Implementing Teacher Written Feedback and Oral Writing Conference

Do They Work for Introvert and Extrovert Students?

DOI

10.2991/assehr.k.210715.072How to use a DOI?

Keywords

teacher written feedback, oral writing conference, extroversion, introversion

Abstract

Teacher’s written feedback and oral writing conference are the techniques used to give feedback to the students during writing process. There has been many research studies related to the implementation of these techniques. However, there was limited information whether the techniques go well for the students with different personality traits. Thus, this research aimed at finding out the effect on the implementation of teacher’s written and oral feedback for students with different personality (Extroversion Vs Introversion). The method used in this research was explanatory mixed method data collection. The quantitative data were collected by using essay writing test. Meanwhile, the qualitative data were gained from observation, interview and documentation. The quantitative data were analyzed by using MANOVA statistical analysis, meanwhile thematic analysis was used to analyze the qualitative ones. The results of this study were as follows: 1) Students with different personality factor showed significantly different writing performance; 2) Extrovert and introvert students did not show the difference on the writing performance paragraph organization and coherence; 3) Extrovert students showed better performance in the aspect of format and content than introvert ones and 4) Introvert students had better achievement in terms of sentence structure and vocabulary than extrovert ones.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Annisa Astrid
AU  - Manalullaili
PY  - 2021
DA  - 2021/07/17
TI  - Implementing Teacher Written Feedback and Oral Writing Conference
BT  - Proceedings of the 5th Asian Education Symposium 2020 (AES 2020)
PB  - Atlantis Press
SP  - 344
EP  - 347
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210715.072
DO  - 10.2991/assehr.k.210715.072
ID  - Astrid2021
ER  -