scholarly journals Investigating the Effect of Peer Feedback on Students’ Writing Skill

2020 ◽  
Author(s):  
Rias Wita Suryani ◽  
Yenni Rozimela ◽  
Desvalini Anwar
Keyword(s):  
Peer Feedback ◽  
Writing Skill

scholarly journals Peer Feedback Technique in Teaching Writing Skill of the Third Semester Students of IAIN Parepare

2018 ◽  
Vol 2 (1) ◽  
pp. 13-19
Author(s):  
Magdahalena Magdahalena ◽  
Rasmah Nursira
Keyword(s):  
Language Learning ◽  
Experimental Research ◽  
Peer Feedback ◽  
Teaching Writing ◽  
Narrative Writing ◽  
The Third ◽  
Writing Skill

Writing is still considered as a difficult skill in language learning by Indonesian students. For that reason, it is urgent for teacher to seek for interesting ways to teach writing in the classroom. This study examines the effectiveness of  the use of peer feedback technique to improve students’ skill in writing descriptive paragraph. Some studies have proved the effectiveness of the technique to improve students’ writing skill. The study employs experimental research in which one class of 20 students is  taught to write narrative paragraph and correct their paragraph using peer feedback technique. The result of the study shows that the technique improves the students writing skill in narrative writing, however the scores are not significant. This suggests that there is a factor that affects the result of the teaching using peer feedback, and it is the less time of treatment which is indicated as the factor.

scholarly journals The Influence Of Using Peer Feedback Technique Toward Students’ Writing Skill In Procedure Text At The Ninth Grade Of SMPN 1 Ciruas

2019 ◽  
Vol 12 (1) ◽  
pp. 146-162
Author(s):  
Syafrizal Syafrizal
Keyword(s):  
Peer Feedback ◽  
Ninth Grade ◽  
T Test ◽  
Writing Skill ◽  
Post Test ◽  
Procedure Text ◽  
Feedback Data

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penggunaan teknik Umpan Balik Peer terhadap keterampilan menulis siswa dalam teks prosedur. Peneliti menggunakan desain eksperimen sejati dengan sampel acak. Data diperoleh dari pre-test dan post-test. Populasi penelitian ini adalah siswa kelas X SMPN 1 Ciruas dan sampel penelitian ini diambil dari dua kelas yang terdiri dari 34 siswa untuk setiap kelas. Kedua kelas tersebut dibagi menjadi kelas eksperimen dan kelas kontrol. Untuk menganalisis validitas dan reliabilitas tes, peneliti menggunakan validitas konten dan reliabilitas antar penilai. Berdasarkan uji analisis menunjukkan bahwa hasilnya valid dan reliabel. Untuk mengetahui pengaruh menggunakan teknik Peer Feedback, data dari pre-test dan post-test dianalisis dengan menggunakan independent t-test. Berdasarkan hasil, ditemukan bahwa atau ≥ 2,00 artinya hipotesis alternatif diterima dan hipotesis nol ditolak. Dapat disimpulkan bahwa ada pengaruh penggunaan teknik Umpan Balik Teman terhadap keterampilan menulis siswa dalam teks prosedur pada kelas sembilan SMPN 1 Ciruas.Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penggunaan teknik Umpan Balik Peer terhadap keterampilan menulis siswa dalam teks prosedur. Peneliti menggunakan desain eksperimen sejati dengan sampel acak. Data diperoleh dari pre-test dan post-test. Populasi penelitian ini adalah siswa kelas X SMPN 1 Ciruas dan sampel penelitian ini diambil dari dua kelas yang terdiri dari 34 siswa untuk setiap kelas. Kedua kelas tersebut dibagi menjadi kelas eksperimen dan kelas kontrol. Untuk menganalisis validitas dan reliabilitas tes, peneliti menggunakan validitas konten dan reliabilitas antar penilai. Berdasarkan uji analisis menunjukkan bahwa hasilnya valid dan reliabel. Untuk mengetahui pengaruh menggunakan teknik Peer Feedback, data dari pre-test dan post-test dianalisis dengan menggunakan independent t-test. Berdasarkan hasil, ditemukan bahwa atau ≥ 2,00 artinya hipotesis alternatif diterima dan hipotesis nol ditolak. Dapat disimpulkan bahwa ada pengaruh penggunaan teknik Umpan Balik Teman terhadap keterampilan menulis siswa dalam teks prosedur pada kelas sembilan SMPN 1 Ciruas.

