata

Dharma University, the researcher expects that this research gives suggestions to

develop the teaching and learning activities, especially in writing course. Since


8

student-teacher consultation has positive influences, it can be implemented not only

in writing course but also in the other courses. Thus, the students do not only improve

their writing proficiency but also improve their speaking, reading and listening

proficiency.

F. Definition of Terms

In order to give clear explanation and to avoid misunderstanding from the

readers, the researcher provides the definition of terms used in this study. It helps the

readers to understand the content and the theories in this study.

1. Student-Teacher Consultation

Student-teacher consultation is the way that feedback is delivered through the

dialogue between the student and the teacher and it can be used to develop both of the

students’ essay and the students’ writing proficiency (Williams, 2002 as cited in

Hyland, 2006). From this research, student-teacher consultation refers to the activity

of consultation which is done by the student and the lecturer in the classroom or

outside the classroom in order to help the students to improve their writing

proficiency. The lecturer is considered as an expert in the learning process to help the

students to solve the problems in their writing process.

2. Students’ Writing Proficiency

Writing is both of a process and product, both of physical and mental acts to

express the ideas or feelings in a certain way (Sokolik as cited in Nunan, 2003). This

study interprets writing as a process and product. Furthermore, the students’ writing


9

proficiency refers to the ability to express the ideas through written text with

minimum errors and has an informative content. Moreover, Zimmermar and

Rodrigues (1992) state that a good writing should be appropriate to the audience and

purpose for specific writing situation. From the writing process, the writing product

indicates the writers’ proficiency. The process of writing focuses on the improvement

of the students’ writing proficiency by doing consultation. Then, the product is the

result of students’ essay.

3. The Academic Essay Writing Course

The Academic Essay Writing is the underlying principle of the academic

writing (PBI Academic Guideline, 2011). This course aimed to help students to be

able to analyze the characteristics of the academic essay. Besides, it also aimed to

help the students to be able to write an academic essay. After completing this course,

the students are expected to understand the academic writing conventions and be able

to write the academic essay on linguistics, language teaching, and literature. It is held

on semester 5 and for the prerequisite to take this course, the students must pass

Critical Reading and Writing course 2.


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher provides review of related literature which

has two main components. First, theoretical description reviews the basis of the

theory for the whole research. Second, theoretical framework reviews some

theories to cover this study in order to explain the study obviously.

A. Theoretical Description

This study presents the influences of student-teacher consultation in

Academic Essay Writing course (AEW). In this part, the researcher reviews the

theories of writing which include the nature of the writing proficiency, the

principle of teaching writing, the criteria of writing proficiency and the roles of

the teacher and the student. Then, the researcher describes the academic essay

writing which consists of the nature of essay and two types of essays: academic

essay and non-academic essay. Since the first research question deals with the

students’ perception on the implementation of student-teacher consultation, the

researcher reviews the theories of student-teacher consultation which explain the

nature of student-teacher consultation, the types of consultation, the aims of

consultation and the benefits of student-teacher consultation. The last theory is

about perception. In this part, the researcher reviews the theories of perception

which include the nature of perception and the factors which influence the

students’ perception.


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1. Writing Proficiency

In this section, the researcher reviews the theories which are related to the

writing proficiency. There are four theories: the nature of writing, the principle of

teaching writing, the criteria of writing proficiency, and the roles of the teacher

and the student.

a. The Nature of Writing

Generally, writing is one of the English basic skills. Writing is both

process and product in the English learning activities (Sokolik as cited in Nunan,

2003). The process of writing can be seen from the activity that is experienced by

the students while they are working on the writing project. The process is often

cyclical and sometimes takes long time. Then, the product of writing can be a

letter, an essay, a story, or a research report that are readable. In addition, as stated

by Hyland (2003), writing is seen as a product constructed from the writer’s

ability of lexical and grammatical. In this case, writing is seen as the writer’s

ability to construct meaning by producing well-formed sentences. Writing is

considered as a reinforcing language patterns through the sentence formation

ability and testing writer to develop the ability to manipulate lexis and grammar.

Since this study focuses on writing proficiency, the researcher reviews

what a good writing is because it indicates the writers’ writing proficiency. As

stated by Zimmermar and Rodrigues (1992), a good writing should be appropriate

to the audience and purpose of specific writing situation. The content,

organization, sentence structure and diction should be appropriate to the audience

and purpose. Audience means the readers and purpose means the topic or the area


12

of field. Therefore, the writer is treated to express their idea written that should be

appropriate to the audience and the purpose.

In the process of learning writing, the writers can learn not only to

construct sentences in English but also to present the information and the ideas

which are appropriate to the audience and the purpose. Furthermore, it helps the

writers to improve their ability to understand the topic and the purpose of their

writing so that the students can produce a good writing to be read by the readers.

b. Principle of Teaching Writing

In teaching writing, the teacher needs to consider some principles while

planning a course in order to deliver a meaningful learning to the students. As

stated by Sokolik as cited in Nunan (2003), there are four principles of teaching

writing.

The first principle is understanding students’ reason for writing. It is

important for the teacher in learning process to understand the students’ topic of

writing. It helps the teacher to give information or explanation about what kind of

writing that the students will write, what the students’ topic and how the topic will

be developed. Therefore, the teacher needs to interact with the students and to get

involved in the students’ writing process.

The second principle is providing many opportunities for the students to

write. Since writing is physical activity, the teacher should require more practice

for the students in the learning activities. Writing practice should provide different

types of writing, and give more information and experiences for the students in


13

writing process. By practicing writing more, the students are trained to think

critically, to construct the correct English sentences, and to express the ideas.

The third principle is making helpful and meaningful feedback. The

students need feedback for their writing clearly. This feedback can be written or

oral. For the written feedback, it should be short and use understandable

vocabulary or symbol used or a simple message. By giving feedback or

comments, the students can see their mistakes on their writing project. It will help

them to be more aware of their weaknesses.

Since this study focuses on consultation, oral feedback becomes the focus

because the lecturer gives feedback or comments orally through the consultation.

As stated by Akbarzadeh (2014) in a journal titled The effect of oral feedback on

the accuracy and complexity of EFL learners’ writing performance, oral feedback

refers to interactive feedback, which has meaning as an interaction between the

teacher and the students who have equal status to share their needs and make an

effort to understand each other. This direct interaction gives opportunities for the

students to negotiate, to ask questions more, and to develop the students and the

teacher communication. Therefore, it will help the students to understand their

writing problems and to learn from the mistakes.

The fourth is clarifying how the writing will be evaluated. The teacher

needs to provide a clear evaluation for the students’ essay. The students need to

know what aspects which will be assessed in writing. The teacher needs to explain

the aspects of writing assessment during the learning process. By providing

writing a scoring rubric the teacher helps the students to be more aware of the


14

writing requirements. The writing rubric should include the grammar,

organization, content or other features of writing that are important to be included

and the scores in each aspect should be provided. For each aspect, the teacher

should provide requirements which should be achieved by the students.

c. The Criteria of Writing Proficiency

The criteria of writing proficiency include so many elements of writing

that should be noticed and should be adjusted to the students’ grade. These help

the students to be aware of the writing requirements to write an essay. The criteria

of writing proficiency are stated by some experts such as Hyland, Brown and

Zimmermar and Rodrigues to asses and determine the students’ writing

proficiency.

Hyland (2003) states three major areas in determining students’ writing

proficiency. First is the content of writing which deals with the stated event,

document event, significant and personal comment on event. The content shows

the information presented by the writer and the appropriateness to the reader.

Second is the structure of the text. It deals with the orientation, background,

chronological order and reorientation. It demands the writer to be able to organize

the ideas in order to present understandable information in content. The third is

the language usage which deals with the language control, diction, the application

grammar and writing style. It shows the ability of the writer to construct the

grammatically correct sentences.

Another expert, Brown (2004) also states the criteria of writing

proficiency. He states that the criteria of writing proficiency are organization,


15

logical, developmental ideas, grammar, punctuation, spelling and style. In

addition, Zimmermar and Rodrigues (1992) also state some criteria of a good

writing that should be appropriate for the purpose, audience, content, style,

effective organization, sentence structure, word choice and information within it.

By explaining the criteria of writing proficiency to the students in evaluation and

they are expected to avoid to make mistakes in writing. These criteria help the

students to be more aware of a good writing.

d. The Roles of the Teacher and the Student

This study focuses on the influence of consultation in writing class. The

researcher provides the roles of the teacher and the student. It shows the teacher’s

role in writing process and the student’s role in consultation. Hyland (2003) states

that teacher’s role is to guide the students through the writing process in order to

help them to develop strategies of generating, drafting and refine the ideas. The

teacher has responsibilities to help the students to generate the ideas of content

and structure, to encourage brainstorming, to give responses and to transform

information in order to develop the students’ writing proficiency.

Furthermore, the students’ role has a significant contribution to the writing

process because they are the main focuses on the English language teaching. The

activeness of the students in the learning activities will influence the students’

writing proficiency. Hyland (2003) states that the students have a role as active

participants who ask questions, clarify meaning, and discuss the essay. Focusing

on the consultation, the role of the student can be seen as an active participant

who makes their own writing better. Therefore, the students must be active in the


16

discussion and in responding the feedback in order to improve their writing

proficiency through the consultation.

2. Essay Writing

Since this study finds out the influences of consultation in Academic

Essay Writing course, the researcher defines the nature of the academic essay and

the types of essay.

a. The Nature of Essay

Essay is a short literary prose composition, presenting writer’s thought that

is usually analytic, speculative or interpretative (Tiedt, 1989). In addition, the

other explanation about essay comes from Indrisano and Squire (2000) who state

that an essay creates the opportunity for the students to develop the reasoned

explanations as they discover, analyse, and synthesize the ideas through the

process of writing. Therefore, in the essay writing process, the student needs to

analyze or to interpret the data or the information and to express or to respond the

ideas in the written form.

b. Types of Essay

In order to clarify the nature of the essay, this part reviews the types of the

essay. There are two types of essay: academic and non-academic.

1) Academic

As stated by Muhyidin (1988), an academic essay is a formal composition

which consists of the introductory, the body, and the concluding paragraphs which

develop one central idea. In this study the kinds of academic writing which are


17

found in AEW are language teaching, literature, and linguistics. The academic

essay shows an analytical review of particular topic.

2) Non-academic

As stated by Crème and Lea as cited in Dickinson (2004), a non-academic

essay is more personal. The information comes from the writer’s personal feeling

and opinion rather than the fact. It is usually based on the personal experience or

interpretation. The theme is also about the life experience or activities in the daily

life.

c. Academic Essay Writing

As stated by Muhyidin (1988), an academic essay is a formal composition.

The researcher provides the purposes of the academic essay in order to give

additional explanation of academic essay. There are four purposes of the academic

essay writing. Those purposes are stated by Bailey (2011) namely to report on a

piece of research, to answer the research questions, to discuss a subject of

common interest and to synthesize the research.

In an AEW course, the students focus on three main topics that should be

written by the students in one semester. They are education, literature, and

linguistics. The students should make an essay that is related to those topics and

then discuss it academically. It means that they should write an essay by using

formal language and providing some references to support their statements.

Therefore, in an academic essay the students are expected to express their opinion

based on the theories that they find.


18

3. Student-Teacher Consultation

Since this study focuses on the consultation which is implemented in AEW

course, the researcher reviews some theories which are related to the student-

teacher consultation. The researcher reviews the theories of the nature of

consultation, the types of consultation, the aims of consultation and the benefits of

consultation.

a. The Nature of Consultation

Student-teacher conference is also called student-teacher consultation.

