Reading text, besides being used as teaching media, is also used in an assessment measurement. Students generally agree that teachers' feedback motivates and give a positive impact on writing learning activities and improves their writing ability. Additionally, Students show positive perceptions toward the types and techniques of the feedback given by the teacher. the study found that the WhatsApp application is not suitable for giving feedback in writing class, because writing feedback needs longer sentences and it is not practical for the teacher to give feedback via What’s app. However, what’s app group was only used for daily class communication. The feedback was given that are given directly and indirectly in synchronous and asynchronous class activities via Zoom meeting and assignments features via Moodle. It is found that the teacher applied verbal and written feedback during the teaching-learning process. The results of the study show that the teacher uses three online platforms in teaching writing, namely: What’s App Group, Zoom, and the university e-learning program Moodle. The participants of this study were 4th-semester students in writing class. This research was conducted using a qualitative descriptive method. It also investigates the students’ responses to the teacher’s feedback. The purpose of this study is to explore the types and implementation of online feedback that the teacher use during online writing class. But even though they use all aspects, not all students succeed in creating coherent writing wholly. On the other hand, the results of the coherence analysis show that all students have a good understanding of using all aspects of coherence. Even so, the students have pretty good competence in making cohesive abstracts. Unfortunately, neither substitution nor ellipsis devices were found. The result shows that the students use lexical cohesion devices much more than grammatical ones. This study uses qualitative and quantitative research methods to achieve this goal.
This study analyzes 16 undergraduate thesis abstracts for the English Literature study program for the 21 academic years.
This study aims to identify the types of cohesion (grammatical and lexical) and coherence in writing abstracts for final students of AKI University and whether they have fulfilled cohesive and coherent writing. One indicator of good writing is marked by using logical, consistent words that are easy to understand. Although short, abstract writing must pay attention to several things. Final-year students should have the ability and competence to write, including in writing their thesis abstracts.
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