ENGLISH WRITING INSTRUCTION QUESTIONNAIRE : THE

DEVELOPMENT OF A QUESTIONNAIRE CONCERNING ENGLISH

WRITING INSTRUCTION, WRITING SKILLS AND FEEDBACK
PRACTICES

This paper is arranged to fulfill final project of Second Language Acquisition

Lecturer : Fitriatul Masitoh, M.Pd.

by

Diana Kartika Sari (932214217)

Aisyah Anisyaifudina (932208617)

DEPARTMENT OF ENGLISH LANGUAGE EDUCATION’

FACULTY OF TEACHER TRAINING AND TARBIYAH

STATE ISLAMIC INSTITUTE OF KEDIRI

2019
 ENGLISH WRITING INSTRUCTION QUESTIONNAIRE : THE
DEVELOPMENT OF A QUESTIONNAIRE CONCERNING ENGLISH
WRITING INSTRUCTION, WRITING SKILLS AND FEEDBACK
PRACTICES

Diana Kartika Sari & Aisyah Anisyaifudina

From the journal article:

Haugen, M. O. (2016). English Writing Instruction Questionnaire: The
development of a questionnaire concerning English writing instruction, writing
skills and feedback practices. Nordic Journal of Modern Language Methodology,
3-23.

The aim of this analysis are to compare, identify the correlations of the factors
when teaching instruction on writing that affects their ability development through
questionnaire assessing students’ view with a focus on how writing different types of
texts is taught, how students perceive their own writing skills, and how feedback is used
to support students in developing their writing skills. Based on the article, the
questionnaire are divided into two parts about English Writing Instruction – the first
about Teaching (EWIT) and the second is about Feedback (EWIF). They use upper
secondary school students as their population which are the participants are one hundred
and forty-two students from six classes of first year students. There are seven points
which will be the standarized value of participants, there are: 1 = totally disagree; 2 =
disagree; 3 = disagree more than agree; 4 = neither disagree nor agree 5 = agree more
than disagree; 6 = agree; 7= totally agree.
Here the finding and discussion about the research that had done by us. It takes
population of the third semester of English Education and Training students, by using
conservative questionnaire then the result are collected a number of 35 students. It just
takes not the whole of the questions but takes the essential question which would be
relevant and easy-understanding by the participants.

2
1. Finding and Disscusion
The result from the research in table 1 :
Table 1 : Factor analysis and correlations, English Writing Instruction - Teaching
1 2 3 4 5 6 7
1.1. I have been taught how to write
.03 .06 .06 .09 .20 .37 .20
narrative texts
1.2. I have been taught how to start
.03 .06 .06 .09 .20 .37 .20
narrative text
1.3. I have taught how to write a
.03 .06 .26 .11 .11 .26 .17
conclusion to a narrative text
2.1. I can write a good narrative text .03 .23 .20 .20 .31 .03
2.2. I can write the beginning of a
.06 .03 .17 .31 .29 .14
narrative text
2.3. I can write a conclusion to a
.03 .09 .11 .37 .26 .14
narrative text
3.1. I have been taught how to write
.14 .17 .14 .23 .14 .17
the introduction to a factual text
3.2. I have been taught how i can
discuss a topic or an issue in a factual .06 .03 .29 .26 .26 .11
text

3.3. I have been taught how one can

.06 .11 .20 .34 .17 .11
build up paragraph in an factual texts

4.1. I can write the introduction to a

.03 .06 .11 .26 .20 .17 .17
factual texts
4.2. I can build paragraph in a factual
.14 .23 .31 .31
text
4.3. I can write arguments for my
.03 .11 .09 .20 .34 .23
opinions
5.1. I have been taught what is typical
.06 .03 .20 .20 .29 .23
of informal language
5.2. I have been taught what is typical
.03 .06 .20 .14 .29 .26
of formal language
5.3. I have been taught how to change
the language in an informal text so it .09 .17 .14 .14 .26 .20
become more formal
*
(1)Totally disagree, (2) Disagree, (3) Disagree more than agree, (4) Neither disagree nor angree,
(5) Agree mote than disagree, (6) Agree, (7) Totally Agree

From the results of observations the researchers can notice how EWIT from
the students. It can be seen in question poin 1 and 3 that more of them choose agree
and more agree from that question at least 0.23 from 35 students. Also, at least 0.23

3
students do not know that they had taught about factual text or not. Furthermore, in
the question poin 2 and 4, students more agree that they can write the text. Both
making the concept and build the introduction. From that question, students who
agree with that at least 0.26 students.

