Salma Citra Kamila Saraswati

1802109079/PBI 4C
a. Step C. one thing in a series of things to do
b. Gather H. to find and collect together
c. Topic D. subject, what a piece of writing is about
d. Organize G. to arrange in a clear, logical way
e. Paragraph B. a group of related sentence
f. Essay F. a short piece of writing, at least three paragraph long
g. Proofread A. to check a piece of writing for errors
h. Edit E. to change or correct a piece of writing

Match the words.

Rewrite the statements into paraphrasing.

1. Pery tested the differences in experience between Face to Face (F2F) and Computer-
mediated Communication (CMC) for individuals to communicating with their romantic
partner. The result shown a positive relationship between behavior towards CMC using
and history of CMC using.
2. Fageeh and Mekheimer purposed to recognize the impacts of pedadogical of chalkboard
as a Computer-mediated Communication (CMC) environment for academic writing
teaching and increasing students’ attitudes toward academic writing.
3. Cha reviewed the differences between EFL students’ response patterns using two
different Computer-mediated Communication (CMC) modes. The modes used are
synchronous (chatting) and asynchronous (bulletin board) modes in the Korean EFL
writing class. The results show that the response of the participants who used the bulletin
board mode was larger amount in frequency than the chatting mode class.
4. Chamaco researched the impacts of Synchronous Computer-mediated Communication
(SCMC) in the writing fluency development. The SCMC group conquered the control
group in fluency scores, although the differences was not constantly significant. The
positive things found in terms of linguistic and affective benefits from this innovative use
of computer.
5. Baleghizadeh found the learners worked in pairs together in his study, they were more
successful because they produced more accurate responses. Pair work and cooperative
dialog may promote accuracy for certain grammatical items. His indicates that there is a
constantly significant contradiction between the mean point of the experimental group.
So, the first research question was answered in the positive, namely, learners who
completed the task in pairs conquered those who attempted it individually.
6. Pae found that the collaboratjve produced essays of the higher level students were more
fluent than their self-produced essay although the difference is not constant. However, the
collaboratively produced essays of the lower level were statically significant than their
individualkly produced essay. Collaborative writing could help workload of writing. The
student also could learn about the writing process and skills by helping each other to
make a better essay. Thus, students need to be prepared for writing collaboratively. The
result of this study can give some benefit to writing teacher who want to improve
collaborative writing skills in writing classroom.