The Influences of Student-Teacher Consultation on
54 information included in essay Heffernan Lincoln, 1990. It indicates that
grammar helps the readers to understand the content of the essay. The consultation allowed the lecturer to explain how to choose the
appropriate diction and the grammar for academic essay, so that the students understand the tenses that should be used and the appropriate diction to clarify the
information that should be delivered to the readers. Therefore, both grammar and diction are the criteria of writing proficiency that should be noticed to present the
appropriate ideas or the meaning of the essay. In order to make it clearer, the researcher provided the example of the
finding from one of the student’s essay as follow: See Appendix. 9.2, p. 103.
Figure 4.3 Example 1 of Student’s Draft of Essay
From the example above, the researcher identified that the student wrote some grammatical mistakes on the
first draft. The student wrote “...student are
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has a big chance ...”, “...some different song...”, “...to is the audio...” and
“...Students usually uses...”, it showed that the student was not aware of the
grammar yet on the first draft. Then, the researcher also identified that the student
changed some dictions; “...the language used in...”, “meaning to say, the last
reason
...”, “...the first thing people usually... “it is actually...”, “..So, when...” and “... the word that the singer...” on the final draft.
From the example of student’s final draft, the researcher identified that the student got improvement on the grammar and diction from the changes that can be
seen on the final essay. See Appendix 9.4, p. 105.
Figure 4.4 Example 2 of Student’s Final Draft of Essay
Final
56 The student revised the sentence
into “...students have a big chance...”, “...some different songs...” and “...Student usually uses...”. Meanwhile, the
student also revised the diction into “...vocabulary used in...”, “...Then, the last reason...”, “...the first thing the student usually...”, “...which actually...”, “...Thus,
when...” and “...the words that the singer...”.
From both examples, the researcher identified the differences appear between the first draft and the final submission after the student had the
consultation. The student changed the diction and grammar in the final essay. It indicates that the lecturer ga
ve feedback on grammar and diction on the student’s academic essay when they had the individual consultation. The lecturer discussed
the student’s mistakes in order to improve students’ ability in the used of grammar and diction in writing an essay.
b Content of Writing
As stated by Hyland 2003 content of writing is related to the information which is included in essay. In order to make a good essay, the students should be
able to deliver the information which is relevant to the topic for the readers. “A
good essay is made of sentences that are not just grammatically correct but also rhetorically effective: concise, well-
balanced and varied” Heffernan Lincoln, 1990, p. 88. By doing the consultation, the lecturer helps the students to develop
the ideas of writing, in order to teach the students to think creatively and broadly about their topic so that they can produce an informative essay. Therefore, the
students are able to improve their ability to construct the content of the essay and make it more meaningful for the readers. See Appendix 9.1, p. 102.
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Figure 4.5 Example 3 of S tudent’s Outline of Essay
From the example of one student’s outline of the essay, the researcher identified that the student only had three sub discussions for the content which
were about the students are able to practice their listening ability, to enrich the students’ vocabulary and practice their pronunciation. After having the
consultation the student got improvement in the content. See Appendix 9.7, p.108.
Outline
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Figure 4.6 Example 4 of Student’s Essay of Discussion
The student added information
about “the influences of technology for English learning and how the students learn vocabulary from English songs
” in the outline. The student gave additional content in order to support the content
of writing and develop the ideas of the student’s topic for the essay.
Final
59
c Structure
Hyland 2003 states, structure of writing consist of the orientation, background, chronological order and reorientation. This study focuses on the
chronological order or the organization of the ideas. The finding shows that the students improved the ability to organize the ideas of essay after having the
consultation. See Appendix 9.3, p. 104.
Figure 4.7 Example 5 of Student’s Draft Essay of Introduction
From the example, one student was unable to organize the detailed ideas well. For example, the students wrote the general discussion about English
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60 leaning then vocabulary from the song and continue to finding meaning through
the song. It showed that the students were still random in organizing the ideas of the essay. After having consultation, the student got improvements in organizing
the ideas in the essay and presented the ideas well. See Appendix 9.5, p. 106.
Figure 4.8 Example 6 of Student’s Final Essay of Introduction
The student improved the ideas organization of the essay. The student arranged the ideas from the general information about the influence of technology
Final
61 for English learning to the specific ideas about the reasons why the students can
learn English vocabulary through the English song. The final submission showed that the student improved the ideas of the content and organized the ideas well
after consulting the first draft. Moreover, the student also showed the improvement of the critical thinking.
d Punctuation
Hyland 2003 mentions the language control which includes punctuation in his theory of writing proficiency. Based on the finding, the students got
improvement on their ability to use punctuation in writing. As stated by Heffernan Lincoln 1990
, the students need the lecturer’s help to spot and to correct the student’s error in punctuation. Furthermore, the use of punctuation in the
sentences influences the meaning of the sentence. As supported by Quirk, et al, 1985, punctuation is controlled by grammatical consideration and it used to limit
the ambiguity of the sentence meanings. Therefore, the researcher concluded that the lecturer helped the students to rectify students’ punctuation errors to clarify
the sentence meaning. See Appendix 9.3, p. 104.
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Figure 4.9 Example 7 of Student’s Draft Essay of Introduction
From the example of student’s draft, the student had some mistakes in the
punctuation usage in the first draft. The student was not aware of the use of comma after sentence connector on the draft. After consulting the draft, the
student improved the essay by giving comma after sentence connectors. See Appendix 9.5, p. 106.
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Figure 4.10 Example 8 of Student’s Final Essay of Introduction
The student revised the punctuation mistakes on the first draft. The student became aware of the use of comma after sentence connector. Therefore, the
students were more alert to the use of punctuation in writing an essay after having the consultation with the lecturer.
Final
64 Those examples showed that the student revised some mistakes: the
grammar, the diction, the ideas organization, the content, and the punctuation. It can be concluded that the lecturer
checked the student’s essay by pointing the grammar mistakes, inappropriate dictions, and punctuation. Furthermore, the
student also got feedback for the development of the content of the essay and the ideas organization. Moreover, the researcher also identified that the student used
various words on the final essay and the ideas explained broadly.
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