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The condition in India was as bad as in China, having around 17 of global population compared with only 1 of wealth distribution.
R7 wrote: •
If we look at the population of the region, China has a highest population, which is about 24 of population of the world, followed by
other Asia Pasific, India, and Europe with percentages of population between 15 to 16.
PS: If we look at the population of the regions, China has the highest
population, which is about 24 of population of the world, followed by other Asia Pasific, India, and Europe with percentages of population
between 15 and 16.
R9 wrote: •
Than followed by Europe and Rich Asia-Pasific with 30 and just under 25, respectively, and the popolation was 15 and 3, respectively for
popolation percentages. PS:
Then, it was followed by Europe and Rich Asia-Pasific with 30 and just under 25, respectively; and the percentages of population were
15 and 3, respectively.
4.1.5 Synthesis
The findings from students’ texts show that the students had most problems in area of lexical resource. All students made mistakes in all aspects of lexical
resource, with 23 problems out of 36 possibilities, especially in spelling and punctuation. The fewest problems are found in task achievement, with 8 problems
out of 45 possibilities. This means that the students’ are relatively able to fulfill this criterion. Related to coherence and cohesion, the students had 15 problems
out of 81 possibilities. Meanwhile about grammatical range and accuracy, there were 17 problems out of 45 possibilities.
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Despite their excellence in interpreting the task, including key data to support the summary, and avoiding using bullets in their texts, in task
achievement the some students had problems in summarizing significant features of the graph and writing at least the minimum 150 words.
In coherence and cohesion, all students could use right pronoun. Unfortunately, they still faced difficulty in using suitable subject-verb agreement,
using right tenses, using correct articles, using right pronouns, using right conjunctions, writing the introductory paragraph, developing body paragraphs,
creating concluding paragraph, using suitable linking words. Lexical resource seemed to be the most difficult aspect of Writing Task 1 of
IELTS Academic Module. All students had problems here, although it was not in the same areas. They had difficulty in using varied wordsgood vocabulary,
paraphrasing the information in the graph, using right word forms, and using correct spelling and punctuations. The last was the area in which all students made
mistakes. Related to grammatical range and accuracy, all students had problem with
making complex sentences. Besides, they encountered difficulty in using correct active form and passive voice, using right prepositions of time and place, making
simple sentences, composing compound sentences. It can be concluded that the biggest problems all students encountered were
using right spelling and punctuation and making complex sentences. Lacking of practice of writing was probably the cause of these problems. On the other hand,
all the students could cope with interpreting the task, including key data to support
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their summary, using no bullets in their compositions, using right pronoun, making introduction paragraph and creating body paragraphs.
4.2 Solutions to Overcome the Students’ Problems
Based on the classroom observations and the interviews with both the teacher and the students, it was found out that the teacher and the students
employed several ways to cope with the students’ problems in order to improve the students’ writing ability. They were teacher’s self-initiated solutions, student’s
self-initiated solutions, and students’ peer-feedback.
4.2.1 Teacher’s self-initiated solutions
In line with Nation 2009: 139, the teacher did several ways to solve the students’ problems. She gave different feedbacks. She sometimes gave feedback
to individuals, to small groups, or to the whole class in written and spoken forms.
4.2.1.1 Written feedback
The teacher gave the students different written feedbacks. Nation 2009: 137 says that positive feedback on the content of the learner’s writings can do a lot to
increase the amount of writing that learners do and to improve their attitude to writing.
She sometimes gave feedback to individuals by correcting their works, to small groups when there were group works, or to the whole class when she
corrected the students’ writing written on the white board, especially where there
