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 1 st Draft 55 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. 57 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 58 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 1 st Draft 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. 62 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. 1 st Draft 63 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. 65

CHAPTER V CONCLUSIONS AND SUGGESTIONS

The last chapter in this study contains the conclusions and suggestions. The conclusions is about the students’ perception on student-teacher consultation and the influences of student-teacher consultation on students’ writing proficiency in AEW course which are obtained by analyzing the data. Then, the researcher provides some suggestions in order to develop the implementation of student- teacher consultation.

A. Conclusions

This study aimed to find out the influences of student-teacher consultation on students’ writing proficiency in Academic Essay Writing AEW course. This study presents two research questions. The first question is what is the students’ perception on student-teacher consultation in AEW course? The second question is what are the influences of student-teacher consultation on students’ writing proficiency? In order to obtain the data, the researcher employed two instruments: questionnaire and interview. The questionnaire was classified based on the questionnaire blue print See Appendix 2.. The numerical data in questionnaire were converted into sentence since the researcher used qualitative research as the approach. The interview data were used to support the data result from the questionnaire. For the first question, which is a bout students’ perception on student- teacher consultation, the researcher concludes that the students have positive 66 perception on the implementation of student-teacher consultation. It can be seen from the s tudents’ response in the questionnaire. They tended to believe that student-teacher consultation helped them to overcome their difficulties in writing, to get opinions from the lecturer as an expert, and to help them to revise their essay. For the second question, which is about the influences of student-teacher consultation on the students’ writing proficiency, the researcher concludes that the implementation of student-teacher consultation gave positive influences for the students’ writing proficiency because the students have positive perception on it. Furthermore, it can be seen from the students’ response that they got some improvements on their writing proficiency such as the diction, the grammar, the content, the punctuation, the ideas development, and the ideas organization. In conclusion, the students’ perception on the implementation of student- teacher consultation influenced the students’ engagement in consultation. Since the students have positive perception, the students tend to get involve in consultation. From the consultation, the lecturer is able to have discussion with each student in order to help himher develop the ideas and to help them to overcome their writing difficulties . Therefore, the students’ writing proficiency can be improved by the implementation of student-teacher consultation in AEW course.

B. Suggestions

After accomplishing this research and analysing the data, the researcher presents some suggestions. The suggestions are: 67

1. For Students

Being active in learning activities helps the students to understand the lesson more. In this case, the students should participate actively in student- teacher consultation in order to help them to solve their writing problems and to improve their essay. The researcher suggests the students get involved in the consultation so that they know their strengths and weaknesses in writing an academic essay and they can improve their writing proficiency. Furthermore, the students can use grammar and spelling checker in Microsoft Word to minimize the grammar and spelling mistakes so that the lecturer can focus not only on the grammar but also the content of essay.

2. For Lecturers

Since the role of the lecturers in the teaching and learning activities as a facilitator for the students, the lecturers should motivate the students to get involved in the learning activity actively. The researcher suggests the lecturers determine the learning’s rules. It means that the lecturers need to explain the importance of doing consultation and the students’ participation need to be assessed. Moreover, the lecturers need to decide the consultation as a compulsory activity in AEW course. Furthermore, the lecturers need to focus more on the content of the students’ essay because the students’ critical thinking skill will be trained. Therefore, the students will be more motivated to consult their essay and improve the content of the essay.