Student-teacher consultation is the way that feedback is delivered through the

dialogue between the student and the teacher and it can be used to develop both of

the text and the students’ writing proficiency (Williams, 2002 as cited in Hyland,

2006). Consultation gives chance for the teacher to help the student to clarify the

meaning, solve the writing problem and minimize mistakes in the writing.

The student should have a plan about what they want to discuss with their

teacher and what they want to get from the consultation (Tiedt, 1989). The

students’ plan can be a schedule or a target that should be achieved by the

students. It helps the students to improve their writing project sustainably and the

teacher can predict the students’ target, then, help the students to achieve the

target.

Student-teacher consultation is also reviewed by Hyland (2003) who states

that consultation gives some important advantages for the teacher and the student

to negotiate the meaning of the text through dialogue. It gives the student chances


19

to develop his/her autonomy learning and allows him/her to ask questions which

related to the writing project so that he/she can construct a revision plan.

In conducting the student-teacher consultation, there are seven procedures

that are stated by White and Arndt (1991) as cited in Hyland (2003). There are

seven procedures for conducting the consultation.

1) The teacher needs to concern with the situation where the student will not

feel threatened by finding something to praise. It helps student to feel

relaxed and enjoy the consultation.

2) The teacher and the student need to build the interaction to establish a

collaborative relationship.

3) The consultation involves the students in the analysis process and gives the

opportunity to communicate and make the revision decision for the writing

project.

4) The teacher needs to serve the global problems before the students

working on the sentence and word level problem.

5) The teacher gives the response to the essay as working in progress or

under construction.

6) The teacher asks the students to draw the conclusion or to sum up the

changes they need to make for the revision.

7) The teacher needs to provide compliment and encouragement at the end of

the session.


20

b. Types of Consultation

In order to clarify the definition of consultation in the writing process in

AEW, the researcher provides the types of consultation which are implemented in

writing class. There are three types of consultation.

1) Teacher-Class

Teacher-class consultation refers to the forum discussion which is stated

by Zelko (1957) that the lectures or doing the conference in front of the larger

group. The primary purpose of this conference is educational and instructive. The

lecturer gives the information or shares the knowledge and gives the instruction to

help the students to improve their writing.

2) Teacher-Group

Teacher-group consultation refers to group conference. In this type, the

teacher meets more than two students. Each student has opportunity to explain

their writing topic then they get the responses or the comments from the lecturer

(Three Types of Conference, 1930).

3) Teacher-Student

Teacher-student consultation involves the student and the teacher to

communicate directly to have discussion. It gives the student a clearer idea of

his/her strength, weaknesses and lead a revision to improve the essay in the next

assignment (Hyland, 2006). This type enables the student to ask the lecturer and

get more information that can support his/her essay.


21

c. The Aims of Consultation

The implementation of consultation in teaching writing has some purposes

for the students’ learning process. As stated by Harrison (2004) and Brown, et al.,

(1996), there are four purposes of consultation.

1) Consultation helps the students to acquire the knowledge and proficiency

needed to solve the writing problems. (Brown, 1996).

2) Consultation helps the lecturer to implement what they have learned to

assist the students (Brown, 1996).

3) Consultation is directed towards the problem identifications and

exploration to get the detail information about the solution (Harrison,

1996).

4) Consultation helps the students to determine the action as a result of the

discussion from the problems (Harrison, 2004).

Those purposes indicate the goals of consultation that give the advantages

to students to solve their problem in writing for the academic purpose. It gives the

opportunity to the students to learn more from the lecturer and get new experience

by implementing the lecturer’s suggestions.

d. The Benefits of Consultation

Since consultation in learning process has the same concept with student-

teacher consultation, the researcher provides the benefits of student-teacher

conference to support the explanation of the benefits of consultation in learning

process. There are four benefits of student-teacher consultation as stated by Harris

(1986) as cited in Tiedt (1989).


22

1) The teacher stimulates independent learning for the student and gives

chance to take the responsibility for her/his own writing project.

2) The teacher provides the interaction with an experience as a reader and a

writer.

3) The teacher can give the instruction directly to the student then he/she has

time to talk to the teacher about their writing project.

4) The instruction is directly tied to specific piece of writing which calls for

specific strategies.

4. Perception

Since the researcher studies on the students’ perception on student-teacher

consultation, the theories of perception is essentially considered to be mentioned.

The theories are about the nature of perception and the factors of perception.

a. The Nature of Perception

As stated by Robbins (2001), perception is a process of individuals who

organize and interpret their sensory impression in order to give a meaning to their

environment. The environment gives a stimulus to someone’s mind. The process

of perceiving a stimulus will result perception that enables someone to understand

what is faced in their environment. It means that people’s perception will

influence their behaviour or act on the situation or reality.

The way someone interpret something towards the object in environment

depends on seven factors including the clarity and familiarity of the stimuli,

physical characteristics, needs and value, knowledge, feelings and past experience

( Altman, et al, 1985). In the learning process, especially in writing, the stimuli


23

come from the teacher and the writing project. The teacher gives feedback as the

stimuli for student’s writing and the student has his/her own writing product that

should be improved as the stimulus for them to do consultation.

b. The Factors of Perception

Perception is influenced by the stimuli that come from the environment.

There are three factors that influence individual’s perception stated by Robbins

(2001) in his book Organizational Behavior.

1) The Perceiver

Perception is influenced by the personal characteristic of the individual

perceiver. The characteristics that affect perception are attitudes, motives, interest,

experience and expectation. Attitude means how someone gives responses to the

reality based on their perception. Motive refers to the students’ needs to the

reality. Interest refers to situation which is faced by someone will differentiate

perception itself. Then, experience influences someone perception because an

event that has never been experienced are more noticeable than an event that has

ever been experienced. The last is expectation. Someone tends to perceive that

their expectations sometimes will not be the same as the reality.

2) Target

Characteristics of the target can affect what is perceived by someone. The

characteristics are motion, sound, size and shape. Then the relationship between

the characteristics of the target and the background influences perception because

the characteristics cannot be separated each other.


24

3) Situation

The situation around the environment also influences the perception. The

context of the situation in which the objects or event can be seen is important. The

situation refers to the time, location or work setting, and social setting of the

event. The situation in class can influence the students’ feeling during the learning

process.

B. Theoretical Framework

In conducting the research, the researcher uses the basic theories of writing

proficiency, academic essay writing, student-teacher consultation and perception.

Since this study is related to the writing proficiency, the basic theories of writing

proficiency from Hyland and Brown are used to identify the requirements of a

good writing. The theories of the criteria of writing proficiency are asked in

questionnaire to identify kinds of criteria that are already achieved by the students

through consultation. These are the criteria of writing proficiency which is

provided in questionnaire.

Table 2.1 The Criteria of Writing Proficiency

Hyland (2003)

Content of Writing

Event, significant, and personal comment on

event.

Structure

Chronological order and reorientation.

Language Usage

Language control, diction, application

grammar.

Brown (2004) Punctuation.


25

Meanwhile, the theories of the teacher’s role and the principles of teaching

writing are used to analyze and support the finding in chapter four. The theories of

the academic essay are used to clarify kind of writing that is written by the

students in AEW. It will support the finding and give more information about the

academic essay. In addition, the theories of essay writing are presented in order to

give clearer information about the academic essay writing. It is used to support the

results of the data.

The theories of student-teacher consultation are used as the main theories

which are used in questionnaire and interview. Since the focus of this study is the

influence and the perception on the student-teacher consultation, the theory of

student-teacher consultation, the benefits and the aims of the consultation are used

to analyze and support the finding in order to find out students’ interpretation and

attitude towards consultation in the academic essay writing. These theories

explain that student-teacher consultation helps students to learn directly from the

teacher as an expert. It will help the students to improve their writing proficiency

especially in writing an essay.

Then, the theories of perception are the additional theories to support the

questions which are related to the student’ perception on the implementation of

student-teacher consultation. The theories of the factors which influence students’

perception are used in the questionnaire and interview. This theory provides three

factors. The factors are perceiver, target and situation. In the questionnaire, the

researcher uses two factors: perceiver and situation. It will strengthen the findings

and provide the experts’ opinion to make the discussion clearer.


26

CHAPTER III

METHODOLOGY

In this chapter, the researcher provides the method used in conducting

the research. The detailed explanation of the methodology is presented into six

sections: research method, research participant, research setting, instrument and

data gathering technique, data analysis technique, and research procedures.

A. Research Method

Considering that this research presents the students’ perception on student-

teacher consultation and what the influences of the student-teacher consultation,

this research belongs to qualitative research. As stated by Ary and Jacobs (2010),

“qualitative research deals with interpret human action, institutions, events,

costumes and the like” (p. 421). In addition, Johnson and Christensen (2012)

stated that qualitative research tends to rely on non-numerical data and the type of

research is exploration or discovery. Thus, the results of this study will be

described. The product of qualitative research is usually a narrative report that full

of description to show the data result.

Furthermore, since the study used qualitative research as an approach,

survey research was used to get the adequate data. Survey research is non-

experimental research method based on a questionnaire and an interview (Johnson

& Christensen, 2012). The purpose of the survey is to collect data from people

opinion about specific issue. In this case, the issue is about the implementation of

student-teacher consultation in AEW course. From the survey research, personal


27

interview was used to complete the data result or the information that was needed

and in order to find the validity of the data from the questionnaire.

B. Research Participants

The target of the population was all the students from semester five who

took Academic Essay Writing course, class F, in the English Language Education

Study Program of Sanata Dharma University. This research focused on the

Academic Essay Writing (AEW) students as the target of the population because

they were taught to write an academic essay and they learned to do research. They

were expected to write essays in particular focuses of the study such as literature,

linguistics, and language teaching.

Each student of AEW course had chances to determine his/her own

focus of the study to be written. This essay is going to train the students to write a

thesis for the next semester. In order to guide the students in their writing process,

the lecturer gave chances for them to have the consultation. Thus, this research

selected all the students who deal with the consultation to help them to finish their

writing project. The researcher engaged all the students in AEW class. There were

thirty students who participated to answer questionnaire and five students who

participated the interview section. In order to get a supporting data, the researcher

also interviewed the lecturer.

C. Research Setting

This research was conducted in Sanata Dharma University, especially in

AEW course in class F at English Language Education Study Program of Faculty


28

of Teachers Training and Education. It was conducted in semester 5 because

AEW course was held in this semester. This research dealt with survey research in

the classroom and library.

D. Instrument and Data Gathering Technique

This section deals with the research instrument and technique which are

used in this study to collect the data. The instrument which was used in this

research, namely, questionnaire and interview which enable the researcher to

gather the data. The questionnaire was used to obtain the data from the

appropriate and qualified respondents. Then, the interview was used to ensure and

to recheck respondents’ answer in the questionnaire.

1. Questionnaire

The questionnaire which was used to collect the data was in the form of

statements which had scales in each statement to measure the frequency of the

agreement. The statements were written in English. The scale that was used to

complete the questionnaire was Likert scale. As stated by to Brown and Rodgers

(2002), Likert scale was generally useful for getting on the respondents’ views,

judgments, or opinion about any side of the language learning and teaching. The

frequencies of scale that were used in questionnaire were strongly agree (SA),

agree (A), disagree (D) and strongly disagree (SD). The researcher provided

number for each frequency: 1 for SD, 2 for D, 3 for A and 4 for SA. There were

25 questions in the questionnaire and it was divided into two parts. The first part

was close-ended, with 20 questions. The second part was open-ended and there

were 5 questions. Thus, the respondents gave sign to response by circling the


29

number in each column provided in the close-ended part. For each statement, they

were asked to choose the frequency of occurrence of a certain statement which

expresses the possibility perception on consultation in writing course.

