Research Article
Year 2020,
Volume: 21 Issue: 2, 178 - 189, 01.04.2020
Abstract
References
- Adin, F. (2017). The Effect of Edmodo on Students’ Writing Skills in Recount Text. International Journal of Pedagogy and Teacher Education, 1(2), 73-79. doi: 10.20961/ijpte.v1i2.5038 Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introduction to Research in Education. Belmont: Thompson Wadsworth. Bachman, L. F., & Palmer, A. S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Berg, E. C. (1999). The Effects of Trained Peer Response on ESL Students’ Revision Types and Writing Quality. Journal of Second Language Writing, 8(3), 215-241. doi: 10.1016/s1060-3743(99)80115-5 Berggren, J. (2015). Learning from Giving Feedback: a Study of Secondary-Level Students. ELT Journal 69(1), 58-70. doi: 10.1093/elt/ccu036 Berggren, J. (2013). Learning from Giving Feedback: Insights from EFL Writing Classrooms in a Swedish Lower Secondary School. Stockholm University. Bitchener, J., & Knoch, U. (2010). Raising the Linguistic Accuracy Level of Advanced L2 Writers with Written Corrective Feedback. Journal of Second Language Writing, 19(4), 204-217. doi: 10.1016/j. jslw.2010.10.002 Brown, J. D. (1996). Testing in Language Program. Upper Sadle River: Prentice Hall. Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. White Plains, NY: Pearson Education. Cho, Y. H., & Cho, K. (2011). Peer Reviewers Learn from Giving Comments. Inst Sci, 39, 629-643. doi: 10.1007/s11251-010-9146-1 Cho, K., & MacArthur, C. (2011). Learning by Reviewing. Journal of Education Psychology, 103(1), 73-84. doi: 10.1037/a0021950 Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Persey Education. Dudeney, G, & Hockly, N. (2007). How to Teach English with Technology. Essex: Pearson Education. Ferris, D. R. (1997). The Influence of Teacher Commentary on Student Revision. TESOL Quarterly, 31 (2), 315-339. doi: 10.2307/3588049 Ferris, D. R., Pezone, S., Tade, C. R., & Tinti, S. (1997). Teacher Commentary on Student Writing: Descriptions and Implications. Journal of Second Language Writing, 6(2), 155-182. doi: 10.1016/ s1060-3743(97)90032-1 188 Ferris, D., & Hedgcock, J. S. (1998). Teaching ESL Composition: Purpose, Process, and Practice. Mahwah, NJ: Lawrence Erlbaum. Guenette, D. (2007). Is Feedback Pedagogically Correct? Research Design Issues in Studies of Feedback on Writing. Journal of Second Language Writing, 16, 40-53. doi: 10.1016/j.jslw.2007.01.001 Hansen, J. G., & Liu, J. (2005). Guiding Principles of Effective Peer Response. ELT Journal, 59(1), 31-38. doi: 10.1093/elt/cci004 Hastomo, T. (2016). The Effectiveness of Edmodo to Teach Writing viewed from Students’ Motivation. Proceeding of ICTTE FKIP UNS, 1(1), 580-585. Hu, G. (2005). Using Peer Review with Chinese ESL Students’ Writers. Language Teaching Research, 9(3), 321-342. doi: 10.1191/1362168805lr169oa Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press. Hyland, K., & Hyland, F. (2006). Feedback on Second Language Students’ Writing. Hong Kong: The University of Hong Kong. IELTS Task 2 Writing Band Descriptors (Public Version). Ismail, N., Maulan, S., & Hasan, N. H. (2008). The Impact of Teacher Feedback on ESL Students’ Writing Performance. Academic Journal of Social Studies, 8(1), 45-54. Jacobs, G. M., Curtis, A., Braine, G., & Huang, S. (1998). Feedback on Student Writing: Taking the Middle Path. Journal of Second Language Writing, 7 (3), 307-317. doi: 10.1016/s1060-3743(98)90019-4 Kamberi, L. (2013). The Significance of Teacher Feedback in EFL Writing for Tertiary Level Foreign Language Learners. Procedia – Social and Behavioral Sciences, 70, 1686-1690. doi: 10.1016/j. sbspro.2013.01.241 Lee, I. (2008). Student Reactions to Teacher Feedback in Two Hong Kong Secondary Classrooms. Journal of Second Language Writing, 17, 144-164. doi: 10.1016/j.jslw.2007.12.001 Lundstrom, K., & Baker, W. (2009). To Give is Better than To Receive: The Benefits of Peer Review to the Reviewer’s Own Writing. Journal of Second Language Writing, 18, 30-43. doi: 10.1016/j. jslw.2008.06.002 Miao, Y., Badger, R., & Zhen, Y. (2006). A Comparative Study of Peer and Teacher Feedback in a Chinese EFL Writing Class. Journal of Second Language Writing, 15, 179-200. doi: 10.1016/j.jslw.2006.09.004 Montgomery, J. L., & Baker, W. (2007). Teacher-Written Feedback: Student Perceptions, Teacher SelfAssessment, and Actual Teacher Performance. Journal of Second Language Writing, 16, 82-99. doi: 10.1016/j.jslw.2007.04.002 Muncie, J. (2000). Using Written Teacher