THE USE OF PEER FEEDBACK STRATEGY TO MOTIVATE STUDENTS IN NARRATIVE TEXT WRITING
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Abstract
Penelitian ini bertujuan untuk untuk (1) menemukan masalah siswa pada penulisan teks naratif (2)menggambarkan implementasi dari strategi pair feed back pada penulisan teks naratif (3) mengetahui apakah strategi peer feedback dapat memotivasi siswa untuk menulis teks naratif (4) mengetahui apakah meningkatkan teks naratif siswa. Subjek penelitian ini adalah siswa kelas XI IA2 SMA Futuhiyyah Demak. Penelitian ini merupakan kolaboratif action research. Instrumen penelitan ini adalah observasi, interview, kuisioner, dan tes tertulis. Penelitian ini terdiri dari 3 cycle dan setiap cycle dilaksanakan pada 4 pertemuan. Hasil menunjukan bahwa siswa memiliki motivasi yang rendah sebelum penelitian dilaksanakan. Setaelah diadakan penelitian, motivasi siswa meningkat, mereka dapat bekerja bersama dan berpartisipasi selama kelas. Beberapa siswa masih memiliki motivasi yang rendah dalam penentuan tujuan personal, learner-centered, kreatifitas, dan refleksi diri. Dari cycle yang kedua, implementasi dari strategi peer feedback dapat meningkatkan motivasi dalam cooperative learning.
This study was aimed at (1) finding out the problems faced by students in narrative texts writing, (2) describing the implementation of peer feedback strategy in narrative texts writing, (3) knowing whether peer feedback strategy can motivate students to write narrative texts, (4) knowing whether peer feedback strategy can improve students’ narrative texts. The subject of this study was the eleventh grade students of XI IPA 2 of SMU Futuhiyyah Demak. The research design of this study was collaborative action research. The instruments of this study were observation, interview, questionnaire, and writing test. This study consisted of three cycles and each cycle consisted of three meetings. The findings showed that the students had low motivation before the actions were implemented. From the result of the first cycle, the students’ motivation increased. They could work in pair and participate during the writing class. Some students still had low motivation in the aspect of personal goal-setting, learner-centered, creativity, and self-diagnosis. From the second cycle, the implementation of peer feedbacks strategy could generate students’ motivation in the aspect of cooperative learning and peer evaluation. The students were not confused with the activities in peer feedback strategy. They knew what they should do in peer feedback strategy.
This study was aimed at (1) finding out the problems faced by students in narrative texts writing, (2) describing the implementation of peer feedback strategy in narrative texts writing, (3) knowing whether peer feedback strategy can motivate students to write narrative texts, (4) knowing whether peer feedback strategy can improve students’ narrative texts. The subject of this study was the eleventh grade students of XI IPA 2 of SMU Futuhiyyah Demak. The research design of this study was collaborative action research. The instruments of this study were observation, interview, questionnaire, and writing test. This study consisted of three cycles and each cycle consisted of three meetings. The findings showed that the students had low motivation before the actions were implemented. From the result of the first cycle, the students’ motivation increased. They could work in pair and participate during the writing class. Some students still had low motivation in the aspect of personal goal-setting, learner-centered, creativity, and self-diagnosis. From the second cycle, the implementation of peer feedbacks strategy could generate students’ motivation in the aspect of cooperative learning and peer evaluation. The students were not confused with the activities in peer feedback strategy. They knew what they should do in peer feedback strategy.
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How to Cite
Mubarok, H. (1). THE USE OF PEER FEEDBACK STRATEGY TO MOTIVATE STUDENTS IN NARRATIVE TEXT WRITING. English Education Journal, 2(2). Retrieved from http://journal.unnes.ac.id/sju/eej/article/view/677
References
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Aridah. 2003. The Role of Feedback in the Teaching and Learning of Writing. CELT. 3. (2): 105-114.
Bitchener, John, Stuart Young, and Denise Cameron. 2005. The Effect of Different Types of Corrective Feedback on ESL Student Writing. Journal of Second Language Writing. 14: 191-205.
Brown, H. Douglas. 2001. Teaching by Principles; An Interactive Approach to Language Pedagogy. New York: Longman.
Celce, M. - Murcia and Elite Olstain. 2000. Discourse and Context in Language Teaching. New York: Cambridge University Press.
Cristie, F. and Derewianka. 2008. School Discourse. New York: Continuum.
Dheram, P.K. 1995. Feedback as a Two Bullock Cart: A Case Study of Teaching Writing. ELT Journal. 49: 160-168.