2. Interview

This research provided open-ended questions for the interview as the data

gathering method. The interview was done orally and informally. It took place in

Sanata Dharma University. Therefore, the respondents could answer the questions

comfortably and the interviewer got further information to complete and to

recheck the result from the questionnaires. The questions that were asked in the

interview were more or less the same with the open-ended question in the

questionnaire. There were five questions for interviewing the students and three

questions for interviewing the lecturer.

E. Data Analysis Technique

Since this study belongs to a descriptive study, the researcher

distinguished the students’ perception and the influences of student-teacher

consultation by using the questionnaire and the interview given.

1. Questionnaire Data

In order to answer the research questions, the data analysis techniques

below were expected to be able to gather information. In order to find the

students’ perception on student-teacher consultation in academic essay writing

course, the researcher distributed questionnaire to 30 students and interviewed

five students. The data from questionnaire and interview were classified based on

positive response and negative response which the students gave. The researcher


30

calculated the questionnaire data into percentage. The formula of percentage

calculation was as follow:

in which :

∑ x = the number of the students based on the degree of agreement

∑ n = the number of all the students

After finding the degree of agreement percentage of each statement, the

researcher analyzed the data by using this table:

Table 3.1 Example 1 of Table of Questionnaire

No Statements

Frequencies of Responses

Strongly

Agree Agree Disagree

Strongly

Disagree

2. Interview Data

After analyzing the questionnaire, the data from the interview was

analyzed by writing the conversation between the researcher and the respondents,

summarizing and concluding the answers. The researcher provided five questions

as the main questions for the interview and chose five students to be interviewed.

The researcher wrote the transcription of the interviews to present clearer

conversation. Therefore, the students’ perception on student-teacher consultation

in academic essay writing course and the influences of student-teacher

x 100%


31

consultation on students’ writing proficiency can be explained clearly. In addition,

the researcher provided three questions which were asked to the lecturer in order

to get further information related to the implementation of consultation in AEW.

F. Research Procedures

In this study, there were three steps in conducting this research. The steps

were (1) distributing the questionnaire, (2) interviewing the lecturer and the

students of Academic Essay Writing course, (3) analyzing and interpreting the

data results.

1. Distributing the Questionnaire

The questionnaires were distributed to the students after the midterm test

on 13 November 2014. The researcher distributed the questionnaires to all AEW

students in class F who did the consultation. To avoid the inefficient in learning

process, the researcher distributed the questionnaires after the class finish. Since

this study is about perception and the influences of the consultation, the researcher

did not gave chance for students to bring home the questionnaire so that the

students answered the questionnaire directly in the class to avoid uncompleted

questionnaires back. After getting all the questionnaires back, the researcher

started to analyze it.

2. Interviewing the Lecturer and the Students of Academic Essay

Writing Course

After getting all the questionnaires, the researcher chose five students to be

interviewed as the sample. The researcher chose based on the most dominant

result of the perception on the implementation of student-teacher consultation in


32

Academic Essay Writing course. The process of determining the respondents was

based on the result of questionnaires. During the interview, the researcher asked

five questions for each student and used audio recorder to save the complete

information from the interview. The interviews were held on 10 and 12 December

2014. Then, the researcher interviewed the lecturer on 5 June 2015.

3. Analyzing and Interpreting the Data Results

The last step of the research procedure was analyzing and interpreting the

data from two previous steps: distributing questionnaire and interviewing

students. The result of interpreting and analyzing the data were stated as the result

of the research and it would be explained and presented further. After all the

procedures were done, the findings were presented in Chapter IV.


33

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher presents the finding and data analysis which

have been gathered by employing two research instruments: questionnaire and

interview. From the data analysis, the researcher presents the findings which

answer the two research questions stated in Chapter 1.

The first part is the findings. In this section, the researcher presents the

findings from the questionnaires and the interviews which have been gathered.

The numerical data on the questionnaire was converted into statements and the

interview data are related to the questionnaire as the supporting data. There are

two sub tittles: 1) The students’ Perception on The Implementation of Student-

Teacher Consultation 2) The Influences of Student-Teacher Consultation. The last

section is the discussion. This part overviews the general result of the students’

perception on student-teacher consultation and the influences of student-teacher

consultation on the students’ writing proficiency.

A. Findings

The questionnaire was distributed to thirty students of Academic Essay

Writing (AEW) course at the English Language Education Study Program of

Sanata Dharma University. Since student-teacher consultation was implemented

in AEW class F, the researcher chose this class to be observed. The agreement

scales were provided in questionnaire in the form of Likert scale. The respondents

had to choose one of the degrees of frequencies that were provided. In the


34

questionnaire, the researcher provided twenty close-ended statements with the

degree of frequency: strongly disagree (1), disagree (2), agree (3) and strongly

agree (4), and five open-ended questions. Besides, the researcher also provided

five questions for the interview section to the students and three questions for the

interview section to the lecturer. Therefore, the findings were divided into two

parts: 1) students’ perception on the implementation of student-teacher

consultation and 2) the influences of student-teacher consultation.

1. Students’ Perception on the Implementation of Student-Teacher

Consultation

This section presents the findings which were related to the students’

perception on the implementation of student-teacher consultation. There are four

sub-discussions: students’ attitude towards writing in Academic Essay Writing,

student-teacher consultation in AEW course, the students’ perception on student-

teacher consultation and students’ attitude towards student-teacher consultation.

This finding is used to answer the first research question.

a) Students’ Attitude towards Writing in Academic Essay Writing

The researcher provided a general close-ended question in the first

statement which found out whether the students faced difficulties. Then, one

open-ended question which asked what the difficulties that they got in writing an

essay. The findings are presented as follow:


35

Figure 4.1 Students’ Difficulties in Writing

This chart presents the students’ difficulties in writing an essay. From the

data the researcher obtained, there were twenty three respondents (76.67%) who

chose “agree” and three respondents (10%) who chose “strongly agree”. They got

difficulties when they were writing an essay. Meanwhile, four respondents

(13.34%) were in “disagree” side by stating that they did not face difficulties in

writing. In order to clarify the students’ answer, the researcher provided an open

ended question in the questionnaire which was related to what kinds of the

difficulties they found in writing an essay. Based on the respondents’ answers,

their difficulties in writing were grammar, diction, topics, ideas and content

elaboration, concatenation of paragraph, references and appropriateness of thesis

statements. The result was also strengthened by the interview result which

explained that participants faced difficulties in writing such as how the students

found the appropriate topic, how they chose the appropriate diction and the

grammar usage, how they found the suitable references in order to support the

data, and how they organized the ideas so that the readers got the information.

Hyland (2003) states that second language writers mostly find difficulty to

express themselves in writing in English because they have different linguistics

10.00%

76.67%

6.67% 6.67%

Strongly Agree

Agree

Disagree

Strongly Disagree


36

knowledge, vocabulary, and the ability to handle the grammar of the language. It

can be concluded that L2 students got difficulties to write sentences and develop

the ideas in English correctly. Therefore, L2 students’ writing contained more

errors in grammar, diction and conveying ideas so that it made the students

struggle to express the meaning in English.

b) Student-Teacher Consultation in AEW Course

In this part, the researcher investigated the implementation of student-

teacher consultation in the Academic Essay Writing course. In the questionnaire,

the researcher provided five statements to find out how student-teacher

consultation was implemented in AEW course. The result can be seen in Table

4.1.

Table 4.1 Student-Teacher Consultation in AEW Course

No Statement


1

(Strongly

disagree)

2

(Disagree)

3

(Agree)

4

(Strongly

Agree)

1 The lecturer often holds

consultation (at least once a

week).

- 10% 70% 20%

2 The lecturer holds individual

consultation. - - 66.67% 33.33%

3 The lecturer holds consultation

only in class. 36.67% 53.33% 10% -

4 I always have consultation

whenever the lecturer gives

chance.

3.33% 36.67% 50% 10%

5 I have ever done consultation

in the previous class. (CRW2). - 16.67% 56.67% 26.67%

Table 4.1 deals with student-teacher consultation in AEW course. The first

statement is related to how often the lecturer held the consultation in class. The

result showed that there were twenty one students (70%) who chose “agree”, six


37

students (20%) who chose “strongly agree” and three students (10%) who chose

“disagree”. The first statement showed that 90% of the students agreed that the

lecturer gave enough opportunity to consult their essay at least once a week when

they had a class. In addition, in the next statement, the researcher identified how

lecturer held the consultation in the class. The result showed that 100% of the

students agreed that the lecturer facilitated an individual consultation for the

students. Based on the result of the lecturer’s interview, the lecturer implemented

individual consultation because the essay writing in AEW course was an

individual task and every student had his/her own topic so that the lecturer could

focus on helping one student. It was also supported by Tiedt (1989) that one of the

benefits of student – teacher consultation is the discussion can focus on the

specific piece of writing. Therefore, the student got relevant information and

clearer feedback from the lecturer in order to revise their writing.

The next statement is related to whether the lecturer held the consultation

only in the classroom. The researcher identified that there were twenty seven

students (90%) disagreed. Therefore, the researcher concluded that the lecturer did

not only hold the consultation in the classroom but also outside the classroom.

The students could have the consultation in the lecturer’s room and sent a

message or e-mail to the lecturer. It means that the lecturer gave enough time for

the students to consult and to ask questions related to their essay.

The forth statement was used to find out whether the students used the

opportunity from the lecturer to consult. In this case, the researcher stated “The

students always have the consultation whenever the lecturer gave chance.” The


38

result showed that fifteen students (50%) chose “agree”, three students (10%)

chose “strongly agree”, eleven students (36.67%) chose “disagree” and one

student (3.33%) chose “strongly disagree”. It showed that most of the students did

the consultation whenever the lecturer gave a chance since 60% of the students

agreed that they consulted their writing whenever the lecturer gave them a chance.

The researcher concludes that the students needed the lecturer’s opinion or

suggestions in writing process.

The next statement presents the students’ experience in the consultation in

the previous writing course, namely, Critical Reading and Writing 2 (CRW 2).

The researcher identified seventeen students (56.67%) chose “agree”, eight

students (26.67%) chose “strongly agree”, and five students (16.67%) chose

“disagree”. Since more than 80% of the students have ever done the consultation

in the previous class, the researcher concludes that the consultation was not a new

learning activity that was interesting for the students. As stated by Robbins (2001),

someone’s perception is influenced by his/her experience in the past and past

experience will nullify an object’s interest. From the data result, the researcher

concluded that the lecturer held the consultation whenever the students needed.

Therefore, the lecturer could facilitate the students to ask questions, to discuss and

to get the lecturer’s opinion in order to improve the essay.

c) Students’ Perception on Student-Teacher Consultation

In order to discover the students’ perception on student-teacher

consultation, the researcher provided seven statements and open-ended questions.

The result can be seen in Table 4.2 as follow:


39

Table 4.2 Students’ Perception on Student-Teacher Consultation

No Statement


1

(Strongly

Disagree)

2

(Disagree)

3

(Agree)

4

(Strongly

Agree)

1 I am comfortable to do

individual consultation. 3.33% 10% 60% 26.67%

2 I need to consult when I do my

essay. - 10% 53.33% 36.67%

3 I usually consult more than one

time in a week. 6.67% 70% 20% 3.33%

4 I am more motivated to do my

writing assignment after

having consultation.

- 16.67% 63.33% 20%

5 By doing consultation, my

writing result is getting better. - 16.67% 60% 23.33%

6 I usually revise my writing

draft after having consultation. - - 70% 30%

7 Consultation gives me

chance to improve my

writing proficiency.

