The Use of Peer Feedback as the Social Affective Strategy to Improve Skills in Writing Analytical Exposition Text
Exploring the Students’ Perception
Keywords:
peer feedback, social affective strategy, writing skills, perception, challenge
Abstract
Difficulties in writing are often encountered by some people in learning English as a foreign language. The difficulties and problems in writing can be overcome by implementing peer feedback as the learning strategy. This study aims to describe the perceptions and challenges in applying peer feedback as a social affective strategy in writing analytical exposition text. The method used in this research was a qualitative descriptive. In addition, the data of this research were gathered from open-ended questionnaire and interview. Furthermore, the research involved 15 students in the eleventh grade at SMA Widya Gama Malang. The findings showed that most of them agreed that implementing peer feedback in writing analytical exposition text could improve their writing skills and provide several benefits for them such as becoming more confident and open-minded and improve their critical thinking. Despite the benefits, the strategy also had some disadvantages and challenges related to the implementation of peer feedback but they still found improvement in their writing skills. Hence, this research concluded that it is recommended that peer feedback should be implemented to improve writing skills with some considerations.
References
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Faradila, S., Cindy. (2021). The Quality of Students’ Writing Composition in Creating Analytical Exposition Text at Senior High School. Research on English Language Teaching in Indonesia (RETAIN), 9(1), 195–204.
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Kurniawati, K. (2022). The Students’ Perception Towards Peer Feedback as Social-Affective Strategy in Writing Recount Text Skill. Journal of English Educational Study (JEES), 5(1), 67–76. https://doi.org/10.31932/jees.v5i1.1609
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Masysyaroh, S., Nainggolan, F., & Suka, R., Gunting. (2020). The Implementation of Peer-Feedback in Enhancing Students’ Writing Achievement at SMA Negeri 1 Ketapang. U-JET, 9(2), 134–144.
Muamaroh, M., & Pratiwi, U. S. (2022). Advantages and Disadvantages of Peer Feedback on EFL Students Essay Writing at Tertiary Level. Advances in Social Science, Education and Humanities Research. Paris, France: Atlantis Press. Retrieved from http://dx.doi.org/10.2991/assehr.k.220503.124
Noroozi, O., Biemans, H., & Mulder, M. (2016). Relations Between Scripted Online Peer Feedback Processes and Quality of Written Argumentative Essay. The Internet and Higher Education, 31, 20–31. https://doi.org/10.1016/j.iheduc.2016.05.002
Nunan, D. (2003). Practical English Language Teaching. Singapore: Mc Graw-Hill Company.
Nurjanah, M., Aprianti. (2018). The Difficulties Senior High School Students in Writing Analytical Exposition Text. Edu-Ling: Journal of English Education and Linguistics, 1(2), 19–33.
O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press. Retrieved from http://dx.doi.org/10.1017/cbo9781139524490
Rachmayani, A., Rifai, A., & Rohadi, T. (2018). Exploring Students’ Response to Peer Feedback Strategy in EFL Writing Class. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 3(1), 59–69. https://doi.org/10.24235/eltecho.v3i1.2810.g1573
Ruru, T. A. N., & Sulistyo, T. (2020). Peer Review in Writing Activities: Outcomes and Perceptions of EFL Students. Journal of Research on English and Language Learning (J-REaLL), 1(2), 127. https://doi.org/10.33474/j-reall.v1i2.6845
Wang, K. (2015). Problems and Tactics in Peer Feedback in EFL Writing Teaching. Proceedings of the International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press. http://dx.doi.org/10.2991/icemit-15.2015.101
Zhu, Q., & Carless, D. (2018). Dialogue within Peer Feedback Processes: Clarification and Negotiation of Meaning. Higher Education Research & Development, 37(4), 883–897. https://doi.org/10.1080/07294360.2018.1446417
Zuana, M. M. M. (2020). An Analysis of Students’ Writing Assignment of Analytical Exposition Text. JELLT (Journal of English Language and Language Teaching), 4(1), 1–16. https://doi.org/10.36597/jellt.v4i1.7686
Alisha, F., Safitri, N., & Santoso, I. (2019). Students’ Difficulties in Writing EFL. Project, 2(1).
Ary, D., Jacobs, L., Cheser, Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education (8th ed.). Canada: Wadsworth Cengage Learning. Retrieved from http://repository.unmas.ac.id/medias/journal/EBK-00124.pdf
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. https://doi.org/10.5296/jse.v3i4.4314
Budjalemba, A., Silvina, & Listyani. (2020). Factors Contributing to Students’ Difficulties in Academic Writing Class: Students’ Perceptions. UC Journal: ELT, Linguistics and Literature Journal, 1(2), 135–149. https://doi.org/https://doi.org/10.24071/uc.v1i2.2966
Cui, Y., Schunn, C. D., Gai, X., Jiang, Y., & Wang, Z. (2021). Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.788474
Elfa, F. (2020). An Analysis of Students’ Ability and Problem in Writing Analytical Exposition Text. Inovish Journal, 5(1), 44–57.
Faradila, S., Cindy. (2021). The Quality of Students’ Writing Composition in Creating Analytical Exposition Text at Senior High School. Research on English Language Teaching in Indonesia (RETAIN), 9(1), 195–204.
