Authors:
Iis Nur Rodliyah
;
Juliati Juliati
and
Ida Puji Lestari
Affiliation:
Universitas Brawijaya, Indonesia
Keyword(s):
TEFL, Academic Writing, Scaffolding, Self-Correction, Peer Review.
Abstract:
This paper aims at reporting the undergraduate EFL students’ academic writing at Universitas Brawijaya, Indonesia. The objectives of this research are to find out the contributions of: (1) grammar scaffolding to the improvement of students’ academic English writing at Study Program of English, Universitas Brawijaya, (2) self-correction to the improvement of students’ academic English writing at Study Program of English, Universitas Brawijaya, and (3) the contribution of peer review to the improvement of students’ academic English writing at Study Program of English, Universitas Brawijaya. The data in this study were the first chapters of the research proposals written by eighteen students of Research Proposal Writing class at Study Program of English, Universitas Brawijaya after being introduced to three strategies namely scaffolding, self-correction, and peer review. The results showed that despite the students’ ability to identify a number of mistakes during self-correction and pee
r review activities, some corrections and suggestions are found inaccurate. Thus, the scaffolding given by the lecturer plays a prominent role in dealing with the situation.
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