- 3.33% 50% 46.67%

Table 4.2 is related to the students’ perception on the implementation of

the consultation in Academic Essay Writing course. The first statement was about

whether students felt comfortable when they were having the individual

consultation. There were eighteen students (60%) who chose “agree”, eight

students (26.67%) who chose “strongly agree”, three students (10%) who chose

“disagree” and one student (3.33%) who chose “strongly disagree”. It can be

concluded that the individual consultation gave positive feeling for the students

since there were 86.67% of the students felt comfortable. Since the student and

the teacher could focus on one topic and the student could ask questions and get

suggestions to the lecturer directly, it could give a convenience ambiance for the

student. It is also strengthen by White and Arndt (1991) that one of the procedures

of the consultation is the lecturer made the students feel relaxed and enjoy the

consultation.


40

The second statement from Table 4.2 is related to whether the students

needed to consult their essay. The result showed that sixteen students (53.33%)

chose “agree”, eleven students (36.67%) chose “strongly agree”, three students

(10%) chose “disagree” and no one (0%) chose “strongly agree”. It shows that the

consultation was a learning activity which was needed to facilitate the students.

As stated by Schiff in a journal titled Responding to Writing: Peer Critiques,

Teacher-Student Conferences, and Essay Evaluation, the student needs his/her

lecturer’s intervention to decrease the student’s anxiety and to improve the student’

writing.

The next statement is about how often the students did the consultation

with their lecturer. The researcher asked whether the students did the consultation

once in a week. The result showed that six students (20%) chose “agree”, one

student (3.33%) chose “strongly agree”, twenty one students (70%) chose

“disagree” and two students (6.7%) chose “strongly disagree”. In order to support

questionnaire data, the researcher interviewed five respondents and asked how

often they consulted. The respondents answered that they made the consultation

when they needed to find an appropriate topic, to make an outline, and to write the

first draft. It can be concluded that the students tended to work independently after

consulting their first draft because they have got feedback of the first draft from

the process of consultation. The consultation enables the students to learn

independently and take the responsibility for her/his own writing (Harris, 1986 as

cited in Tiedt, 1989).


41

The next statement found out whether the student was motivated to do the

essay writing after having the consultation. The result showed that nineteen

students (63.33%) chose “agree”, six students (20%) chose “strongly agree”, and

five students (16.67%) chose “disagree”. It shows that the students were

motivated to write an essay after having the consultation. As stated by White and

Arndt (1991) as cited in Hyland (2003), in the consultation process, the lecturer

needs to encourage the students.

Then, the next statement was about whether the consultation helped the

students to improve the writing result. Writing result included the content, the

structure, and the language usage. The data showed that nineteen students (60%)

chose “agree”, seven students (23.33%) chose “strongly agree”, and five students

(16.67%) chose “disagree”. This result is still in line with the next statement

which is about the students’ tendency to revise their essay. There were twenty one

students (70%) chose “agree”, nine students (30%) chose “strongly agree” and no

one chose “disagree” and “strongly disagree”. It means that all the students

needed to revise their essay after having the consultation. The result shows that

the students were motivated to revise their essay after getting feedback and doing

the discussion with the lecturer.

The last statement found out whether the consultation gave the opportunity

to improve the students’ writing proficiency. There were fifteen students (50%)

who chose “agree”, fourteen students who (46.67%) chose “strongly agree” and

one student (3.33%) who chose “disagree”. The result shows that the students

believed that the consultation helped to improve their writing proficiency. As


42

stated in chapter two, writing proficiency includes the appropriate diction, the

grammar, the content, the punctuation, and the writing organization. By doing the

consultation and getting feedback from the lecturer, the students got the

opportunity to learn more and to improve their writing proficiency. It was also

strengthen by the respondents’ answers in open-ended questions which related to

the students’ response towards the importance of the consultation and their

expectation on the consultation. The respondents answered that the consultation

was an important activity in writing. The lecturer gave signs in the students’

mistakes in writing. Then, it gave them opportunity in discussing the mistakes,

getting feedback and opinion in order to clarify the signs in students’ essay.

Instead, the lecturer as an expert helped them not only to correct the mistakes but

also to find a topic, develop the ideas of writing and improve the writing

organization, content, awareness of grammar, diction and punctuation. Then, the

students expected the lecturer to be able to give detailed correction or feedback to

help them to revise their writing.

Since there were more than 70% of the students agreed that the

consultation helped and motivated the students in writing an essay. The researcher

concludes that the students tended to have positive perception on student-teacher

consultation in AEW course. The students had a chance to participate actively by

asking questions, clarifying meaning and discussing their essay. It assisted the

students to be more aware of their strengths and weaknesses. Then, the students

learned to improve their writing skill. It is strengthened by Hyland (2003) who

states that consultation considerably in extent to which improve student writing. It


43

shows that consultation facilitates the students to improve their writing

proficiency by learning from the lecturer’s feedback or response to their essay.

d) Students’ Attitude towards Student-Teacher Consultation

In this part, the researcher presents the general statements which are

related to the influences of student-teacher consultation on the students’ writing

proficiency. This statement showed whether the students agreed that consultation

gave them chances to improve their writing proficiency. The result is presented as

follow:

Figure 4.2 Students’ Attitude towards Student-Teacher Consultation

This data shows the students’ attitude towards the implementation of

student-teacher consultation. Based on Figure 4.2, there were 50% of the students

who chose “agree”, 46.67% of the students who chose “strongly agree”, 3.33%

who chose “disagree” and no one chose “strongly disagree”. In order to support

the close-ended statement, the researcher also provided an open ended question.

The question was related to how important the consultation for the students was.

The result shows that all the students believed that the consultation was important

because it provided feedback or comments, and correction for their writing and

helped them to be more aware of their mistakes. It can be concluded that the

46.67%

50%

3,33% 0%

Strongly Agree

Agree

Disagree

Strongly Disagree


44

students had positive attitude towards the implementation of student-teacher

consultation. The implementation of student-teacher consultation was considered

as a helpful way to improve the students’ writing proficiency.

2. The Influences of Student-Teacher Consultation

This part presents the findings which are related to the influences of

student-teacher on students’ writing proficiency. The criteria of writing

proficiency is supported by Hyland (2003) and Brown (2004) which are grammar,

diction, ideas organization, content, and punctuation. The result can be seen as

follows.

a) The Influences of Student-Teacher Consultation on Students’ Writing

Proficiency

Table 4.3 covers the influences of student-teacher consultation on the

students’ writing proficiency. As stated by Hyland (2003), writing proficiency is

related to content of writing, language usage, and organization. In addition,

Brown (2004) states the punctuation as one of the criteria of writing proficiency.

The researcher included punctuation from Brown to be stated in questionnaire

because punctuation still related to the grammar. “Punctuation practice is

governed by grammatical consideration and it is related to grammatical distinction”

(Quirk, Greenbaum, Leech & Svartvik, 1985, p. 1611). It is also used to limited

the potential ambiguity of the meaning of the sentences. Therefore, the researcher

provided six statements which were based on the expertise’ opinion and two open-

ended questions to clarify how consultation influenced students’ writing

proficiency in AEW course. The result can be seen as follows.


45

Table 4.3 The Influences of Student-Teacher Consultation

No Statement


1

(Strongly

Disagree)

2

(Disagree)

3

(Agree)

4

(Strongly

Agree)

1 Consultation helps me to

improve my ability to choose

the appropriate words for

writing an essay.

3.33% 3.33% 50% 43.33%

2 Consultation helps me to

become more aware of the

grammar.

- 3.33% 50% 46.67%

3 I improve my ability to

elaborate the content of

writing after having

consultation.

- 13.33% 46.67% 40%

4 After having consultation I am

more aware of the punctuation 3.33% 10% 66.67% 20%

5 My writing organization is

getting better after having

consultation.

3.33% 6.67% 66.67% 23.33%

Based on Table 4.3, the first statement presents whether the consultation

influenced the students’ ability to choose the appropriate words on the writing an

essay. Fifteen students (50%) chose “agree”, thirteen students (43.33%) chose

“strongly agree”, one student (3.33%) chose “disagree” and one student (3.33%)

chose “strongly disagree”. It can be concluded that the consultation helped the

students to be more aware of the choice of words when they were writing an

academic essay. The next statement showed whether the consultation helped the

students to improve the grammar. The data showed that fifteen students (50%)

chose “agree”, fourteen students (46.67%) chose “strongly agree” and one student

(3.33%) chose “disagree”. The data showed that the consultation helped the

students enrich the ability to write an essay with the correct grammar.

The next statement showed whether the consultation facilitates the

students to develop the content of writing. There were fourteen students (46.67%)


46

who chose “agree”, twelve students (40%) who chose “strongly agree” and four

students (13.33%) who chose “disagree”. Since there were more than 85%

respondents chose agree, it can be concluded that the consultation facilitated the

students to improve their ability to develop the content of writing.

Then, the next statement indicates whether the consultation helped the

students to improve their awareness of using punctuation. There were twenty

students (66.67%) who chose “agree”, six students (20%) who chose “strongly

disagree”, three students (10%) who chose “disagree” and one student (3.33%)

who chose “strongly disagree”. It shows that the consultation helped the students

to be more alert to the use of punctuation in writing. The next statement was

related to the influence of the consultation on the students’ ability to organize the

idea of writing. There were twenty students (66.67%) who chose “agree”, seven

students (23.33%) who chose “strongly agree”, two students (6.67%) who chose

“disagree” and one student (3.33%) who chose “strongly disagree”. The

researcher concludes that the consultation helped to improve the students’ ability

to organize the writing ideas.

In order to strengthen the result, the researcher provided two open-ended

questions which were repeated to be asked in the interview section. The questions

were related to what the students got from the consultation and what changes that

students could be seen from their writing after doing the consultation. The

respondents answered that they got the correction in the grammar, diction, idea

organization, and the content as meaningful feedback or comments in order to

help the students to revise the essay. Then, the changes that could be seen were


47

content development, the appropriate references, and the awareness of grammar

and diction.

From the result, the researcher concludes that the students got the positive

influences of the implementation of the individual the consultation. From the

lecturer’s feedback and comments, the students learned how to write in correct

grammar, the appropriate words and the correct punctuation in order to deliver the

proper meaning to the readers. Furthermore, in order to present the understandable

information, the students also learned how to organize the content or ideas of

writing and the students learned to develop the content as detailed as possible.

Therefore, the researcher identified that the students could improve their grammar,

writing organization, diction, punctuation awareness and content elaboration by

getting involved in the consultation. As stated by Schiff in a journal, teacher-

student consultation can be a particular instrument for the students to specify their

topic, find sources and organize the ideas. Since the consultation gave a chance

for the students to discuss with the lecturer directly, the students got more

feedback and opinion to help them to improve their essay. Besides, the students

also got ideas for developing the essay. Furthermore, the students were more

motivated to do their essay.

B. Discussion

In this part, the researcher presents the data results which answered the

two research questions: 1) what is students’ perception on student-teacher

consultation? and 2) what are the influences of student-teacher consultation on

students’ writing proficiency? The findings can be seen as follows.


48

1. Students’ Perception on Student-Teacher Consultation

Writing process in Academic Essay Writing involves the interaction

between the students and the teacher in the consultation process. The students

could see and feel the situation directly when they were having the consultation.

As stated by Robbins (2001), perception is the way people interpret something

that can be seen or felt. Therefore, they interpreted the consultation as an activity

which influences their perception on the consultation process.

Altman et al., (1985) states that past experience affects someone perceives.

Since the students’ experiences also influenced their perception on consultation in

AEW, the researcher needed to find out whether the students have ever done the

consultation in the previous semester. Academic essay writing course is an

intermediate course after CRW 2 (Critical Reading and Writing 2) which also

implemented consultation in its process. It showed that the students have ever

done consultation and be familiar with the process. Based on the statement which

is related to the students’ experience whether they did the consultation in CRW 2,

it showed that the students have ever experienced on having consultation before.

It can be concluded that the students have been accustomed to doing the

consultation in writing class and they have known the consultation as the part of

writing. Therefore, the students got the influences of doing the consultation and

they would decide whether they need to consult their essay.

