Secondary School Students’ Personal Experience in Practicing Peer Feedback across Writing Genres.

Meidyana, Ervinda Dwi and Dian Inayati,, M.Ed. (2023) Secondary School Students’ Personal Experience in Practicing Peer Feedback across Writing Genres. Sarjana thesis, Universitas Brawijaya.

Abstract

Meksipun telah banyak penelitian sebelumnya yang membahas tentang penerapan umpan balik sejawat di kelas menulis, sedikit yang membahas penerapannya dalam beberapa genre tulisan dari persepsi siswa sebagai pemberi dan penerima umpan balik. Penelitian ini menggunakan metode exploratory study untuk menginvestigasi persepsi siswa tingkat menengah pertama sebagai pemberi dan penerima umpan balik dalam penerapan umpan balik sejawat di kelas menulis dalam beberapa genre tulisan. Data penelitian diperoleh dari wawancara dengan 8 partisipan yang dipilih melalui criterion purposeful sampling. Hasil yang didapat menunjukkan bahwa siswa tingkat menengah pertama mempersepsikan umpan balik sejawat saat kelas menulis secara positif meskipun mengalami beberapa masalah seperti kecemasan saat menulis, kekurangan kepercayaan, dan kebingungan dalam memahami maksud teman sejawat. Aktivitas ini membantu meningkatkan keterlibatan siswa dengan materi pembelajaran dan tingkat keinginan mereka dalam merevisi hasil kerja yang dapat meningkatkan kemampuan menulis mereka. Keberagaman jenis teks yang digunakan mungkin dapat membantu siswa membandingkan dan menerima komentar yang dapat membantu mereka mempelajari jenis teks tertentu. Beberapa saran dan penerapan studi untuk guru bahasa Inggris yang berencana menggunakan kegiatan umpan baik sejawat di kelas menulis dapat diterapkan.

English Abstract

Although several studies have elaborated the implementation of peer feedback in writing classrooms, few of them examined its implementation across writing genres from the perspectives of students as both the feedback giver and receiver. This exploratory study was aimed to investigate junior high school students’ perception as feedback giver and receiver in using peer feedback in writing classroom across writing genres. The data were collected from interviewing 8 participants chosen through criterion purposeful sampling. The findings showed that the junior high school students perceived peer feedback in writing classroom positively despite some challenges encountered such as writing anxiety, lack of trust, and confusion in understanding peer’s intention. The activity might improve students’ engagement with the material and the positive uptake towards revision motivates them to improve their writing skill. The variety of genres might helped the students to compare them and received comments that might be useful for the students in learning specific genres. Some suggestions and implications for English teachers planning on using formative peer feedback in writing classrooms are postulated.

Item Type:	Thesis (Sarjana)
Identification Number:	0523120106
Uncontrolled Keywords:	peer feedback, students’ perception, writing,Kelas menulis, persepsi siswa, umpan balik sejawat
Subjects:	400 Language > 420 English and Old English (Anglo-Saxon) > 420.71 English learning
Divisions:	Fakultas Ilmu Budaya > Pendidikan Bahasa Inggris
Depositing User:	soegeng sugeng
Date Deposited:	06 Oct 2023 04:11
Last Modified:	06 Oct 2023 04:11
URI:	http://repository.ub.ac.id/id/eprint/203547

Text (DALAM MASA EMBARGO) Ervinda Dwi Meidyana.pdf Restricted to Registered users only until 31 December 2025. Download (3MB)

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