Fatimah, S., & Suharto, G. (2017). Using Peer Feedback Technique to Improve Students’ Writing Skills: A Quasi-Experimental Study among Secondary Students. Journal of English Language and Language Teaching (JELLT), 1(2), 40–48. https://doi.org/10.36597/jellt.v1i2.1870
Fatma, A. N. A., & Putri, A. R. (2019). The Effect of Using Peer Feedback Technique in Teaching Writing at Eleventh Graders of SMA Walisongo Pecangaan in The Academic Year of 2018/2019. Edulingua: Jurnal Linguistiks Terapan Dan Pendidikan Bahasa Inggris, 6(2). https://doi.org/10.34001/edulingua.v6i2.1181
Furqoni, N., Isnan. (2019). The Effect of Peer Feedback Technique in Teaching Writing on Students’ Writing Achievement Of Writing II Course at English Department FKIP Lambung Mangkurat University. Journal of English Teaching, Applied Linguistics and Literatures (JETALL), 2(1), 28–37. https://doi.org/10.20527/jetall.v2i1.7374
Irwin, B. (2017). Written Corrective Feedback: Student Preferences and Teacher Feedback Practices. IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.02
Kurniawan, C., Luardini, M. A., & Karani, E. (2021). The Analysis of Clause Complex of Analytical Exposition Texts Written by The English Teachers of SMKN 2 Palangkaraya. Intensive Journal, 4(2), 24-32. https://doi.org/10.31602/intensive.v4i2.5745
Kurniawati, H., Nursela. (2021). Students’ Perceptions and Challenges on Peer Feedback of EFL University Students’ Writing. Research on English Language Teaching in Indonesia (RETAIN), 9(2), 179–185.
Kurniawati, K. (2022). The Students’ Perception Towards Peer Feedback as Social-Affective Strategy in Writing Recount Text Skill. Journal of English Educational Study (JEES), 5(1), 67–76. https://doi.org/10.31932/jees.v5i1.1609
Kuyyogsuy, S. (2019). Patterns of Interaction on Peer Feedback: Pair Dynamics in Developing Students’ Writing Skills. International Journal of Higher Education, 8(3), 191-205. https://doi.org/10.5430/ijhe.v8n3p191
Lambert, V., A., & Lambert, C., E. (2012). Qualitative Descriptive Research: An Acceptable Design. Pacific Rim International Journal of Nursing Research, 16(4), 255–256.
Lestari, H. D. (2019) Students’ Motivational Factors in Writing Essay. JOURNEY (Journal of English Language and Pedagogy), 1(2), 67-71. https://doi.org/10.33503/journey.v1i2.321
Masysyaroh, S., Nainggolan, F., & Suka, R., Gunting. (2020). The Implementation of Peer-Feedback in Enhancing Students’ Writing Achievement at SMA Negeri 1 Ketapang. U-JET, 9(2), 134–144.
Muamaroh, M., & Pratiwi, U. S. (2022). Advantages and Disadvantages of Peer Feedback on EFL Students Essay Writing at Tertiary Level. Advances in Social Science, Education and Humanities Research. Paris, France: Atlantis Press. Retrieved from http://dx.doi.org/10.2991/assehr.k.220503.124
Noroozi, O., Biemans, H., & Mulder, M. (2016). Relations Between Scripted Online Peer Feedback Processes and Quality of Written Argumentative Essay. The Internet and Higher Education, 31, 20–31. https://doi.org/10.1016/j.iheduc.2016.05.002
Nunan, D. (2003). Practical English Language Teaching. Singapore: Mc Graw-Hill Company.
Nurjanah, M., Aprianti. (2018). The Difficulties Senior High School Students in Writing Analytical Exposition Text. Edu-Ling: Journal of English Education and Linguistics, 1(2), 19–33.
O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press. Retrieved from http://dx.doi.org/10.1017/cbo9781139524490
Rachmayani, A., Rifai, A., & Rohadi, T. (2018). Exploring Students’ Response to Peer Feedback Strategy in EFL Writing Class. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 3(1), 59–69. https://doi.org/10.24235/eltecho.v3i1.2810.g1573
Ruru, T. A. N., & Sulistyo, T. (2020). Peer Review in Writing Activities: Outcomes and Perceptions of EFL Students. Journal of Research on English and Language Learning (J-REaLL), 1(2), 127. https://doi.org/10.33474/j-reall.v1i2.6845
Wang, K. (2015). Problems and Tactics in Peer Feedback in EFL Writing Teaching. Proceedings of the International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press. http://dx.doi.org/10.2991/icemit-15.2015.101
Zhu, Q., & Carless, D. (2018). Dialogue within Peer Feedback Processes: Clarification and Negotiation of Meaning. Higher Education Research & Development, 37(4), 883–897. https://doi.org/10.1080/07294360.2018.1446417
Zuana, M. M. M. (2020). An Analysis of Students’ Writing Assignment of Analytical Exposition Text. JELLT (Journal of English Language and Language Teaching), 4(1), 1–16. https://doi.org/10.36597/jellt.v4i1.7686
Published
2023-03-18
How to Cite
Okvianti, S., Sujannah, W., & Degeng, P. (2023). The Use of Peer Feedback as the Social Affective Strategy to Improve Skills in Writing Analytical Exposition Text. Journey: Journal of English Language and Pedagogy, 6(1), 61-70. https://doi.org/10.33503/journey.v6i1.2564
Section
Articles
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