Dornyei, Z. 2001. Teaching and Researching Motivation. London: Harlow Person Educational.
Ferris, D.R., and Hedgcock, S. 2005. Teaching ESL Composition: Purpose, Process, and Practice. USA: Lawrence Elbaum Associates Publisher.
Glanz, Jeffrey. 1998. Action Research: An Educational Leader’s Guide to School Improvement. Norwood: Christopher-Gordon Publisher Inc.
Harmer, J. 2003. The Practice of English Language Teaching. Edinburg: Longman.
Harmer, J. 2004. How to Teach Writing. Edinburg: Longman.
Ho, Belinda. 2006. Effectiveness of Using the Process Approach to Teach Writing in Six Hong Kong Primary Classroom. Working Paper in English and Communication. 17. (1): 1-52.
Hong, Fei. 2006. Students Perceptions of Peer Response Activity in English Writing Instruction. CELEA Journal. 29. (4): 48-52.
Hyland, K. 2005. Second Language Writing. Cambridge: Cambridge University Press.
Hyland, F. and Hyland, K. 2001. Praise and Criticism in Written Feedback. Journal of Second Language Writing. 10 (2001): 185-212.
Keh, C. 1990. Feedback in the Writing Process: a Model and Methods for Implementation. ELT Journal. 44. (4): 294-304.
Lo, Julia and Hyland, Fiona. 2007. Enhancing Students’ Engagement and Motivation in Writing: The Case of Primary Students in Hongkong. Journal of Second Language Writing. 16: 219-237.
Mumtaz. 2007. The Use of Written Feedback and Conferencing in Improving Students’ Writing. Johor: Universiti Teknologi Malaysia.
O’ Malley, J. M. and L. V. Pierce. 1996. Authentic Assessment for English Language Learners. Practical Approaches for Teachers. Virginia: Addison-Wesley Publishing Company.
Aridah. 2003. The Role of Feedback in the Teaching and Learning of Writing. CELT. 3. (2): 105-114.
Bitchener, John, Stuart Young, and Denise Cameron. 2005. The Effect of Different Types of Corrective Feedback on ESL Student Writing. Journal of Second Language Writing. 14: 191-205.
Brown, H. Douglas. 2001. Teaching by Principles; An Interactive Approach to Language Pedagogy. New York: Longman.
Celce, M. - Murcia and Elite Olstain. 2000. Discourse and Context in Language Teaching. New York: Cambridge University Press.
Cristie, F. and Derewianka. 2008. School Discourse. New York: Continuum.
Dheram, P.K. 1995. Feedback as a Two Bullock Cart: A Case Study of Teaching Writing. ELT Journal. 49: 160-168.
Dornyei, Z. 2001. Teaching and Researching Motivation. London: Harlow Person Educational.
Ferris, D.R., and Hedgcock, S. 2005. Teaching ESL Composition: Purpose, Process, and Practice. USA: Lawrence Elbaum Associates Publisher.
Glanz, Jeffrey. 1998. Action Research: An Educational Leader’s Guide to School Improvement. Norwood: Christopher-Gordon Publisher Inc.
Harmer, J. 2003. The Practice of English Language Teaching. Edinburg: Longman.
Harmer, J. 2004. How to Teach Writing. Edinburg: Longman.
Ho, Belinda. 2006. Effectiveness of Using the Process Approach to Teach Writing in Six Hong Kong Primary Classroom. Working Paper in English and Communication. 17. (1): 1-52.
Hong, Fei. 2006. Students Perceptions of Peer Response Activity in English Writing Instruction. CELEA Journal. 29. (4): 48-52.
Hyland, K. 2005. Second Language Writing. Cambridge: Cambridge University Press.
Hyland, F. and Hyland, K. 2001. Praise and Criticism in Written Feedback. Journal of Second Language Writing. 10 (2001): 185-212.
Keh, C. 1990. Feedback in the Writing Process: a Model and Methods for Implementation. ELT Journal. 44. (4): 294-304.
Lo, Julia and Hyland, Fiona. 2007. Enhancing Students’ Engagement and Motivation in Writing: The Case of Primary Students in Hongkong. Journal of Second Language Writing. 16: 219-237.
Mumtaz. 2007. The Use of Written Feedback and Conferencing in Improving Students’ Writing. Johor: Universiti Teknologi Malaysia.
O’ Malley, J. M. and L. V. Pierce. 1996. Authentic Assessment for English Language Learners. Practical Approaches for Teachers. Virginia: Addison-Wesley Publishing Company.