Writing a Powerful Background

Fazri Nur Yusuf

Universitas Pendidikan Indonesia
Why is Background important?

•Help your reader understand your topic

•Explain why your research paper is worth

reading

•Offer a guide for navigating the rest of the piece

•Pique your reader’s interest

The Thesis Structure
Conclusio
Findings n
and
Research
Discussion
Methodol
Literatur ogy
e Review
Backgr
ound
The Research Procedure
Conclusio
Findings n
and
Research
Discussion
Methodol
Backgrou ogy
nd
Literat
ure
Review
 An overview of the
topic
Prior research

A thesis statement/
An outline Background

A rationale for your paper

Describe the methodology (reveal a gap)
used/plan to use
Burning issue Research gap

Background

Supporting
Research plan
evidence
Burning issue Background Type 1

Research gap

Supporting evidence

Research plan (gap

filling)
Burning issue Background Type 2
Research gap
Supporting
evidence
Intervention

Supporting evidence

Research plan
The Don’ts
TEACHERS ONLINE WRITTEN FEEDBACK ON STUDENTS’ WRITING:
A CASE OF AN EFL SECONDARY CLASS
Teaching English to EFL (English as A Foreign Learner) has become an important issue in
the field of writing activity. As foreign learners, students in Indonesia use their mother
tongue to communicate with others. Students, however, still have difficulties expressing
their ideas in a form of English language both in spoken and written contexts. While
referring to Standard of Competence and Basic Competence, being able to communicate in
spoken and written context is the goal of the teaching and learning process. Harmer
(2007) proposed claimed that among the four English skills, writing has become attention
in the teaching and learning process since many students taught it is the hardest skill to be
learned. It is because writing comprises many types of competencies, such as linguistic,
rhetorical, cognitive, strategic, and pragmatic competencies (Maher, 2011). Afterward,
writing contains a long process of thinking, drafting, editing, and revising. With a long
process of writing, both teachers and students have to put extra effort while doing it.
Brown (2011) also stated that people tend to listen and speak first rather than read and
write. In order to assist students’ writing, teachers written feedback can make students
less anxious about their writing results. At the same time, the teachers probably find out
whether the teaching process is successful or not.
The Impact of Written Corrective Feedback on
Students’ Writing
Writing is one of the most important productive skills that English as a
Foreign Language (EFL) students should be skilled in learning language.
Writing plays a significant role in learning since it is widely used as a
medium to gather, preserve and transmit information to the readers
(Graham et al., 2013). However, some Indonesian EFL students faced
difficulties in writing that affected their writing ability (Abas & Aziz,
2016; Ariyanti & Fitriana, 2017; Hasan & Marzuki, 2017; Rahmatunisa,
2014; Toba et al., 2019). Several writing problems were negative
attitude towards writing, lack of ability in using grammar and inability
to express their thoughts in English.
The Dos
The Impact of Written Corrective Feedback on
Students’ Writing
As one the most important productive skills to master, writing plays a
significant role in learning since it is widely used as a medium to gather,
preserve and transmit information to the readers (Graham et al., 2013).
However, some Indonesian EFL students faced difficulties in writing
affecting their writing ability (Hasan & Marzuki, 2017; Rahmatunisa,
2014; Toba et al., 2019). Several writing problems among others are
negative attitude towards writing, lack of ability in using grammar and
inability to express their thoughts in English.
Presenting supporting evidence
Many studies have been conducted regarding TWCF since it has always been an
interesting topic to be discussed by experts. Several researchers reported that
TWCF conducted by teachers was more effective to help students improve their
writing (Kassim & Ng, 2014; Khanlarzadeh & Nemati, 2016; Mawlawi Diab, 2015;
Rummel & Bitchener, 2015; Van Beuningen et al., 2012). From those studies,
teacher’s feedback is considered effective in EFL classrooms to help students write.
Students who received TWCF showed an improvement in their writing than
students who did not receive any correction. According to Ferris (2011), students
will get benefits from the correction made by the teacher if they are given precise
feedback, such as types of errors they make, the frequency of those errors, and the
improvement of their writing progress. Hence, teachers should be able to provide
successful feedback and identify a few grammatical errors or non-grammatical
errors to help students in their writing. In this occasion, TWCF is considered as an
effective and successful way of assessing students' writing works. It is essential for
EFL students to make them aware of mistakes, to help them understand the lessons,
and to lead them to reach the predetermined goals.
 Revealing research gap
Numerous studies related to TWCF have been conducted by many
researchers (Ferris et al., 2013; Mawlawi Diab, 2015; Rahimi, 2019; Razavi,
2014; Rummel & Bitchener, 2015; Sobhani & Tayebipour, 2015; Van
Beuningen et al., 2012). However, the research about TWCF in senior high
school is inadequate, especially in writing a recount text. Thus, based on
those studies above, this study will focus on TWCF to help students improve
their writing skills. TWCF was carried out using Ms. Word to facilitate the
accommodation of feedback to students due to its ease of access. Ms.Word
cannot only be accessed on a laptop, but can also be accessed using a
handphone. Therefore, giving TWCF to students is expected to be able to
help them produce better texts compared to their previous writings. In
addition, another research objective is to explore students’ attitudes toward
the implementation of TWCF in writing recount texts.
Some samples and revisions
• The Practice of Teacher Written Corrective Feedback on
Students’ Writing: An Action Research
Thank you…