Discovery Learning Strategy: Integrating Think-Pair-Share and Teacher's Corrective Feedback to Enhance Students' Writing Language Accuracy

Autor/inn/en	Flora; Raja, Patuan; Mahpul
Titel	Discovery Learning Strategy: Integrating Think-Pair-Share and Teacher's Corrective Feedback to Enhance Students' Writing Language Accuracy
Quelle	In: International Journal of Education and Practice, 8 (2020) 4, S.733-745 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Flora) ORCID (Raja, Patuan) ORCID (Mahpul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-6897
Schlagwörter	Discovery Learning; Cooperative Learning; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Error Correction; Feedback (Response); Writing Instruction; Learning Strategies; Language Teachers; Teacher Education Programs; Secondary School Teachers; Accuracy; Writing Improvement; Grammar; Vocabulary Development; Spelling; Positive Attitudes; Student Interests; Learning Motivation; Scaffolding (Teaching Technique); Indonesia + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Korrektur; Schreibunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Language teacher; Sprachunterricht; Grammatik; Wortschatzarbeit; Schreibweise; Studieninteresse; Motivation for studies; Lernmotivation; Indonesien
Abstract	This research aimed at finding out the students' writing language accuracy and their experience (perception) after learning how to use the integration of Think-Pair-Share (TPS) and Teacher's Corrective Feedback (TCF) within discovery learning strategy. A quantitative study in the form of pre-experimental design was conducted which involved 24 students of English study program in the Faculty of Education at Lampung University-Indonesia who took Pre-Intermediate writing class. These students were prepared to be junior and/or senior school English teachers. Therefore, language accuracy was badly needed. The results demonstrate that there was improvement of students' writing language accuracy after the implementation of integrating Think-Pair-Share and teacher's corrective feedback within discovery learning strategy. Grammar accuracy was the highest compared to vocabulary and spelling accuracy. In addition, the students demonstrated positive perception among the five categories of perception, interest and motivation were the highest. It is because of the steps of TPS and minimum TCF in the form of scaffolding and constructive questions of the teacher. (As Provided).
Anmerkungen	Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01