Developing a guided discovery model based on reflective teaching to improve students' short essay writing skills

Abstract

This research is motivated because there is no essay writing model in learning English. Lecturers have not applied the Reflective teaching approach in learning in their classrooms. This has an impact on students' ability to write short essays in learning English. This study aims to develop a Reflective Teaching-Based Guided Discovery Model to Improve Students' Short Essay Writing Skills. The method used in this research is Research and Development using the ADDIE Model. The result of expert validation of the Guided Discovery Model Book based on Reflective learning is "valid". The level of validity of the Guided Discovery Model Lecturer Book based on Reflective learning is "very valid". The level of validity of the Guided Discovery Model Student Book based on Reflective learning is "valid". The level of practicality of the lecturer's book is categorized as "practical" and the research product is easy to use it meets the practicality criteria. The results of the effectiveness test of the average posttest score were higher than the pretest, so it can be said that there was an increase in student scores before and after the application of the Reflective Teaching-Based Guided Discovery Model to Improve Student Learning Outcomes of Essay Writing Skills.

Unlocking the Power of Peer Assessment Technique: A Catalyst for Enhanced Writing Skills in Higher Education

“…Moreover, employing Peer Assessment Technique is considered by students as a useful technique in terms of helping them understand the common errors they make in sentence writing as proposed by Abbas & Herdi (2018) and Afriani (2018) as well as how to formulate a correct sentence grammatically (Indasari et al, 2019;Mumpuni et al, 2022;Rizky & Zainil, 2021). By including fellow peers in assessing the quality of their writing, students can receive constructive feedback, identify weaknesses in sentence structure and grammar, and ultimately improve their writing skills significantly (Ayu et al, 2022;Haeriyati et al, 2023;Mantra et al, 2020;Meletiadou, 2021& Rahma et al, 2023.…”

“…Previous research on Peer Assessment Technique in teaching writing has revealed important findings. Yet, numerous research discovered by (Ayu et al, 2022;Haeriyati et al, 2023;Indasari et al, 2019;Mantra et al, 2020& Mumpuni et al, 2022 discovered that the Peer Assessment Technique can improve the quality of students' writing. Through Peer Assessment Technique, students can receive more diverse and in-depth feedback on the quality of their writing, which may not be possible through teacher assessment alone (Indasari et al, 2019).…”

Reflective teaching and academic optimism as correlates of work engagement among university instructors

“…One key factor influencing instructors’ life-long professional growth and psychological well-being is reflection [ 6 , 7 ]. As a salient component of professional development and education, reflective teaching is believed to promote the professional competence of lecturers and teachers [ [8] , [9] , [10] ]. Reflective teaching is considered as a crucial process in teacher education and has been widely discussed and researched in the educational literature [ [11] , [12] , [13] ] after the introduction of reflective practice by John Dewey [ 6 ].…”

The Effect of Using Matching Word Game Towards Students’ Vocabulary Mastery at SMP Negeri 4 Ujungbatu

“…Communication will not go well without sufficient vocabulary. In the opinion of to (Ayu et al, 2022) many students get lazy due to the extensive foreign vocabulary and sentence patterns that differ from Indonesian. This fear then makes them dislike English.…”