Students’ Perception on the Implementation of Student-Teacher

36 knowledge, vocabulary, and the ability to handle the grammar of the language. It can be concluded that L2 students got difficulties to write sentences and develop the ideas in English correctly. Theref ore, L2 students’ writing contained more errors in grammar, diction and conveying ideas so that it made the students struggle to express the meaning in English. b Student-Teacher Consultation in AEW Course In this part, the researcher investigated the implementation of student- teacher consultation in the Academic Essay Writing course. In the questionnaire, the researcher provided five statements to find out how student-teacher consultation was implemented in AEW course. The result can be seen in Table 4.1. Table 4.1 Student-Teacher Consultation in AEW Course No Statement Frequencies of Responses 1 Strongly disagree 2 Disagree 3 Agree 4 Strongly Agree 1 The lecturer often holds consultation at least once a week. - 10 70 20 2 The lecturer holds individual consultation. - - 66.67 33.33 3 The lecturer holds consultation only in class. 36.67 53.33 10 - 4 I always have consultation whenever the lecturer gives chance. 3.33 36.67 50 10 5 I have ever done consultation in the previous class. CRW2. - 16.67 56.67 26.67 Table 4.1 deals with student-teacher consultation in AEW course. The first statement is related to how often the lecturer held the consultation in class. The result showed that there were twenty one students 70 who chose “agree”, six 37 students 20 who chose “strongly agree” and three students 10 who chose “disagree”. The first statement showed that 90 of the students agreed that the lecturer gave enough opportunity to consult their essay at least once a week when they had a class. In addition, in the next statement, the researcher identified how lecturer held the consultation in the class. The result showed that 100 of the students agreed that the lecturer facilitated an individual consultation for the students. Based on the result of the lecturer ’s interview, the lecturer implemented individual consultation because the essay writing in AEW course was an individual task and every student had hisher own topic so that the lecturer could focus on helping one student. It was also supported by Tiedt 1989 that one of the benefits of student – teacher consultation is the discussion can focus on the specific piece of writing. Therefore, the student got relevant information and clearer feedback from the lecturer in order to revise their writing. The next statement is related to whether the lecturer held the consultation only in the classroom. The researcher identified that there were twenty seven students 90 disagreed. Therefore, the researcher concluded that the lecturer did not only hold the consultation in the classroom but also outside the classroom. The students could have the consultation in the lecturer’s room and sent a message or e-mail to the lecturer. It means that the lecturer gave enough time for the students to consult and to ask questions related to their essay. The forth statement was used to find out whether the students used the opportunity from the lecturer to consult. In this case, the researcher stated “The students always have the consultation whenever the lecturer gave chance.” The 38 result showed that fifteen students 50 chose “agree”, three students 10 chose “strongly agree”, eleven students 36.67 chose “disagree” and one student 3.33 cho se “strongly disagree”. It showed that most of the students did the consultation whenever the lecturer gave a chance since 60 of the students agreed that they consulted their writing whenever the lecturer gave them a chance. The researcher concludes that the students needed the lecturer’s opinion or suggestions in writing process. The next statement presents the students’ experience in the consultation in the previous writing course, namely, Critical Reading and Writing 2 CRW 2. The researcher identified seventeen students 56.67 chose “agree”, eight students 26.67 chose “strongly agree”, and five students 16.67 chose “disagree”. Since more than 80 of the students have ever done the consultation in the previous class, the researcher concludes that the consultation was not a new learning activity that was interesting for the students. As stated by Robbins 2001, someone ’s perception is influenced by hisher experience in the past and past experience will nullify an object’s interest. From the data result, the researcher concluded that the lecturer held the consultation whenever the students needed. Therefore, the lecturer could facilitate the students to ask questions, to discuss and to get the lecturer’s opinion in order to improve the essay. c Students’ Perception on Student-Teacher Consultation In order to discover the students’ perception on student-teacher consultation, the researcher provided seven statements and open-ended questions. The result can be seen in Table 4.2 as follow: 39 Table 4.2 Students’ Perception on Student-Teacher Consultation No Statement Frequencies of Responses 1 Strongly Disagree 2 Disagree 3 Agree 4 Strongly Agree 1 I am comfortable to do individual consultation. 3.33 10 60 26.67 2 I need to consult when I do my essay. - 10 53.33 36.67 3 I usually consult more than one time in a week. 6.67 70 20 3.33 4 I am more motivated to do my writing assignment after having consultation. - 16.67 63.33 20 5 By doing consultation, my writing result is getting better. - 16.67 60 23.33 6 I usually revise my writing draft after having consultation. - - 70 30 7 Consultation gives me chance to improve my writing proficiency. - 3.33 50 46.67 Table 4.2 is related to the students’ perception on the implementation of the consultation in Academic Essay Writing course. The first statement was about whether students felt comfortable when they were having the individual consultation. There were eighteen students 60 who chose “agree”, eight students 26.67 who chose “strongly agree”, three students 10 who chose “disagree” and one student 3.33 who chose “strongly disagree”. It can be concluded that the individual consultation gave positive feeling for the students since there were 86.67 of the students felt comfortable. Since the student and the teacher could focus on one topic and the student could ask questions and get suggestions to the lecturer directly, it could give a convenience ambiance for the student. It is also strengthen by White and Arndt 1991 that one of the procedures of the consultation is the lecturer made the students feel relaxed and enjoy the consultation. 