From the table 1, it can be conclude that the students have taught and learned
about writing and also they can build and write their idea in to the text. Although,
some students do not know that they had taught about how to write the text, but
they could build their opinion and make the introduction of the text.

The result from the research in table 2 :

Table 2 : Factor analysis and correlations, English Writing Instruction - Feedback

6.1. I understand what is important for

.06 .03 .20 .23 .31 .17
producing a good text
6.2. I understand what is important to
improve in the language of a text to get .03 .03 .09 .40 .31 .14
a good grade
6.3. I understand how to include
.03 .23 .37 .34 .03
relevant content when writing a text
7.1. I understand what is important for
.03 .06 .17 .37 .31 .06
producing a good text
7.2. I understand how the comments i
get on language are relevant in relation .03 .11 .14 .37 .31 .03
to the evaluation criteria
7.3. I understand the comments i get on
content in relation to the evaluation .09 .06 .26 .29 .29 .03
criteria
8.1. I work with improving the
language in the texts we have received .03 .03 .20 .34 .34 .06
feedback on
8.2. I work with improving the
structure in the texts we have received .03 .09 .14 .23 .46 .06
feedback on
9.1. Reading the feedback makes me
.06 .03 .14 .34 .26 .17
think i can improve my writing
9.2. The feedback i receive makes me
think i can improve the structure in my .03 .03 .06 .20 .26 .31 .20
texts

4
 10.1. In the feedback from the teacher,
I receive comments on the use of .06 .06 .17 .37 .29 .06
articles
10.2. In the feedback I get from the
teacher, I receive comments on how I .11 .17 .23 .34 .14
structure the text into paragraph
11.1. When writing a text, I try to
evaluate it in relation to evaluation
.03 .09 .14 .23 .37 .14
criteria set for that particular type of
text
11.2. When working with writing texts,
I evaluate my language in relation to .03 .14 .09 .23 .31 .20
what the teacher says is important
12.1. When i get evaluation from my
.03 .17 .06 .26 .40 .09
peers on written work, i find this useful
12.2. Getting feedback from other
.03 .11 .34 .43 .09
students means much to me
12.3. I think my peers are good at
.03 .03 .03 .49 .29 .09
giving useful feedback to me
12.4. I learn by giving feedback to
.09 .11 .31 .31 .17
others on their written work
*
(1)Totally disagree, (2) Disagree, (3) Disagree more than agree, (4) Neither disagree nor angree,
(5) Agree mote than disagree, (6) Agree, (7) Totally Agree

From the results of observations the researchers can notice how EWIF from
the students. It can be seen in the question poin 6 and 7 that more of them do not
understand how important is a good text at least 0.29 from 35 students. Also, in the
question poin 8 and 9, at least 0.26 of the students are neither disagree nor agree
with the feedback and what they will do in their work after they got a feedback.
But, some of them agree that they improve their work with the feedback. Then, in
the question poin 10 until 12, at least 0.31 of the students use the feedback from the
teacher clearly and they think that the comment is useful for their work. They also
read the feadback to evaluate their language. But, there are 0.26 of the student do
not know about that.

From the table 2, it can be conclude that the feedback is useful for students
to improve their writing work. While, some students do not know that how
important is a good text and how to use feedback for improving their work.

2. The Similarities and Differences

5
 Through the article above, the basic things that would be implied is the
population and quesstionaire. Earlier population is upper secondary school when
our research using 3rd semester of English Education and Training as the sample.
Because the objective of the research is writing. And the closest relation to get the
easiest sample are IAIN students especially from English Education and Training
program. The 3rd semster is chosen because they have direct lesson about Acdemic
Writing and it related.
The reason of reducing amount of the questionnaires are to make students
more enjoy their time to fill the questionnaire. Besides of it, the similarities are got
from the goals. It makes acceptable English Writing Instruction because the effect
of filling the questionnaire give more understanding, helping educator to fix their
way when do the lesson session to their students.