This study aims to determine how the benefits of Indirect Corrective Feedback to improve students' ability in reducing the grammatical errors in their writings. To answer the formulation of this problem, the researcher used a descriptive qualitative design. The study included nine students of English Education Department, batch 2012 as participants. The research data was obtained from the student writings of a descriptive paragraph. The student writings were then analyzed to prove how Indirect Corrective Feedback is used during the study. The results of this study indicate that the number of grammatical errors of all participants decreased after they received the Indirect Corrective Feedback from the lecturer.

No abstract

The research was aimed at examining the effectiveness of Paragraph Punch in developing students’ writing paragraph fluency. Classroom action research was implemented to address the research questions. Relating to participants, it involved thirty students of English Department, University of Singaperbangsa Karawang, who had enrolled in Writing for General Communication and have experience in using software. The data from the students in Cycle 1 and 2 were analyzed using the theory of writing skills developed by Lyer and a theory of the standard organizational patterns of the paragraph proposed by Oshima and Hogue for evidence of how Paragraph Punch affected their skill in paragraph composition. The study indicated that the software effectively enhance the students’ writing ability both in the process and learning products. Thus, it is recommended for English Teacher to use Paragraph Punch as alternative way to improve the teaching quality.

Background:  In Indonesia, the amount of family speaking more than one language recently increase in intensity. They not only speak their official language and mother tongue for daily communication, but do they also be fluent in another foreign language for example English. Purpose: The present study closely examines spontaneous interactions between parents and children and explore the family members’ efforts to shape children’s foreign language use and learning outcomes. The focus is on the parental discourse strategies which presents a sequential analysis of the child’s language mixing in interaction which each parent and how the parent reacts to that mixing. Design and methods: To obtain the data, open-ended questionnaires were sent out to five families in which the children actively use English in their daily conversation. Using Lanza’s (1997) parental discourse strategies. Results: the result reveals that parents mostly follow code-switching in negotiating and enforcing their children to maintain their communication in English.