THE IMPLEMENTATION OF PEER FEEDBACK IN EFL WRITING CLASS
Abstract views: 188
,
PDF downloads: 162
Abstract
This study investigates the implementation of peer feedback in writing class. The participants were EFL students in a private university in Surabaya who took essay writing subject in academic year 2020-2021. This study found that the implementation of peer feedback was perceived as a positive activity for writing performance. Students preferred peer feedback because of several reasons, such as: to detect writing problems, to write better in terms of grammar, to analyze writing and paragraph development and spelling. Most students wrote that peer feedback refers to providing comments and suggestions rather than judging each other work. They found that from several aspects of writing, grammar is the most important aspect that must be corrected among other. They confirmed that grammar is vital because it decides on how formal the writing should be and it is a crucial aspect for ensuring the writer’s point is getting across. Another aspect is paragraph development. It is another fundamental aspect of writing since it links the writer’s ideas to the readers. Furthermore, students affirmed that peer feedback can be used as a means to re-conceptualize students’ thinking. This is a meaningful contribution for students critical thinking and to improve autonomy. Therefore, peer feedback facilitates students wider opportunity to develop writing which further lead to self-determination learner.
Downloads
References
Ahmadi, D., Maftoon, P., & Mehrdad, A. G. (2012). Investigating the effects of two types of feedback on EFL students’ writing. Procedia-Social and Behavioral Sciences, 46, 2590-2595. Anggoro, S., Sopandi, W., & Sholehuddin, M. (2017). Influence of joyful learning on elementary school students’ attitudes toward science. In Journal of Physics: Conference Series (Vol. 812, No. 1, p. 012001). IOP Publishing
Bijami, M., Kashef, S. H., & Nejad, M. S. (2013). Peer feedback in learning English writing: Advantages and disadvantages. Journal of Studies in Education, 3(4), 91-97.
Cheng, K.-H., Liang, J.-C., & Tsai, C.-C. (2015). Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity. The internet and higher education, 25, 78-84.
Hayes, R., Kyer, B., & Weber, E. (2015). The case study cookbook. Worcester Polytechnic Institute: Worcester, MA, USA.
Huisman, B., Saab, N., Van Driel, J., & Van Den Broek, P. (2018). Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education, 43(6), 955-968.
Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language teaching, 39(2), 83.
Khalil, E. (2018). The efficacy of peer feedback in Turkish EFL students’ writing performance. Journal of Literature and Art Studies, 8(6), 920-931.
Kumar, Bibhuti. (2015) Joyful Learning: A Way of Education for Happiness. International Conference Proceedings, N. K. B. M. G. (P.G.) College, Chandausi
Spiller, D. (2012). Assessment matters: Self-assessment and peer assessment. New Zealand: Wāhanga Whakapakari Ako.
Zacharias, N. T. (2007). Teacher and student attitudes toward teacher feedback. RELC journal, 38(1), 38-52.
Copyright (c) 2022 Konstruktivisme : Jurnal Pendidikan dan Pembelajaran
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