Feedback in EFL Composition Classes. ELT Journal, 54(1), 47- 53. doi: 10.1093/elt/54.1.47 Muniroh, S. (2012). Using Conferences to Develop Students’ Writing Skill. In B. Y. C., & N. Yannuar (Eds.), Englishes for Communication and Interaction in the Classroom and Beyond. Malang: State University of Malang Press. O’Malley, J. M., & Pierce, L. V. (1996). Authentic Assessment for English Language Students: Practical Approaches for Teachers. New York: Addison-Wesley. Pariyanto. (2012). The Use of Web-based Feedback on ESL Students’ Writing Quality. Proceedings of the 59th TEFLIN International Conference: English Language Learning and Teaching in the Digitization Era. Widya Mandala Catholic University Surabaya, 6-8 November 2012. Purnawarman, P., Susilawati, & Sundayana, W. (2016). The Use of Edmodo in Teaching Writing in a Blended Learning Setting. Indonesian Journal of Applied Linguistics, 5(2), 242-252. doi: 10.17509/ ijal.v5i2.1348 189 Richard-Amato, P. A. (2003). Making It Happen: From Interactive to Participatory Language Teaching. White Plains, NY: Pearson Education. Richards, J. C. (2015). Technology in Language Teaching Today. Indonesia Journal of English Language Teaching, 10(1), 18-32. Rollinson, P. (2005). Using Peer Feedback in the ESL Writing Class. ELT Journal, 59(1), 23-30. doi: 10.1093/elt/cci003 Wihastyanang, W. D. (2018). The Impact of Electronic Feedback on Second Year English College Students’ Writing Quality. Unpublished Dissertation. Malang: State University of Malang.
Year 2020,
Volume: 21 Issue: 2, 178 - 189, 01.04.2020
Abstract
This study aimed to identify the effectiveness of online teacher with peer feedback provided on students’ writing performance. Some experts state that both teacher and students feel that teacher feedback on the students’ writing is essential, and it is believed to be the most effective feedback. On the other hand, the practice of peer feedback is supported by the theory of Vigotsky’s Zone of Proximal Development which holds that the cognitive development of individuals result from social interaction where individuals can learn from each other. Furthermore, with the development of technology, it is more interesting to integrate information and communication technology ICT in EFL writing classes. Hence, this study investigated the combination of these three aspects - teacher feedback, peer feedback, and Edmodo - and looked at the impact on the students’ writing performance. This study was a quasi-experimental, which involved 55 English Department students in a state university in Indonesia. These students were grouped into the experimental group and the control group. The result of this study revealed that the students having the online teacher and peer feedback provided through Edmodo did not perform better in writing than those who experienced teacher feedback in the conventional method.
Keywords
References
- Adin, F. (2017). The Effect of Edmodo on Students’ Writing Skills in Recount Text. International Journal of Pedagogy and Teacher Education, 1(2), 73-79. doi: 10.20961/ijpte.v1i2.5038 Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introduction to Research in Education. Belmont: Thompson Wadsworth. Bachman, L. F., & Palmer, A. S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Berg, E. C. (1999). The Effects of Trained Peer Response on ESL Students’ Revision Types and Writing Quality. Journal of Second Language Writing, 8(3), 215-241. doi: 10.1016/s1060-3743(99)80115-5 Berggren, J. (2015). Learning from Giving Feedback: a Study of Secondary-Level Students. ELT Journal 69(1), 58-70. doi: 10.1093/elt/ccu036 Berggren, J. (2013). Learning from Giving Feedback: Insights from EFL Writing Classrooms in a Swedish Lower Secondary School. Stockholm University. Bitchener, J., & Knoch, U. (2010). Raising the Linguistic Accuracy Level of Advanced L2 Writers with Written Corrective Feedback. Journal of Second Language Writing, 19(4), 204-217. doi: 10.1016/j. jslw.2010.10.002 Brown, J. D. (1996). Testing in Language Program. Upper Sadle River: Prentice Hall. Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. White Plains, NY: Pearson Education. Cho, Y. H., & Cho, K. (2011). Peer Reviewers Learn from Giving Comments. Inst Sci, 39, 629-643. doi: 10.1007/s11251-010-9146-1 Cho, K., & MacArthur, C. (2011). Learning by Reviewing. Journal of Education Psychology, 103(1), 73-84. doi: 10.1037/a0021950 Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Persey Education. Dudeney, G, & Hockly, N. (2007). How to Teach English with Technology. Essex: Pearson Education. Ferris, D. R. (1997). The Influence of Teacher Commentary on Student Revision. TESOL Quarterly, 31 (2), 315-339. doi: 10.2307/3588049 Ferris, D. R., Pezone, S., Tade, C. R., & Tinti, S. (1997). Teacher Commentary on Student Writing: Descriptions and Implications. Journal of Second Language Writing, 6(2), 155-182. doi: 10.1016/ s1060-3743(97)90032-1 188 Ferris, D., & Hedgcock, J. S. (1998). Teaching ESL Composition: Purpose, Process, and Practice. Mahwah, NJ: Lawrence Erlbaum. Guenette, D. (2007). Is Feedback Pedagogically Correct? Research Design Issues in Studies of Feedback on Writing. Journal of Second Language Writing, 16, 40-53. doi: 10.1016/j.jslw.2007.01.001 Hansen, J. G., & Liu, J. (2005). Guiding Principles of Effective Peer Response. ELT Journal, 59(1), 31-38. doi: 10.1093/elt/cci004 Hastomo, T. (2016). The Effectiveness of Edmodo to Teach Writing viewed from Students’ Motivation. Proceeding of ICTTE FKIP UNS, 1(1), 580-585. Hu, G. (2005). Using Peer Review with Chinese ESL Students’ Writers. Language Teaching Research, 9(3), 321-342. doi: 10.1191/1362168805lr169oa Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press. Hyland, K., & Hyland, F. (2006). Feedback on Second Language Students’ Writing. Hong Kong: The University of Hong Kong. IELTS Task 2 Writing Band Descriptors (Public Version). Ismail, N., Maulan, S., & Hasan, N. H. (2008). The Impact of Teacher Feedback on ESL Students’ Writing Performance. Academic Journal of Social Studies, 8(1), 45-54. Jacobs, G. M., Curtis, A., Braine, G., & Huang, S. (1998). Feedback on Student Writing: Taking the Middle Path. Journal of Second Language Writing, 7 (3), 307-317. doi: 10.1016/s1060-3743(98)90019-4 Kamberi, L. (2013). The Significance of Teacher Feedback in EFL Writing for Tertiary Level Foreign Language Learners. Procedia – Social and Behavioral Sciences, 70, 1686-1690. doi: 10.1016/j. sbspro.2013.01.241 Lee, I. (2008). Student Reactions to Teacher Feedback in Two Hong Kong Secondary Classrooms. Journal of Second Language Writing, 17, 144-164. doi: 10.1016/j.jslw.2007.12.001 Lundstrom, K., & Baker, W. (2009). To Give is Better than To Receive: The Benefits of Peer Review to the Reviewer’s Own Writing. Journal of Second Language Writing, 18, 30-43. doi: 10.1016/j. jslw.2008.06.002 Miao, Y., Badger, R., & Zhen, Y. (2006). A Comparative Study of Peer and Teacher Feedback in a Chinese EFL Writing Class. Journal of Second Language Writing, 15, 179-200. doi: 10.1016/j.jslw.2006.09.004 Montgomery, J. L., & Baker, W. (2007). Teacher-Written Feedback: Student Perceptions, Teacher SelfAssessment, and Actual Teacher Performance. Journal of Second Language Writing, 16, 82-99. doi: 10.1016/j.jslw.2007.04.002 Muncie, J. (2000). Using Written Teacher Feedback in EFL Composition Classes. ELT Journal, 54(1), 47- 53. doi: 10.1093/elt/54.1.47 Muniroh, S. (2012). Using Conferences to Develop Students’ Writing Skill. In B. Y. C., & N. Yannuar (Eds.), Englishes for Communication and Interaction in the Classroom and Beyond. Malang: State University of Malang Press. O’Malley, J. M., & Pierce, L. V. (1996). Authentic Assessment for English Language Students: Practical Approaches for Teachers. New York: Addison-Wesley. Pariyanto. (2012). The Use of Web-based Feedback on ESL Students’ Writing Quality. Proceedings of the 59th TEFLIN International Conference: English Language Learning and Teaching in the Digitization Era. Widya Mandala Catholic University Surabaya, 6-8 November 2012. Purnawarman, P., Susilawati, & Sundayana, W. (2016). The Use of Edmodo in Teaching Writing in a Blended Learning Setting. Indonesian Journal of Applied Linguistics, 5(2), 242-252. doi: 10.17509/ ijal.v5i2.1348 189 Richard-Amato, P. A. (2003). Making It Happen: From Interactive to Participatory Language Teaching. White Plains, NY: Pearson Education. Richards, J. C. (2015). Technology in Language Teaching Today. Indonesia Journal of English Language Teaching, 10(1), 18-32. Rollinson, P. (2005). Using Peer Feedback in the ESL Writing Class. ELT Journal, 59(1), 23-30. doi: 10.1093/elt/cci003 Wihastyanang, W. D. (2018). The Impact of Electronic Feedback on Second Year English College Students’ Writing Quality. Unpublished Dissertation. Malang: State University of Malang.
There are 1 citations in total.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | April 1, 2020 |
| Submission Date | April 17, 2019 |
| Published in Issue | Year 2020 Volume: 21 Issue: 2 |