LINGUODIDACTIC POTENTIAL OF THE PEER REVIEW METHOD IN TEACHING FOREIGN WRITTEN LANGUAGE TO HIGH SCHOOL STUDENTS

From the perspective of the appraisal system, this article discusses how 60 high school students from two private Brazilian schools align with their readers in texts written as preparation for the Brazilian National High School Exam. Adopting a mixed methodology, a corpus of 301 texts produced by the students was analyzed. Results showed that students' commitment to proposals for social intervention increased throughout the analyzed course, which meant that students started to adopt more critical and proactive stances in their essays. In addition, results showed how students align with their readers, confirming the paramount importance of mastering written language for the development of school literacies, as suggested by Halliday (1996). In terms of implications for pedagogy, the experience brought about new insights for course design and improvements in students’ writing, as well as a better understanding of the role of language in literacy projects. Finally, it confirmed the possibility of building an interface between a genre-based pedagogy and Paulo Freire’s critical pedagogy.

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Peer Review #2 of "Temporal trend of cardiorespiratory endurance in urban Catalan high school students over a 20 year period (v0.1)"

10.7287/peerj.10365v0.1/reviews/2 ◽

2020 ◽

Author(s):

A Gaya

Keyword(s):

High School ◽

High School Students ◽

Peer Review ◽

Temporal Trend ◽

School Students ◽

Cardiorespiratory Endurance

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Code-switching alone cannot explain intraspeaker syntactic variability: Evidence from a spoken elicitation experiment

Nordic Journal of Linguistics ◽

10.1017/s0332586520000190 ◽

2020 ◽

Vol 43 (3) ◽

pp. 249-287 ◽

Cited By ~ 1

Author(s):

Björn Lundquist ◽

Maud Westendorp ◽

Bror-Magnus S. Strand

Keyword(s):

High School ◽

High School Students ◽

Spoken Language ◽

Written Language ◽

Code Switching ◽

School Students ◽

Syntactic Variation ◽

Empirical Question ◽

Local Dialect ◽

Linguistic Input

AbstractWe address the question whether speakers activate different grammars when they encounter linguistic input from different registers, here written standardised language and spoken dialect. This question feeds into the larger theoretical and empirical question if variable syntactic patterns should be modelled as switching between different registers/grammars, or as underspecified mappings from form to meaning within one grammar. We analyse 6000 observations from 26 high school students from Tromsø, comprising more than 20 phonological, morphological, lexical and syntactic variables obtained from two elicited production experiments: one using standardised written language and one using spoken dialect as the elicitation source. The results suggest that most participants directly activate morphophonological forms from the local dialect when encountering standardised orthographic forms, suggesting that they do not treat the written and spoken language as different grammars. Furthermore, the syntactic variation does not track the morphophonological variation, which suggests that code/register-switching alone cannot explain syntactic optionality.

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An Analysis of Guided Peer Review to Improve Writing Skill on Personal Recount Texts for High School Students in Bojonegoro

Jurnal Pendidikan Edutama ◽

10.30734/jpe.v7i1.710 ◽

2020 ◽

Vol 7 (1) ◽

pp. 63

Author(s):

Mohammad Fatoni ◽

Ahmad Tauchid

Keyword(s):

High School ◽

High School Students ◽

Action Research ◽

Peer Review ◽

Research Method ◽

School Students ◽

Content Organization ◽

Writing Skill ◽

Minimum Score ◽

Method Analysis

Abstract: This research aims to analyze guided peer review to improve writing skill on personal recount texts for high school students in Bojonegoro in the aspects of (1) How is the process of implementing guided peer review (2) the students’ problems in writing personal recount texts (3) how the students’ writing after using guided peer review. This research uses colaborative classroom action research method. Analysis of the students’ problems in composing personal recount texts is analyzed in five components of writing such as content, organization, vocabulary, languge use, and mechanics. The Results of the analysis of average scores reveal that the students have problems in all components of writing in composing personal recount text in the initial drafts of the first cycle. However, there is significant improvement on the students class mastery of final draft from the first to second cycles. They are 53% and 83% students reach the minimum score criteria. Operational comments and suggestions help their peer to develop their writing better. It means guided peer review is able to improve the students writing skill in pesonal recount texts. Keyword: Guided peer review, personal recount texts, writing components Abstrak: Penelitian ini bertujuan untuk menganalisis guided peer review untuk meningkatkan keterampilan menulis teks personal recount pada peserta didik SMA di Kabupaten Bojonegoro dalam hal (1) Bagaimana proses implementasi guided peer review (2) permasalahan peserta didik dalam menulis teks personal recount dan (3) bagaimana tulisan peserta didik setelah menggunakan guided peer review. Penelitian ini menggunakan metode penelitian tindakan kelas kolaboratif. Analisa permasalahan penulisan teks personal recount pada semua komponen keterampilan menulis antara lain isi, organisasi, kosa kata, grammar, dan mekanik. Hasil analisis dari nilai rata-rata mengungkapkan bahwa peserta didik memiliki masalah dalam semua komponen keterampilan menulis pada draf awal di siklus pertama. Namun, ada peningkatan yang signifikan pada penguasaan kemampuan menulis pada draf akhir dari siklus pertama hingga kedua sebesar 53% dan 83% peserta didik dapat mencapai nilai kriteria ketuntasan minimal (KKM). Komentar dan masukkan yang jelas membantu teman sebayanya dalam mengembangkan tulisannya lebih baik. Ini berarti guided peer review dapat meningkatkan kemampuan menulis teks personal recount peserta didik. Kata kunci: peer review terbimbing, teks personal recount, komponen tulisan.

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