Based on the finding, the lecturer held the individual consultation in AEW

course. The student interacted with the lecturer directly and it helped them to

discuss the text meaning through the dialogue. As stated by Hyland (2006),


49

student-teacher consultation gives the opportunity for the students to get an

individual attention in discussing their essay with the lecturer. It would also

influence on the students’ participation in the consultation process. The students’

participation actively also influenced the successful consultation. As stated by

Hyland (2003), “the most successful consultation is those in which the students

are active participants, asking question, clarify meaning and discussing their paper”

(p.192). Through the dialogue, the students could share their difficulties in writing

an essay and solve their writing problems. From the dialogue, the teacher and

students could build interaction to establish a collaborative relationship which also

could influence students’ perception on consultation. The students believed that

the individual consultation helped them to solve their writing problems and gave

them chances to improve the essay.

The result also shows that the students were motivated to do their essay

after having the consultation. They were comfortable to do the consultation since

the lecturer facilitated the students to consult their writing problem or opinion and

asked questions not only in classroom but also outside the classroom. It shows

that the consultation had positive influences for the students’ writing process.

From the students’ response, the students were motivated to do their essay

because they solved their writing problems after having discussion with the

lecturer through the consultation. As stated by Robbins (2001), the factor of

perceiver in perception is influenced by students’ motivation or students’ reasons

to do their essay. The information that was gotten and the way of the information

that was processed influenced the students’ behaviour. It means the students gave


50

responses to the consultation. The result of the consultation encouraged the

students to write the essay because they got more suggestions, opinion and

information to improve the academic essay. Moreover, the consultation helped

them to know what they should write on their academic essay.

Students’ feeling when they were having the consultation will also

influence how they interpreted the consultation process. As stated by Robbins

(2001), the stimuli or situation from the environment also gave influences for their

acceptance and feeling. The questionnaire showed that the students felt

comfortable with the individual consultation in AEW class. By giving them

chances to discuss their essay and to ask questions in order to improve and

develop the ideas, the lecturer has created comfortable ambiance and made the

students felt relax. Since the students felt comfortable, it would also influence

their motivation to do their essay. Feedback from the lecturer has a big part of the

students’ motivation in writing. As stated by Vygotsky (1978) as cited in Hyland

(2003), students’ cognitive skill is enhanced through the guidance and response to

the other expert or the lecturer. By consulting their essay, they could find a place

to discuss and get ideas to help them write. In addition, the students could find

their partner to exchange the ideas or information. As stated by Sokolik as cited in

Nunan (2003), one of the principles of teaching writing is the students need to get

helpful and meaningful feedback form the lecturer. It shows that the consultation

could be the students’ and the teacher’s vehicle to learn and to teach.

The researcher identified that the students needed to consult their essay to

make sure whether their writing was getting better. Besides, they needed to be


51

appreciated since they have made a progress for their essay. It was strengthen by

the interview and questionnaire. The students stated that they usually had some

questions to be asked when they were having the consultation beside grammar or

minimum requirements, such as the topic, the ideas, the thesis statements, the

theories to support the essay and the organization of the idea and paragraph. Then,

the students believed that through the consultation they could improve their

writing proficiency, not only in minimum requirement but also in language usage,

structure and grammar. As stated by Zimmermar and Rodrigues (1992), essay

writing should be appropriate for the purpose, audience, content, organization of

idea, sentence structure, word choice and information within it.

The researcher concludes that the students had positive perception on

consultation. There are some points that shows the influences of the students’

positive perception, they are:

a) the students agreed that they were comfortable when they were having the

individual consultation,

b) the students did the consultation more than once in a week in the

classroom and outside the classroom,

c) the students believed that the consultation helped them to improve their

essay,

d) the students were motivated to write their essay, and

e) the students believed that their writing proficiency was improved.

As stated by Altman et al., (1985) perception is influenced by the stimuli.

In this case, the stimuli came from the situation, the feelings, the lecturer’s


52

response, and the academic essay. Therefore, the students’ positive perception

came from the situation when they were having the individual consultation, the

information from the lecturer’s feedback and the students’ academic essay.

2. The Influences of Student-Teacher Consultation on Students’

Writing Proficiency

Since the students had positive perception on student-teacher

consultation in AEW course, it showed that the consultation gave positive

influence for the students’ writing proficiency. As stated by Hyland (2003),

writing is one of the skills in English language that indicates the ability to produce

well-form sentences and draw a meaning of the writing. Meanwhile, student-

teacher consultation is aimed to facilitate students to discuss and to solve their

problems and difficulties in writing (Harrison, 2004 & Brown et al, 1996). It

showed that student-teacher consultation helped the students to overcome their

difficulties in writing.

In order to write a good writing, the students and the lecturer should notice

the criteria of writing proficiency. Hyland (2003) states it should include content

of writing, structure of text, and language usage. Furthermore, Brown (2004)

states that the criteria of writing proficiency are organization, the logic,

development of ideas, grammar, punctuation, spelling, mechanics and style. It

showed that the lecturer needs to lead the students to achieve those criteria to

improve their writing proficiency.

The consultation tends to clarify the written feedback from the lecturer by

discussing about the students’ problem in writing. As stated by Vygotskian


53

concept of scaffolding, feedback that is delivered through the dialogue between

the teacher and the students can be used by the writer to develop his/her text and

writing ability (Williams, 2002 as cited in Hyland, 2006). This concept supported

the implementation of consultation in writing class. The consultation was

considered as an activity which supported the improvement of students’ writing

proficiency. As stated by Tiedt (1989), consultation is an activity that is done by

the teacher and the student in order to have a discussion and to get feedback to

improve the students’ writing proficiency. The result shows that the students had

chances to discuss so that they could improve their proficiency in writing. Based

on the finding, the writing improvement which could be seen by the students are:

a) Language Usage

As stated by Hyland (2003), language usage consists of language control,

diction, the grammar, and the writing style. After analyzing the data, the

researcher identified that more than 90% of the students improved their ability in

grammar and diction. Thus, the researcher focused on the improvement of

grammar and diction. “Grammar is the total structural system of a language that

enables native speakers to communicate meaning” (Tiedt, 1989, p. 223). The

diction and the grammar influenced the meaning of the sentences and the readers’

understanding to the content of the academic essay. The consultation opens

chances for the lecturer to evaluate the diction and the grammar in the students’

essay and guides the students to be more aware of the diction and grammar usage.

Furthermore, the grammar also influenced the meaning of the sentences.

The appropriate grammar helps the readers to understand the aims or the


54

information included in essay (Heffernan & Lincoln, 1990). It indicates that

grammar helps the readers to understand the content of the essay.

The consultation allowed the lecturer to explain how to choose the

appropriate diction and the grammar for academic essay, so that the students

understand the tenses that should be used and the appropriate diction to clarify the

information that should be delivered to the readers. Therefore, both grammar and

diction are the criteria of writing proficiency that should be noticed to present the

appropriate ideas or the meaning of the essay.

In order to make it clearer, the researcher provided the example of the

finding from one of the student’s essay as follow: (See Appendix. 9.2, p. 103.)

Figure 4.3 Example 1 of Student’s Draft of Essay

From the example above, the researcher identified that the student wrote

some grammatical mistakes on the first draft. The student wrote “...student are

1st Draft


55

has a big chance...”, “...some different song...”, “...to is the audio...” and

“...Students usually uses...”, it showed that the student was not aware of the

grammar yet on the first draft. Then, the researcher also identified that the student

changed some dictions; “...the language used in...”, “meaning to say, the last

reason...”, “...the first thing people usually... “it is actually...”, “..So, when...” and

“... the word that the singer...” on the final draft.

From the example of student’s final draft, the researcher identified that the

student got improvement on the grammar and diction from the changes that can be

seen on the final essay. (See Appendix 9.4, p. 105.)

Figure 4.4 Example 2 of Student’s Final Draft of Essay

Final


56

The student revised the sentence into “...students have a big chance...”,

“...some different songs...” and “...Student usually uses...”. Meanwhile, the

student also revised the diction into “...vocabulary used in...”, “...Then, the last

reason...”, “...the first thing the student usually...”, “...which actually...”, “...Thus,

when...” and “...the words that the singer...”.

From both examples, the researcher identified the differences appear

between the first draft and the final submission after the student had the

consultation. The student changed the diction and grammar in the final essay. It

indicates that the lecturer gave feedback on grammar and diction on the student’s

academic essay when they had the individual consultation. The lecturer discussed

the student’s mistakes in order to improve students’ ability in the used of grammar

and diction in writing an essay.

b) Content of Writing

As stated by Hyland (2003) content of writing is related to the information

which is included in essay. In order to make a good essay, the students should be

able to deliver the information which is relevant to the topic for the readers. “A

good essay is made of sentences that are not just grammatically correct but also

rhetorically effective: concise, well-balanced and varied” (Heffernan & Lincoln,

1990, p. 88). By doing the consultation, the lecturer helps the students to develop

the ideas of writing, in order to teach the students to think creatively and broadly

about their topic so that they can produce an informative essay. Therefore, the

students are able to improve their ability to construct the content of the essay and

make it more meaningful for the readers. (See Appendix 9.1, p. 102.)


57

Figure 4.5 Example 3 of Student’s Outline of Essay

From the example of one student’s outline of the essay, the researcher

identified that the student only had three sub discussions for the content which

were about the students are able to practice their listening ability, to enrich the

students’ vocabulary and practice their pronunciation. After having the

consultation the student got improvement in the content. (See Appendix 9.7,

p.108.)

Outline


58

Figure 4.6 Example 4 of Student’s Essay of Discussion

The student added information about “the influences of technology for

English learning and how the students learn vocabulary from English songs”

in the outline. The student gave additional content in order to support the content

of writing and develop the ideas of the student’s topic for the essay.

Final


59

c) Structure

Hyland (2003) states, structure of writing consist of the orientation,

background, chronological order and reorientation. This study focuses on the

chronological order or the organization of the ideas. The finding shows that the

students improved the ability to organize the ideas of essay after having the

consultation. (See Appendix 9.3, p. 104.)

Figure 4.7 Example 5 of Student’s Draft Essay of Introduction

From the example, one student was unable to organize the detailed ideas

well. For example, the students wrote the general discussion about English

1st Draft


60

leaning then vocabulary from the song and continue to finding meaning through

the song. It showed that the students were still random in organizing the ideas of

the essay. After having consultation, the student got improvements in organizing

the ideas in the essay and presented the ideas well. (See Appendix 9.5, p. 106.)

Figure 4.8 Example 6 of Student’s Final Essay of Introduction

The student improved the ideas organization of the essay. The student

arranged the ideas from the general information about the influence of technology

Final


61

for English learning to the specific ideas about the reasons why the students can

learn English vocabulary through the English song. The final submission showed

that the student improved the ideas of the content and organized the ideas well

after consulting the first draft. Moreover, the student also showed the

improvement of the critical thinking.

d) Punctuation

Hyland (2003) mentions the language control which includes punctuation

in his theory of writing proficiency. Based on the finding, the students got

improvement on their ability to use punctuation in writing. As stated by Heffernan

& Lincoln (1990), the students need the lecturer’s help to spot and to correct the

student’s error in punctuation. Furthermore, the use of punctuation in the

sentences influences the meaning of the sentence. As supported by Quirk, et al,

(1985), punctuation is controlled by grammatical consideration and it used to limit

the ambiguity of the sentence meanings. Therefore, the researcher concluded that

the lecturer helped the students to rectify students’ punctuation errors to clarify

the sentence meaning. (See Appendix 9.3, p. 104.)


