PEER AND TEACHER’S EDITING TO ENHANCE THE COMPETENCE OF ACTIVE AND PASSIVE LEARNERS IN WRITING DISCUSSION TEXTS
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Abstract
Writing is one of the important parts in teaching a language. The objectives of this study are to find out the significant difference between peer and teacher’s editing in teaching writing discussion texts to active learners, to passive learners, the more effective strategy between peer and teacher’s editing in teaching writing discussion texts among active and passive learners, the significant interaction among students’ condition, teaching strategies and writing skill.This study is a quasi experimental research and the design is factorial. In collecting the data, the paired sample t-test and Factorial Analysis of Variance were used to test the hypothesis. The qualitative data were taken from the questionnaires and observation deal with the active and passive learners.The findings showed that there is significant difference between peer and teacher’s editing in teaching writing discussion texts to active learners and so for passive learners, and there is no significant interaction among teaching strategies, students’ condition and writing achievement of discussioon tetxs. In conclusion, peer editing strategy is more effective than teacher’s editing strategy. So, peer and teacher’s editing among active and passive learners is significantly effective to enhance students’ writing skill of discussion texts.
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How to Cite
Hastuti, U. (1). PEER AND TEACHER’S EDITING TO ENHANCE THE COMPETENCE OF ACTIVE AND PASSIVE LEARNERS IN WRITING DISCUSSION TEXTS. English Education Journal, 4(1). Retrieved from http://journal.unnes.ac.id/sju/eej/article/view/6639
References
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Jesnek, L.M.,.2011. Peer Editing In The 21st Century College Classroom: Do Beginning Composition Students Truly Reap The Benefits? Retrieved from Clute Online journal, http://journals.cluteonline.com/index.php/TLC/article/view/4257 on October 24th, 2013.
Mangelsdorf, K., Schlumberger, A.L., 1992. ESL student response stances in a peer-review task. Journal of Second Language Writing 1(3), 235–254. Retrieved from hhtp//journalofsecondkanguagewriting_mangelsdorf.com on October 22nd , 2013.
Min, H-T. 2006. “The effects of trained peer review on EFL students’ revision types and writing quality.†Retrieved from Journal of Second Language Writing, 15 (2), 113-131, on 5th October, 2013
Priyatno, D. 2009. 5 Jam Belajar Olah Data dengan SPSS 17. Yogyakarta: Andi
Siew, K.T. 2012. How Does Peer Editing Improve Students’ Quality of Writing Retrieved from Foreign Language Annals. December 1997 Volume 30, Issue 4 Pages457–560 http://conference.nie.edu.sg/paper/Converted%20Pdf/ab00279.pdf on October 5th, 2013.
Soenoewati, D.I.D. 2010. Teacher’s Corrective Feedback in the English as Foreign Language (EFL) Speaking Class in Sekolah Indonesia Bangkok (SIB), Thailand. Thesis. English Language Education. Postgraduate Program of Semarang State University.
Tuckman, B.W. 1978. Conducting Educational Research. New York. Harcourt Brace Jovanovich.
Tudge, J. 1990. Vygotsky, The Zone Proximal Development, and Peer Collaboration: Implications for Clasroom Practices. In Moll,, L.C., Vygotsky and Education:Instructional Implicationas and Applications Sociohistorical Psychology. (155-170). NY: Cambridge University Press.
Anderson, M and Anderson, K. 2003. Text Type in English. South Yarra: McMillan Education Australia PT/LTD.
Brown, D.H. 2001. Teaching by Principles an Interactive Approach to Language Pedagogy 2nd Edition. New York. Addisson Wesley Longman. Inc.
Brown, D. 2004. Language Assessment. Principles and Classroom Practices. New York. Longman
Chaudron, C. 1986. Teacher’s Priorities in Correcting Learners’ Errors in French Immersion Classes. In Day, R.R. (ed). Talking to learn: Conversation in Second Language Acquisition. Rowley,M.A. : Newburry House, 64-68.
Cohen, L., et.al. 2007. Research Methods in Education. New York. Routledge.
El- Taha, M. 2003. Introduction Probability and Statistics Lecture Notes. Portland: University of Southern Maine.
Gerot, L and Wignel, P. 1994. Making Sense of Functional Grammar. Sydney: Gerd Stable
Jesnek, L.M.,.2011. Peer Editing In The 21st Century College Classroom: Do Beginning Composition Students Truly Reap The Benefits? Retrieved from Clute Online journal, http://journals.cluteonline.com/index.php/TLC/article/view/4257 on October 24th, 2013.
Mangelsdorf, K., Schlumberger, A.L., 1992. ESL student response stances in a peer-review task. Journal of Second Language Writing 1(3), 235–254. Retrieved from hhtp//journalofsecondkanguagewriting_mangelsdorf.com on October 22nd , 2013.
Min, H-T. 2006. “The effects of trained peer review on EFL students’ revision types and writing quality.†Retrieved from Journal of Second Language Writing, 15 (2), 113-131, on 5th October, 2013
Priyatno, D. 2009. 5 Jam Belajar Olah Data dengan SPSS 17. Yogyakarta: Andi
Siew, K.T. 2012. How Does Peer Editing Improve Students’ Quality of Writing Retrieved from Foreign Language Annals. December 1997 Volume 30, Issue 4 Pages457–560 http://conference.nie.edu.sg/paper/Converted%20Pdf/ab00279.pdf on October 5th, 2013.
Soenoewati, D.I.D. 2010. Teacher’s Corrective Feedback in the English as Foreign Language (EFL) Speaking Class in Sekolah Indonesia Bangkok (SIB), Thailand. Thesis. English Language Education. Postgraduate Program of Semarang State University.
Tuckman, B.W. 1978. Conducting Educational Research. New York. Harcourt Brace Jovanovich.
Tudge, J. 1990. Vygotsky, The Zone Proximal Development, and Peer Collaboration: Implications for Clasroom Practices. In Moll,, L.C., Vygotsky and Education:Instructional Implicationas and Applications Sociohistorical Psychology. (155-170). NY: Cambridge University Press.