The Ability of Writing Guided and Free Compositions through the Use of Explict and Implicit-Cues-Responding Techniques

Abstract

English writing ability can be improved through the use of efficient feedback: explicit and implicit cues-responding techniques. The aims of this research to compare the ability of writing guided and free compositions before and after the use of explicit and implicit-cues-responding techniques compare the ability of writing guided compositions before and after the use of explicit and implicit-cues-responding techniques and compare the ability of writing free compositions before and after the use of explicit and implicit-cues-responding techniques. The samples were 40 second year English major students. The instruments used in this research were 4 guided compositions and 4 free compositions. The research were as follows: When comparing the ability of writing guided compositions and free compositions, the mean scores of students’ compositions after the use of explicit and implicit- cues-responding techniques were higher at .01 level of significance. When comparing the ability of writing guided compositions, the mean difference scores of students’ compositions after the use of explicit and implicit-cues-responding techniques were not significantly different at .05 levels. When comparing the ability of writing free compositions, the mean difference scores were not significantly different. The students’ writing ability was higher after the use of explicit and implicit-cues-responding techniques. The instructors should evaluate the student the students’ second essays in order that they can practice correcting grammatical mistakes and mechanics themselves. The two cues-responding techniques should be applied for writing guided compositions depending on the difficulties of mistakes they made. For the free compositions, the content feedback should be employed besides the use of explicit and implicit-cues-responding techniques.