62

Figure 4.9 Example 7 of Student’s Draft Essay of Introduction

From the example of student’s draft, the student had some mistakes in the

punctuation usage in the first draft. The student was not aware of the use of

comma after sentence connector on the draft. After consulting the draft, the

student improved the essay by giving comma after sentence connectors. (See

Appendix 9.5, p. 106.)

1st Draft


63

Figure 4.10 Example 8 of Student’s Final Essay of Introduction

The student revised the punctuation mistakes on the first draft. The student

became aware of the use of comma after sentence connector. Therefore, the

students were more alert to the use of punctuation in writing an essay after having

the consultation with the lecturer.

Final


64

Those examples showed that the student revised some mistakes: the

grammar, the diction, the ideas organization, the content, and the punctuation. It

can be concluded that the lecturer checked the student’s essay by pointing the

grammar mistakes, inappropriate dictions, and punctuation. Furthermore, the

student also got feedback for the development of the content of the essay and the

ideas organization. Moreover, the researcher also identified that the student used

various words on the final essay and the ideas explained broadly.


65

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

The last chapter in this study contains the conclusions and suggestions.

The conclusions is about the students’ perception on student-teacher consultation

and the influences of student-teacher consultation on students’ writing proficiency

in AEW course which are obtained by analyzing the data. Then, the researcher

provides some suggestions in order to develop the implementation of student-

teacher consultation.

A. Conclusions

This study aimed to find out the influences of student-teacher consultation

on students’ writing proficiency in Academic Essay Writing (AEW) course. This

study presents two research questions. The first question is what is the students’

perception on student-teacher consultation in AEW course? The second question

is what are the influences of student-teacher consultation on students’ writing

proficiency? In order to obtain the data, the researcher employed two instruments:

questionnaire and interview. The questionnaire was classified based on the

questionnaire blue print (See Appendix 2.). The numerical data in questionnaire

were converted into sentence since the researcher used qualitative research as the

approach. The interview data were used to support the data result from the

questionnaire.

For the first question, which is about students’ perception on student-

teacher consultation, the researcher concludes that the students have positive


66

perception on the implementation of student-teacher consultation. It can be seen

from the students’ response in the questionnaire. They tended to believe that

student-teacher consultation helped them to overcome their difficulties in writing,

to get opinions from the lecturer as an expert, and to help them to revise their

essay.

For the second question, which is about the influences of student-teacher

consultation on the students’ writing proficiency, the researcher concludes that the

implementation of student-teacher consultation gave positive influences for the

students’ writing proficiency because the students have positive perception on it.

Furthermore, it can be seen from the students’ response that they got some

improvements on their writing proficiency such as the diction, the grammar, the

content, the punctuation, the ideas development, and the ideas organization.

In conclusion, the students’ perception on the implementation of student-

teacher consultation influenced the students’ engagement in consultation. Since

the students have positive perception, the students tend to get involve in

consultation. From the consultation, the lecturer is able to have discussion with

each student in order to help him/her develop the ideas and to help them to

overcome their writing difficulties. Therefore, the students’ writing proficiency

can be improved by the implementation of student-teacher consultation in AEW

course.

B. Suggestions

After accomplishing this research and analysing the data, the researcher

presents some suggestions. The suggestions are:


67

1. For Students

Being active in learning activities helps the students to understand the

lesson more. In this case, the students should participate actively in student-

teacher consultation in order to help them to solve their writing problems and to

improve their essay. The researcher suggests the students get involved in the

consultation so that they know their strengths and weaknesses in writing an

academic essay and they can improve their writing proficiency. Furthermore, the

students can use grammar and spelling checker in Microsoft Word to minimize

the grammar and spelling mistakes so that the lecturer can focus not only on the

grammar but also the content of essay.

2. For Lecturers

Since the role of the lecturers in the teaching and learning activities as a

facilitator for the students, the lecturers should motivate the students to get

involved in the learning activity actively. The researcher suggests the lecturers

determine the learning’s rules. It means that the lecturers need to explain the

importance of doing consultation and the students’ participation need to be

assessed. Moreover, the lecturers need to decide the consultation as a compulsory

activity in AEW course. Furthermore, the lecturers need to focus more on the

content of the students’ essay because the students’ critical thinking skill will be

trained. Therefore, the students will be more motivated to consult their essay and

improve the content of the essay.


68

3. For Future Researchers

The researcher expects that this research inspires other researchers to

conduct further research on the implementation of consultation in writing course.

The researcher suggests the future researchers investigate more on the teaching

and learning strategies which are appropriate to be implemented in writing course

and investigates more on the other kinds of consultation which are appropriate to

be implemented in writing course. Therefore, the writing course and the students’

proficiency can be improved.


69

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performance: Uptake and retention. Iranian Journal of Language

Teaching Research, 2, 105-126.

Altman, S., Valenzi, E., & Hodgetts, R.M. (1985). Organizational behaviour:

Theory and practice. Orlando: Academic Press.

Ary, D., Jacobs, L.C., & Razavieh, A. (2010). Introduction to research in

education (4th

ed.). Belmont: Wadsworth Cengage Learning.

Bailey, S (2011). Academic essay writing: A handbook for international students.

London: Routledge.

Brown, D & Srebalus, D. J. (1996). Introduction to the counseling profession.

Boston: Allyn and Bacon.

Brown, H .D. (2004). Language assessment: Principle and classroom practice.

New York: Longman.

Brown, J. D. & Rodgers, T. S. (2002). Doing second language research. New

York: Oxford University Press.

Dickinson, J. (2004). How and why do ‘academic’ and ‘non-academic’ literacy

practices differ? Lancaster: Lancaster University Press.

Harrison, T. C. (2004). Consultation for contemporary helping professionals.

Boston: Allyn and Bacon.

Heffernan, J. A. W., & Lincoln, J. E., (1990). Writing: College handbook. (3rd

ed.). New York: W.W. Norton & Company.

Hyland, K & Hyland, F. (2006). Feedback in second language writing.

Cambridge: Cambridge University Press.

Hyland, K. (2003). Second language writing. Cambridge: Cambridge University

Press.

Indrisano, R. & Squire, J.R. (2000). Perspective on writing: Research, theory and

practice. Newark: International Reading Association.

Johnson, B & Christensen, L. (2012). Educational research: Quantitative,

qualitative, and mixed approach (4th

ed.). Los Angeles: Sage Publication.


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McNamara, D. S. & Crossley, S. A. (2010). Predicting second language writing

proficiency: The roles of cohesion and linguistics sophistication. Journal

of Research in Reading, 35, 115-135.

Muhyidin, T. S. (1988). Writing paragraphs and essays through models and

exercises. Jakarta: Departemen Pendidikan dan Kebudayaan.

Policy on communication and consultation. (2012). Orkney Island Council.

Retrieved on March 9, 2014, from

http://www.orkney.gov.uk/Files/EducationandLearning/Communication_

and_Consultation_Policy.pdf

Program Studi Pendidikan Bahasa Inggris. (2011). Panduan akademik.

Yogyakarta: Universitas Sanata Dharma.

Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive

grammar of the English language. New York: Longman.

Robbins, S. P. (2001). Organizational behavior (9th

ed.). Upper Saddle River, NJ:

Prentice-Hall.

Schiff, P. (nd). Responding to writing: Peer critiques, teacher-student

conferences, and essay evaluation (chap. 11). Northern Kentucky

University. Retreived on May 6, 2015, from

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Sokolik, M. (nd). Writing. In Nunan,D. (Eds.). (2003). Practical English

language teaching. New York: McGraw-Hill.

Tiedt, I. M. (1989). Writing from topic to evaluation. Boston: Allyn and Bacon.

Tribble, C. (1996). Language teaching: Writing. Oxford: Oxford University Press.

Warren, S. (1930). Three types of conference. The English Journal, 19, 487-489.

Zelko, H. P. (1957). Successful conference and discussion techniques. New York:

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71

APPENDICES


72

Appendix 1

Questionnaire


73

Questionnaire

Name : ______________________

St.# : ______________________

Dear Respondents,

This questionnaire is aimed to discover the research data about The

Influences of Student – Teacher Consultation toward Students’ Writing

Proficiency in Academic Essay Writing Course. I would like to ask your favour

to fill this questionnaire by circling the number of each statement. Please do it

honestly. Thank you very much for your cooperation.

No Statements Strongly

Disagree

Disagree Agree Strongly

Agree

1. I find many difficulties in

writing process. 1 2 3 4

2. Consultation helps me to

improve my ability to choose the

appropriate words for writing an

essay.

1 2 3 4

3. Consultation helps me to become

more aware of the grammar. 1 2 3 4

4. I improve my ability to elaborate

the content of writing after


1 2 3 4

5. After having consultation I am

more aware of the punctuation. 1 2 3 4

6. My writing organization is


consultation.

1 2 3 4

7. My writing score is getting

better in every writing project. 1 2 3 4

8. The lecturer often holds

consultation (at least once in a

week).

1 2 3 4

9. The lecturer holds individual

consultation. 1 2 3 4

10. The lecturer holds consultation

only in class.

1 2 3 4


74

11. I always have consultation


chance.

1 2 3 4

12. I have ever done consultation in

the previous class. (CRW2). 1 2 3 4

13. I am comfortable to do

individual consultation 1 2 3 4

14. I need to consult when I do my

essay. 1 2 3 4

15. I usually consult more than once

a week. 1 2 3 4

16. I am more motivated to do my

writing assignment after having

consultation.

1 2 3 4

17. By doing consultation, my

writing result is getting better. 1 2 3 4

18. By doing consultation, I can

improve my ability to develop

the idea of writing.

1 2 3 4

19. I usually revise my writing draft

after having consultation. 1 2 3 4

20. Consultation gives me chance to

improve my writing skill. 1 2 3 4

1. What kind of difficulties that you face in writing an essay?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

______________________________________________________________

2. What do you think about the importance of consultation in AEW class?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

______________________________________________________________


75

3. What do you get after having individual consultation?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

______________________________________________________________

4. What is your expectation from the consultation?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

______________________________________________________________

5. What changes can you see in your writing after having consultation?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

______________________________________________________________


76

Appendix 2

Data Close-Ended Questionnaire


77

St#

stetemen 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

101214028 2 4 3 3 3 3 2 3 3 3 2 3 4 2 1 3 3 4 3 4

111214007 3 4 4 4 4 4 3 4 4 1 4 4 4 4 3 4 3 4 3 4

111214014 3 4 4 4 3 3 3 4 4 2 2 4 3 3 2 3 3 3 3 4

111214024 4 4 4 4 4 4 2 2 4 1 4 4 4 4 2 4 4 3 4 4

111214038 3 3 3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 3 3 3

111214058 3 4 4 4 4 3 2 4 4 2 2 4 3 2 2 3 3 3 3 4

111214165 3 3 4 3 3 3 2 3 3 1 2 3 3 3 1 2 3 3 3 3

121214151 3 3 3 2 3 3 3 3 3 2 3 3 3 3 2 3 2 3 3 3

121214152 3 3 4 2 3 2 2 3 3 3 3 3 3 3 2 3 2 2 4 3

121214154 3 4 4 4 3 3 3 4 3 2 3 2 3 4 2 4 4 3 3 3

121214155 4 3 4 4 2 3 2 3 3 2 3 2 4 3 2 2 3 3 3 3

121214156 1 1 4 2 1 1 1 3 4 1 4 3 1 4 2 2 3 2 4 4

121214157 3 4 3 3 3 3 2 4 4 1 2 3 3 3 2 3 3 4 4 3

121214158 1 3 3 3 2 3 1 3 4 1 3 3 3 3 2 3 2 3 3 3

121214159 3 3 3 4 4 3 3 3 3 2 3 4 4 4 4 4 4 3 3 3

121214160 3 4 3 3 4 4 3 3 4 1 3 4 4 4 3 4 4 4 3 4

The Close – Ended Data From Questionnaire


78

1: Strongly Disagree 2: Disagree 3: Agree 4: Strongly Agree

121214162 3 3 4 3 3 3 3 3 3 2 3 3 3 4 3 3 3 3 4 3

121214163 3 4 4 4 3 4 3 3 3 2 3 2 3 4 3 3 4 4 3 4

121214164 3 3 3 4 3 3 3 3 4 2 2 2 4 3 2 3 3 3 3 3

121214165 3 2 2 2 2 2 2 3 3 2 1 4 2 3 2 2 2 3 3 2

121214166 3 3 3 4 3 4 2 3 3 1 2 3 3 3 2 4 3 4 3 4

121214168 3 3 3 4 4 4 3 4 3 2 2 3 4 2 2 3 4 3 4 3

121214169 3 3 3 3 3 3 3 3 3 2 2 3 3 3 2 3 3 3 3 3

121214174 3 3 4 3 3 3 4 3 3 1 3 3 3 4 2 3 3 3 4 4

121214175 3 3 3 3 3 3 3 2 3 2 2 3 3 3 2 3 3 3 3 3

121214177 2 3 3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 3 3 3

121214178 3 4 3 3 3 3 3 2 3 3 3 4 2 3 2 3 3 3 4 4

121214179 3 4 4 4 3 4 3 3 3 1 2 3 3 4 2 3 4 4 3 4

121214180 3 4 4 3 3 3 3 3 3 2 3 2 2 3 3 3 3 3 4 4

121214181 4 4 3 3 3 3 2 3 4 1 3 3 3 4 3 2 2 3 3 4

CONT.