40 The second statement from Table 4.2 is related to whether the students needed to consult their essay. The result showed that sixteen students 53.33 chose “agree”, eleven students 36.67 chose “strongly agree”, three students 10 chose “disagree” and no one 0 chose “strongly agree”. It shows that the consultation was a learning activity which was needed to facilitate the students. As stated by Schiff in a journal titled Responding to Writing: Peer Critiques, Teacher-Student Conferences, and Essay Evaluation, the student needs hisher lecturer’s intervention to decrease the student’s anxiety and to improve the student’ writing. The next statement is about how often the students did the consultation with their lecturer. The researcher asked whether the students did the consultation once in a week. The result showed that six students 20 chose “agree”, one student 3.33 chose “strongly agree”, twenty one students 70 chose “disagree” and two students 6.7 chose “strongly disagree”. In order to support questionnaire data, the researcher interviewed five respondents and asked how often they consulted. The respondents answered that they made the consultation when they needed to find an appropriate topic, to make an outline, and to write the first draft. It can be concluded that the students tended to work independently after consulting their first draft because they have got feedback of the first draft from the process of consultation. The consultation enables the students to learn independently and take the responsibility for herhis own writing Harris, 1986 as cited in Tiedt, 1989. 41 The next statement found out whether the student was motivated to do the essay writing after having the consultation. The result showed that nineteen students 63.33 chose “agree”, six students 20 chose “strongly agree”, and five students 16.67 chose “disagree”. It shows that the students were motivated to write an essay after having the consultation. As stated by White and Arndt 1991 as cited in Hyland 2003, in the consultation process, the lecturer needs to encourage the students. Then, the next statement was about whether the consultation helped the students to improve the writing result. Writing result included the content, the structure, and the language usage. The data showed that nineteen students 60 chose “agree”, seven students 23.33 chose “strongly agree”, and five students 16.67 chose “disagree”. This result is still in line with the next statement which is ab out the students’ tendency to revise their essay. There were twenty one students 70 chose “agree”, nine students 30 chose “strongly agree” and no one chose “disagree” and “strongly disagree”. It means that all the students needed to revise their essay after having the consultation. The result shows that the students were motivated to revise their essay after getting feedback and doing the discussion with the lecturer. The last statement found out whether the consultation gave the opportunity to improve the students’ writing proficiency. There were fifteen students 50 who chose “agree”, fourteen students who 46.67 chose “strongly agree” and one student 3.33 who chose “disagree”. The result shows that the students believed that the consultation helped to improve their writing proficiency. As 42 stated in chapter two, writing proficiency includes the appropriate diction, the grammar, the content, the punctuation, and the writing organization. By doing the consultation and getting feedback from the lecturer, the students got the opportunity to learn more and to improve their writing proficiency. It was also strengthen by the respondents’ answers in open-ended questions which related to the students’ response towards the importance of the consultation and their expectation on the consultation. The respondents answered that the consultation was an important activity in writing. The lecturer gave signs in the students’ mistakes in writing. Then, it gave them opportunity in discussing the mistakes, getting feedback and opinion in order to clarify the signs in students’ essay. Instead, the lecturer as an expert helped them not only to correct the mistakes but also to find a topic, develop the ideas of writing and improve the writing organization, content, awareness of grammar, diction and punctuation. Then, the students expected the lecturer to be able to give detailed correction or feedback to help them to revise their writing. Since there were more than 70 of the students agreed that the consultation helped and motivated the students in writing an essay. The researcher concludes that the students tended to have positive perception on student-teacher consultation in AEW course. The students had a chance to participate actively by asking questions, clarifying meaning and discussing their essay. It assisted the students to be more aware of their strengths and weaknesses. Then, the students learned to improve their writing skill. It is strengthened by Hyland 2003 who states that consultation considerably in extent to which improve student writing. It 43 shows that consultation facilitates the students to improve their writing proficiency by learning from th e lecturer’s feedback or response to their essay. d Students’ Attitude towards Student-Teacher Consultation In this part, the researcher presents the general statements which are related to the influences of student-teacher consultation on the students’ writing proficiency. This statement showed whether the students agreed that consultation gave them chances to improve their writing proficiency. The result is presented as follow: Figure 4 .2 Students’ Attitude towards Student-Teacher Consultation This data shows the students’ attitude towards the implementation of student-teacher consultation. Based on Figure 4.2, there were 50 of the students who chose “agree”, 46.67 of the students who chose “strongly agree”, 3.33 who chose “disagree” and no one chose “strongly disagree”. In order to support the close-ended statement, the researcher also provided an open ended question. The question was related to how important the consultation for the students was. The result shows that all the students believed that the consultation was important because it provided feedback or comments, and correction for their writing and helped them to be more aware of their mistakes. It can be concluded that the 46.67 50 3,33 0 Strongly Agree Agree Disagree Strongly Disagree 44 students had positive attitude towards the implementation of student-teacher consultation. The implementation of student-teacher consultation was considered as a helpful way to improve the students’ writing proficiency.