scholarly journals Fostering Students’ Writing Skill through Peer Feedback Activity: A Case Study at UIN SMH Banten

2018 ◽  
Vol 11 (01) ◽  
pp. 1
Author(s):  
Ila Amalia
Keyword(s):  
Writing Instruction ◽  
Writing Skills ◽  
Peer Feedback ◽  
Writing Teacher ◽  
Writing Test ◽  
Writing Skill

Students typically want their texts to be read, and in the classroom feedback from other student provides opportunities for them to see how others respond to their work and to learn from these responses. Since feedback is an important element in the process of writing, teacher must facilitate this kind of feedback to foster students’ writing skill. The present study concerned with the practice of peer feedback in the writing instruction, especially in writing an essay. More specifically this study investigated how peer feedback implemented in the classroom and how it influenced the students’ writing skill. The data were collected using two instruments, they were writing test and observation (using peer feedback format). From the result, it was found that students had gained more knowledge on the aspects of writing an essay and had made improvement on their writing skills especially in making the essay.

Kesalahan Penggunaan Bahasa Perancis dalam Tulisan Mahasiswa Program Studi Sastra Perancis Unpad

Metahumaniora ◽  
2017 ◽  
Vol 7 (3) ◽  
pp. 368
Author(s):  
Gilang Januarsyah
Keyword(s):  
General Public ◽  
Qualitative Approach ◽  
French Language ◽  
Analysis Method ◽  
Writing Skill ◽  
Language Writing ◽  
The Difference ◽  
Observation Method ◽  
Bahasa Indonesia

ABSTRAKUntuk menghasilkan sebuah karangan berbahasa Perancis yang dapat dipahamioleh khalayak umum, mahasiswa harus menguasai kemampuan berbahasa Perancis ragamtulis yang baik dan benar sesuai dengan kaidah yang berlaku. Penelitian ini bertujuanuntuk menjelaskan kesalahan sintaksis yang dilakukan oleh mahasiswa Program StudiSastra Perancis Universitas Padjadjaran. Data yang digunakan dalam penelitian ini diambildari sepuluh karangan mahasiwa yang duduk di semester lima dan tujuh dan dianalisisdengan menggunakan metode simak dan metode analisis padan referensial translasionaldengan pendekatan kualitatif. Hasil dari penelitian ini menunjukkan bahwa kesalahantertinggi yang dilakukan mahasiswa adalah kesalahan dalam penggunaan passé composédan imparfait sebesar 50%, kemudian diikuti oleh kesalahan dalam penggunaan pronomrelatif simple et composé ‘pronomina penghubung bebas dan turunan’ sebesar 30%, danterakhir kesalahan dalam penggunaan pronom COD et COI ‘pronomina COD dan COI’ sebesar20%. Faktor yang menyebabkan terjadinya kesalahan tersebut adalah faktor linguistikyang disebabkan oleh perbedaan kaidah tatabahasa bahasa Indonesia dan Perancis.Selain itu terdapat pula faktor sosiolinguistik yang disebabkan oleh jarangnya mahasiswamembiasakan diri mereka untuk mengaplikasikan bahasa Perancis di luar kelas.Kata kunci: kesalahan, sintaksis, bahasa Perancis, tulis, pengajaranABST RACTTo produce a French-language essay that can be understood by the general public,the students should master the ability of French language in good and true writing skill inaccordance with the applicable rules. The aim of this research is to explain the syntactic errorsmade by students of French literature’s program at University Padjadjaran. The sources ofdata are taken from the ten student essays who sit in the fifth and seventh semesters, and themethods used in this research are Observation Method ‘Metode Simak’ and the analyticalreference translational analysis method with a qualitative approach. The results of thisresearch indicate that the highest errors that students make are the use of passé composéand imparfait as much as fifty percent, followed by errors in the use of pronom relatifsimple et composé ‘the free and derivative pronouns’ thirty percent, and the last error is inthe use of pronom CO D et CO I ‘‘The COD and COI pronouns’ twenty percent. The factors thatcause those errors are a linguistic caused by the difference rules of Indonesian and Frenchgrammar. In addition there are also sociolinguistic factors caused by the rarity of studentsfamiliarize themselves to apply the French language outside the classroom.Keywords: Error, syntax, French language, writing, teaching

Improving English L2 Writing in Web Communication: Can Peer Feedback Help?

Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Peer Feedback ◽  
Status Quo ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Feedback Process ◽  
English Writing ◽  
Web Communication

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.

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