79

Appendix 3

Questionnaire Blueprint


80

Questionnaire Blueprint

Question Indicators Form

1 & 8-12

1

Students’ Writing Process in

AEW course

Close Ended

Open Ended

13 – 17,19,20

2 and 4

Students’ Perception on

Student – Teacher

Consultation

Close Ended

Open Ended

2-6

3 and 5

The Influences of Student-

Teacher Consultation

Close ended

Open Ended


81

Appendix 4

Results of Close Ended Questions


82

Results of Close Ended Questions

No Statement Frequencies of Responses

1 2 3 4

1. I find many difficulties in

writing process.

2 6.67%

2

6.67%

23

76.67%

3

10%


improve my ability to

choose the appropriate

words for writing an essay.

1

3.33%

1

3.33%

15

50%

13

43.33%


become more aware of the

grammar.

- 1

3.33%

15

50%

14

46.67%

4. I improve my ability to

elaborate the content of

writing after having

consultation.

- 4

13.33%

14

46.67%

12

40%

5. After having consultation I

am more aware of the

punctuation

1

3.33%

3

10%

20

66.67%

6

20%

6. My writing organization is


consultation.

1

3.33%

2

6.67%

20

66.67%

7

23.33%

7. My writing score is getting

better in every writing

project.

2

6.67%

10

33.33%

17

56.67%

1

3.33%

8. The lecturer often holds

consultation (at least once a

week).

- 3

10%

21

70%

6

20%

9. The lecturer holds

individual consultation.

- - 20

66.67%

10

33.37%

10. The lecturer holds

consultation only in class.

11

36.67%

16

53.33%

3

10%

-

11. I always have consultation


chance.

1

3.33%

11

36.67%

15

50%

3

10%

12. I have ever done

consultation in the previous

class. (CRW2).

- 5

16.67%

17

56.67%

8

26.67%


83

13. I am comfortable to do

individual consultation.

1

3.33%

3

10%

18

60%

8

26.67%

14. I need to consult when I do

my essay.

- 3

10%

16

53.33%

11

36.67%

15. I usually consult more than

once a week.

2

6.67%

21

70%

6

20%

1

3.33%

16. I am more motivated to do

my writing assignment after


- 5

16.67%

19

63.33%

6

20%

17. By doing consultation, my

writing result is getting

better.

- 5

16.67%

18

60%

7

23.33%

18. By doing consultation, I can

improve my ability to

develop the idea of writing.

- 2

6.67%

21

70%

7

23.33%

19. I usually revise my writing

draft after having

consultation.

- - 21

70%

9

30%

20. Consultation gives me

chance to improve my

writing skill

- 1

3.33%

15

50%

14

46.67%


84

Appendix 5

Responses of Open Ended Questions


85

The Difficulties that The Students Face in Writing an Essay

Participant Answer

1 Grammar, elaborate idea and relating each paragraph

2 Elaborating topic and finding sources.

3 Finding topic and developing idea.

4 Finding topic, organizing idea, and grammar.

5 Diction.

6 Making a sentence and grammar.

7 Finding idea and diction.

8 Organizing idea, diction and grammar.

9 Grammar.

10 Finding topic and sources.

11 Finding topic, grammar and diction.

12 Finding topic.

13 Diction and elaborating idea.

14 Grammar and careless in spelling.

15 Grammar and diction.

16 Grammar and organizing paragraph.

17 Grammar.

18 Finding the topic and unenthusiastic in revising.

19 Diction and the relevance of the content.

20 Organizing the content, grammar and elaborating idea.

21 Elaborating idea.

22 Diction, grammar and finding topic.

23 Diction.

24 Finding topic, elaborating idea, grammar and diction

25 Make a sentence in a very first paragraph, developing idea and

grammar

26 Grammar and diction

27 Grammar and organizing paragraph

28 Diction, grammar and organizing idea

29 Grammar, diction, and organizing paragraph

30 Organizing paragraph, grammar, using sentence connectors


86

The Students’ Perception on The Important of Consultation in AEW Class

Participant Answer

1 Important, I can discuss with the lecturer about content and many

things

2 I can correct the grammatical mistakes, choose appropriate word

3 I can develop the ideas and choose appropriate topic

4 It helps to find the topic, organize the idea and correct grammar

5 Important, help me to find topic

6 Important, it helps me improves i analysing

7 It helps students in making good essay

8 Important, because the lecturer knows better both content and

grammar even the organization of our essay

9 Importance, because we can check the relevance of the content, the

grammar and diction

10 Important, because it helps me to check my grammar

11 Important, it helps mw to determine the topic and outlining

12 it gives me enough feedback and help to find topic

13 Important, help to find topic, check grammar and content

14 Important, motivate to write the essay

15 Important, it helps me to improve my grammar

16 Important, to know my mistakes in writing such as grammar or

content

17 Important, it helps to check my grammar mistakes

18 Importance, to check my mistakes in writing

19 It helps me to comprehend the requirements of academic essay

20 I need suggestion and feedback from the lecturer

21 It motivates me to write

22 Important, helps me to elaborate the idea or topic

23 Important, I get feedback from the lecturer to the quality of my

writing

24 I can discuss with the lecturer and get feedback so I can elaborate

and organize my essay well

25 Important, help me to organize and developing idea

26 Important, to know my mistakes in writing such as grammar or

content

27 Important, it helps to check my grammar mistakes

28 Important, to check my mistakes in writing

29 Important, gaining grammatical awareness, to know my weakness

that should be improved

30 Important to get feedback and inspiration even I know my mistakes

in writing


87

The Students’ Outcome after Having Individual Consultation

Participant Answer

1 More aware of grammar and punctuation

2 Correction in grammar and develop the content

3 Correcting my mistakes and get lot ideas

4 I get idea for my topic and revising grammatical mistakes

5 Better in writing

6 Having new idea to write

7 Get an appropriate topic to be written and get idea to develop topic

8 Better understanding about what will be written

9 Improvement of the content and get ideas to be written in my essay

10 I can revise my grammar mistake

11 I motivate to improve each part by outlining

12 I can solve my problem in writing and I know what I should do.

13 I get feedback on grammar and content

14 I get feedback and I motivate to revise

15 I should revise and I know I mistakes in writing

16 I get comments to improve my writing

17 I am motivated to revise based on the lecturer’s advise

18 Grammar mistakes

19 Improved grammar, punctuation and diction and develop content of

essay

20 Idea, more understanding about my essay

21 I got the proper thesis statement and some ideas from the lecturer

22 I only got feedback on my grammatical mistakes

23 I learn something new, e.g. vocabulary

24 Suggestion and more idea, grammar and diction checking

25 Feeling better un my writing result

26 I aware with my mistakes in writing

27 Suggestion on grammar, diction, organization

28 Feedback, comments and corrections

29 Correction, inspiration to do my essay

30 Grammar, diction, organize the content well


88

The Students’ Expectation from Consultation

Participant Answer

1 I can improve my ability in choosing the topic and developing idea

2 Help me to develop idea and correcting the grammar

3 Make my writing better and give good score

4 Get the high score, have no grammatical mistakes

5 Upgrading my work

6 Get idea and feedback for writing

7 Get topic and idea for writing

8 Having good writing in many aspects or assessments of writing

9 Lecturer should give suggestion in many aspect to improve my

writing

10 I can learn many things to improve my writing

11 I can get better direction about what I should do in my writing

12 To be more understand about writing an essay

13 Not only grammar consultation but also content consultation to

make my essay understandable

14 Giving improvement in many aspects of writing

15 Get new knowledge about writing

16 My lecturer wants to read the whole essay, so I can improve not

only grammar but also content

17 Get comments from the lecturer and information how to organize

the idea

18 To get information, idea or feedback on the content

19 Lecturer can read my essay till the end

20 I will get correction about the content of my essay

21 I expect to get some feedbacks on the content of my writing

22 The lecturer can understand what I tried to say and also he could

give some ideas related to my topic

23 My writing will be more academic

24 More about the comment of the ideas of organization and whether I

elaborate topic appropriately

25 To get more idea and grammar correction, especially feedback on

content

26 I expect the correction and also the suggestion for my essay

27 Get better paper and skill in writing

28 I can learn from my mistakes either grammar and content problems

are highly important to improve

29 Feedback

30 I get is I get some feedbacks from my lecturer to improve my skill

my skill especially in writing


89

The Changes of Students’ Writing After Having Consultation

Participant Answer

1 Grammar and punctuation be better and one paragraph can

elaborate well and relate to other paragraph

2 Awareness of grammar and elaborating ideas for the topic

3 Having more ideas and grammatical mistakes are limited

4 Better writing, I can learn how to revise my own writing

5 Better result

6 Less grammatical mistakes

7 More careful in doing essay

8 Better in grammar, content and the diction selection

9 Reduce my grammatical mistakes and elaborate my idea of my

topic

10 My writing become better with little grammar mistakes

11 My topic can be more interesting

12 I think I have improved in how to choose a better topic for my essay

13 Awareness in grammar and punctuation

14 The organization and content are better

15 My writing skill better especially in choosing appropriate words

16 Better in grammar and arranged the idea

17 I can know whenever I am wrong and wherever I do mistakes.

18 The grammar become better

19 Improvement of grammar, punctuation and content

20 My essay is getting better and I can make a better essay

21 only see some changes in my grammar mistakes since the lecturer

only check my grammar mistakes

22 The arrangement of the content becomes better

23 My diction more academic and less grammatical mistakes

24 Better in grammar and motivate to make a great essay

25 Better in grammatical and content organization

26 Better organization, proper diction, and correct grammar

27 In term of grammar , organization of idea and also on format of my

writing

28 Better grammar and organization of content

29 Better in writing and grammar.

30 Better in writing score


90

Appendix 6

Lecturer Interview


91

No Questions Answer

1 What do you think about the important of grammar,

diction and content in writing?

In my opinion all of them are important the content would be

important but when I am checking the content I also check the

grammar and of course the diction, because to make the writing fluent,

students need to have good grammar and diction so it can deliver the

meaning to the reader. The content is the bigger one.

2 Why did you implement individual consultation in

AEW course?

Because academic essay writing is individual writing and everybody

has different topic, so what I do is just I facilitated them in their own

topic.