2. The Influences of Student-Teacher Consultation

This part presents the findings which are related to the influences of student-teacher on students’ writing proficiency. The criteria of writing proficiency is supported by Hyland 2003 and Brown 2004 which are grammar, diction, ideas organization, content, and punctuation. The result can be seen as follows. a The Influences of Student-Teacher Consultation on Students’ Writing Proficiency Table 4.3 covers the influences of student-teacher consultation on the students’ writing proficiency. As stated by Hyland 2003, writing proficiency is related to content of writing, language usage, and organization. In addition, Brown 2004 states the punctuation as one of the criteria of writing proficiency. The researcher included punctuation from Brown to be stated in questionnaire because punctuation still related to the grammar. “Punctuation practice is governed by grammatical consideration and it is related to grammatical distinction” Quirk, Greenbaum, Leech Svartvik, 1985, p. 1611. It is also used to limited the potential ambiguity of the meaning of the sentences. Therefore, the researcher provided six statements which were based on the expertise ’ opinion and two open- ended questions to clarify how consultation influenced students’ writing proficiency in AEW course. The result can be seen as follows. 45 Table 4.3 The Influences of Student-Teacher Consultation No Statement Frequencies of Responses 1 Strongly Disagree 2 Disagree 3 Agree 4 Strongly Agree 1 Consultation helps me to improve my ability to choose the appropriate words for writing an essay. 3.33 3.33 50 43.33 2 Consultation helps me to become more aware of the grammar. - 3.33 50 46.67 3 I improve my ability to elaborate the content of writing after having consultation. - 13.33 46.67 40 4 After having consultation I am more aware of the punctuation 3.33 10 66.67 20 5 My writing organization is getting better after having consultation. 3.33 6.67 66.67 23.33 Based on Table 4.3, the first statement presents whether the consultation influenced the students’ ability to choose the appropriate words on the writing an essay. Fifteen students 50 chose “agree”, thirteen students 43.33 chose “strongly agree”, one student 3.33 chose “disagree” and one student 3.33 chose “strongly disagree”. It can be concluded that the consultation helped the students to be more aware of the choice of words when they were writing an academic essay. The next statement showed whether the consultation helped the students to improve the grammar. The data showed that fifteen students 50 chose “agree”, fourteen students 46.67 chose “strongly agree” and one student 3.33 chose “disagree”. The data showed that the consultation helped the students enrich the ability to write an essay with the correct grammar. The next statement showed whether the consultation facilitates the students to develop the content of writing. There were fourteen students 46.67 46 who chose “agree”, twelve students 40 who chose “strongly agree” and four students 13.33 who chose “disagree”. Since there were more than 85 respondents chose agree, it can be concluded that the consultation facilitated the students to improve their ability to develop the content of writing. Then, the next statement indicates whether the consultation helped the students to improve their awareness of using punctuation. There were twenty students 66.67 who chose “agree”, six students 20 who chose “strongly disagree”, three students 10 who chose “disagree” and one student 3.33 who chose “strongly disagree”. It shows that the consultation helped the students to be more alert to the use of punctuation in writing. The next statement was related to the influence of the consultation on the students’ ability to organize the idea of writing. There were twenty students 66.67 who chose “agree”, seven students 23.33 who chose “strongly agree”, two students 6.67 who chose “disagree” and one student 3.33 who chose “strongly disagree”. The researcher concludes that the consultation helped to improve the students’ ability to organize the writing ideas. In order to strengthen the result, the researcher provided two open-ended questions which were repeated to be asked in the interview section. The questions were related to what the students got from the consultation and what changes that students could be seen from their writing after doing the consultation. The respondents answered that they got the correction in the grammar, diction, idea organization, and the content as meaningful feedback or comments in order to help the students to revise the essay. Then, the changes that could be seen were