3 What is your perception to the implementation of

individual consultation in AEW course?

I have positive perception on it and then later on I did writing course

again I think individual consultation helped students I could encourage

them to write and discus with them about the content.


92

Appendix 7

Students Interview


93

No Questions Student A Student B Student C Student D Student E

1 What are your difficulties

in writing an essay?

Yang pertama

biasanya cari topik,

trus kalo topiknya uda

ketemu biasanya

susah

mengembangkan, tapi

yang lebih susah lagi

buat aku itu cari

kalimat pertamanya

itu lho kak bingung

mau nulis apa.

Nulis kalimat

yang formal itu

lho,, yang

research paper

banget itu lho.

Yang susah juga

menurutku cari

sumber yang pas

trus di kaitkan

sama tulisan

kita,

menggabungkan

isinya itu susah.

Pertama

mungkin dari

diri sendiri,

soalnya aku suka

nunda, karna

kalo nulis butuh

ketenangan dan

mood juga, jadi

kalo nunda gitu

kan pasti

moodnya uda

nggak bagus jadi

mau mulai nulis

juga susah, yang

kedua itu

sistematikanya,

jadi aku bingung

kata yang baku

itu seperti apa,

trus grammar,

trus refrensi,

karna aku males

baca apalagi

kalo sulit

bahasanya.

Banyak si,

paling sulit itu

kesulitan sama

refrensi, kan

buku itu

ketentuannya,

maksimal 10

tahun dari tahun

yang sekarang

kalo journal itu

kan ¾ tahun,nah

itu kadang-

kadang refrensi

yang banyak

ditemukan itu

banyak dari

buku-buku lama,

ya ada si journal

yang online tapi

nggak banyak,

dan yang paling

susah itu

grammar, jadi

harus bener-

bener teliti.

Yang pertama

itu

mengorganizasi

ide ide, jadi kan

aku punya

banyak ide-ide,

nah itu aku

bingung cara

mengorganisasin

ya, kadang

kekurangan ide

juga, trus pas

lagi nulis itu

grammarya, jadi

kadang menurut

kita udah bener

tapi ternyata

malah salah.

Diction itu juga

kan kita perlu

menyesuaikan

sama konteks

kalimatnya.


94

2 Did you always consult

your essay?

Kadang, yang

pertama kedua iya,

tapi yang selanjutnya

nggak karna aku

sendiri bingung mau

nulis apa jadi bingung

juga mau konsul apa.

Tapi yang pertama

sama kedua aku

konsul soalnya aku

masi paham sama

topik besarku.

Nggak juga sih,

kan consulnya

cuma consulin

topik, outline,

draft pertama

sama grammar

aja cukup.

Setelah itu udah

tau nulis apa.

Nggak juga si

secukupnya aja,

pertama itu topik

aku pasti

konsultasi first

draft aku juga

konsultasi.

Setelah itu udah

karena aku

biasanya tanya

tanya temenku.

Ya lumayan

sering si, yang

pasti konsul

topik trus

langusng first

draft. Yang

bener-bener

konsul itu cuma

yang tugas

terakir kemarin

karna agak sulit

menurutku.

Kalo di kelas

AEW ini kan

yang pasti

dikonsultasikan

itu topik, outlin

itu juga jelas,

sama draf

pertama, nah

setelah itu

langsung final,

nah setelah draft

pertama

misalnya mau

konsultasi ya

lewat email, jadi

paling aku cuma

3 kali cukup.

3 When you were having

consultation, what did

you usually asked?

Biasanya aku tanya

thesis statement ku

udah bener apa

belum , karna kadang

kan kita bingung kita

udah ketemu judul

ketemu topik tapi

bingung thesis

statementnya mau

kayak apa. Trus poin

poin yang mau ditulis

Pastinya soal

content tulisanku

uda bener apa

belum, trus

grammar itu aja.

Yang aku sering

tanya grammar,

trus runtutan

idenya apakah

sudah benar apa

tidak soalnya

bahasa speaking

sama bahasa

tulis kan beda,

jadi aku merasa

kalo ngomong

Paling topicnya,

aku nulis apa aja

trus teorinya apa

yang mau dipake

gimana, kalo

udh di terima ya

tinggal nulis aja.

Paling Cuma

nunjukin

introduction, trus

abstraknya, terus

Kalo yang

konsul topik ya

tanya topiknya

rejected apa

eccepted, trus

kalo yang

outline ya aku

bilang apa aja

yang mau ditulis

trus nanti dosen

biasanya

Cont

.


95

itu udah bener apa

belum uda support

thesis statement ku

belum, trus grammar

juga.

aku lebih teratur

daripada nulis,

jadi ya itu

content sama

grammar.

menunjukan

teori yang

dipakai gimana.

memberi

masukan, trus

yang draft aku

tanya tentang

grammar.

4 What is your expectation

of having consultation

Kalo aku lebih ke

saran dosen yang

lebih detail soal

content, karena aku

suka lebih suka saran

untuk kontennya.

Iya pengen dapet

feedback lebih,

soal content kita

bener apa nggak,

dictionnya trus

grammarnya

dibenerin

sekalian.

Ekspektasiku si

soal feedback

mungkin lebih

detail di bagian

grammar,

soalnya proses

ku sama temen-

temen itu kan

dari semester 1

jadi feedback

grammar lebih

detail itu bisa

lebih maju, dan

permasalahan

utama kami itu

grammar. Kalo

feedback secara

pesonal secara

detail kita jadi

bisa tau. Dan

ekspresi dosen

juga bisa

memotivasi.

Feedback soal

content lebih

detail dan juga

grammar

soalnya itu yang

biasanya bikin

ragu-ragu.

Ya kan

konsultasi kan

penting ya, jadi

harapanku

konsultasi itu

besifat wajib jadi

bisa memotivasi

juga, dan

feedback kalo

bisa lebih detail

soal content dan

grammar.

Cont

.


96

5 What changes you can

see after having

consultation?

Perubahan di content

nya, karena lebih

banyak dapet ide dari

dosen, jadi lebih

banyak nulis, trus

grammar juga.

Kan aku

biasanya banyak

kalimat atau kata

yang nggak

formal, habis

konsultasi trus

jadi lebih

formal, content

nya juga jadi

lebih kena gitu

jadi sesuai

dengan topikku

dan lebih fokus

Aku jadi tau

salahku waku

aku konsultasi,

trus yang kedua

apalagi kalo

konsultasi

written ya yang

tertulis, jadi

bagian yang

salah lagsung

ditandai jadi aku

bisa tau dan

inget, trus aku

juga dapet

refensi tambahan

juga.

Secara

pengetahuan

buat nulis, dan

lebih ngerti apa

aja yang harus

ditulis. Ya lebih

tau

mengorganisasik

an ide tulisan

gimana lalu

mengelaborasi

ide lebih paham.

pastinya ada

perubahan,

pengembangan

idenya jauh lebih

baik dari

sebelmnya,

pengorganisasia

n ide-ide juga

lebih baik,

grammarnya

juga lebih baik,

trus dapet

pencerahan itu

pas ide uda

mentok.

Cont

.


97

Appendix 8

AEW Course Outline


98

Credit 2 credits Time Allocation 2 x 50’ class meeting, 2x 120’ independent work and structured tasks Study Program English Language Education Study Program Course coordinator Made Frida Yulia, S,Pd., M.Pd. Lecturers Drs. Concilianus Laos Mbato, M.A., Ed.D. Drs. Barli Bram, Ph.D. Fidelis Chosa Kastuhandani, S.Pd., M.Hum. Made Frida Yulia, S.Pd., M.Pd. Gregorius Punto Aji, S.Pd., M.Hum. COURSE DESCRIPTION Academic Essay Writing is designed to enable students to develop the methods of citation, conventions of style and organization, and critical thinking skills necessary for writing college-level research papers. On completing this course, the students will be able to understand academic writing conventions and write essays based on library study and based on data gathered from questionnaire and interview. COMPETENCE STANDARD Students are able to: Competence:

a. Write a research report based on library study b. Write a research report based on data gathered from questionnaire c. Write a research report based on data gathered from interview

Conscience:

a. Develop a sense of responsibility in their own writing b. Foster carefulness and accountability in writing

Compassion:

a. Enhance positive thinking towards others’ writing b. Develop open-mindedness in receiving feedback and criticism from others c. Appreciate others’ opinions about their writings d. Work collaboratively to improve each other’s writing

COURSE OUTLINE

KPE-375 ACADEMIC ESSAY WRITING

English Language Education Study Program

Effective from 25 August 2014


99

MATERIAS AND TIME ALLOCATION

Meeting Date Topic Sub topics

1 27-28 Aug Course overview

- Course introduction - Research paper conventions

2 3-4 Sept Research paper conventions

- Parts of research paper - Working with quotations - Review: plagiarism

3 10-11 Sept Research paper based on questionnaire

- Modeling: review and identity parts of research

4 17-18 Sept - Outlining: choosing a topic, formulating problems, developing an outline

5 24-25 Sept - Developing data gathering instrument

6 1-2 Oct - First draft submission: individual consultation, paper feedback

7 8-9 Oct Research paper based on Interview

- Project 1 submission Modeling: review and identify parts of research paper

8 Mid test - Outlining: choosing a topic, formulating problems, developing an outline

9 29-30 Oct - Developing data gathering instrument

10 5-6 Nov - First draft submission; individual consultation; peer feedback

11 12-13 Nov Research paper based on library study

- Project 2 submission Modeling: review and identify parts of research paper

12 19-20 Nov - Outlining: choosing a topic, formulating problems, developing an outline

13 26-27 Nov - Research method: library study

14 3-4 Dec - First draft submission; individual consultation; peer feedback

Final Exam - Project 3 submission

ACTIVITIES: Discussion, project assignments, peer review, lecturers GRADING POLICY

1. Project 1 = 25% 2. Project 2 = 25% 3. Project 3 = 25% 4. Assignments = 20% 5. Attendance = 5%

REFERENCES Davis, L and Mckay, S. 1996. Structure and Strategies: An Introduction to Academic

Writing. Melbourne: Macmillan Education Australia PTY LTD. Mayers, A. 2005. Gateways to Academic Writing: Effective Sentence, Paragraphs, and

Essays. NY: Pearson Education, Inc.


100

Winkler, A.C. & Metherell, J.R. 2012. Writing the Research Paper: A Handbook. 8th edition. Boston: Wadsworth Cengage Learning.

Some internet sources POLICIES AND EXPECTATION 1. Attendance and Participation are required in all courses. 2. Collaboration in every phase of the course is essential. 3. Late assignments are not accepted. In case of emergency, notify the instructor as

soon as possible. If at all possible, do it prior to the due date. 4. Writing Products:

You are to write a 5 to 10 page- research paper in each project, using double spaced style and A4-size paper. Ensure your paper is based on scientific writing conventions, particularly the one referred to in the PBI thesis and final paper guideline. A list of works cited should also be included to maintain the work accountability.


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Appendix 9

The Examples of Student’s Essay


102

Appendix 9.1 Example of Student’s Outline


103

Appendix 9.2 Example of Student’s Abstrsct for Draft


104

Appendix 9.3 Example of Student’s Introduction for Draft


105

Appendix 9.4 Example of Student’s Abstract for Final


106

Appendix 9.5 Example of Student’s Introduction for Final


107

Appendix 9.6 Example of Student’s Finding fro Final


108

Appendix 9.7 Example of Student’s Discussion for Final


109

Appendix 9.8 Example of Student’s Discussion for Final


Documents

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk fileTHE INFLUENCES OF STUDENT-TEACHER CONSULTATION ON STUDENTS’ WRITING PROFICIENCY IN ACADEMIC ESSAY WRITING COURSE A SARJANA