Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill

Rias Wita Suryani; Yenni Rozimela; Desvalini Anwar

doi:doi:10.11648/j.ijsedu.20190704.14

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Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill

Rias Wita Suryani, Yenni Rozimela, Desvalini Anwar

Published in International Journal of Secondary Education (Volume 7, Issue 4)

Received: 14 November 2019 Accepted: 9 December 2019 Published: 31 December 2019

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Abstract

This study was aimed to investigate the effect of peer feedback on students’ writing skill and the students’ perceptions on the practice of peer feedback. The study adopted mixed methods research design. It involved 70 eleventh grade students in two intact classes at one public senior high school in West Sumatra, Indonesia. The students were given different types of treatment: the students from experimental class were given feedback from peers, and those from control class were given feedback from teacher. The study lasted 8 weeks. The data were collected through post-test and semi-structured interview. The post-test was used to obtain students’ writing scores and semi-structure interview to know their perception on the peer feedback. Findings of the study indicated that the students that were given peer feedback had better writing skill than those were given teacher feedback. This study also shows that the students had positive perceptions towards writing. They liked using this strategy because it made writing process become less stressful. However, there were also some students who valued teacher’s feedback more highly than the peer feedback. Those students believed that grammatical accuracy was more possible to be achieved through teacher feedback than through peer feedback because they thought that their peers had inadequate grammar knowledge.

Published in	International Journal of Secondary Education (Volume 7, Issue 4)
DOI	10.11648/j.ijsedu.20190704.14
Page(s)	116-121
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Peer Feedback, Teacher Feedback, Students’ Writing Skill

References

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APA Style

Rias Wita Suryani, Yenni Rozimela, Desvalini Anwar. (2019). Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill. International Journal of Secondary Education, 7(4), 116-121. https://doi.org/10.11648/j.ijsedu.20190704.14

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ACS Style

Rias Wita Suryani; Yenni Rozimela; Desvalini Anwar. Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill. Int. J. Second. Educ. 2019, 7(4), 116-121. doi: 10.11648/j.ijsedu.20190704.14

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AMA Style

Rias Wita Suryani, Yenni Rozimela, Desvalini Anwar. Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill. Int J Second Educ. 2019;7(4):116-121. doi: 10.11648/j.ijsedu.20190704.14

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@article{10.11648/j.ijsedu.20190704.14,
  author = {Rias Wita Suryani and Yenni Rozimela and Desvalini Anwar},
  title = {Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill},
  journal = {International Journal of Secondary Education},
  volume = {7},
  number = {4},
  pages = {116-121},
  doi = {10.11648/j.ijsedu.20190704.14},
  url = {https://doi.org/10.11648/j.ijsedu.20190704.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190704.14},
  abstract = {This study was aimed to investigate the effect of peer feedback on students’ writing skill and the students’ perceptions on the practice of peer feedback. The study adopted mixed methods research design. It involved 70 eleventh grade students in two intact classes at one public senior high school in West Sumatra, Indonesia. The students were given different types of treatment: the students from experimental class were given feedback from peers, and those from control class were given feedback from teacher. The study lasted 8 weeks. The data were collected through post-test and semi-structured interview. The post-test was used to obtain students’ writing scores and semi-structure interview to know their perception on the peer feedback. Findings of the study indicated that the students that were given peer feedback had better writing skill than those were given teacher feedback. This study also shows that the students had positive perceptions towards writing. They liked using this strategy because it made writing process become less stressful. However, there were also some students who valued teacher’s feedback more highly than the peer feedback. Those students believed that grammatical accuracy was more possible to be achieved through teacher feedback than through peer feedback because they thought that their peers had inadequate grammar knowledge.},
 year = {2019}
}

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TY  - JOUR
T1  - Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill
AU  - Rias Wita Suryani
AU  - Yenni Rozimela
AU  - Desvalini Anwar
Y1  - 2019/12/31
PY  - 2019
N1  - https://doi.org/10.11648/j.ijsedu.20190704.14
DO  - 10.11648/j.ijsedu.20190704.14
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 116
EP  - 121
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20190704.14
AB  - This study was aimed to investigate the effect of peer feedback on students’ writing skill and the students’ perceptions on the practice of peer feedback. The study adopted mixed methods research design. It involved 70 eleventh grade students in two intact classes at one public senior high school in West Sumatra, Indonesia. The students were given different types of treatment: the students from experimental class were given feedback from peers, and those from control class were given feedback from teacher. The study lasted 8 weeks. The data were collected through post-test and semi-structured interview. The post-test was used to obtain students’ writing scores and semi-structure interview to know their perception on the peer feedback. Findings of the study indicated that the students that were given peer feedback had better writing skill than those were given teacher feedback. This study also shows that the students had positive perceptions towards writing. They liked using this strategy because it made writing process become less stressful. However, there were also some students who valued teacher’s feedback more highly than the peer feedback. Those students believed that grammatical accuracy was more possible to be achieved through teacher feedback than through peer feedback because they thought that their peers had inadequate grammar knowledge.
VL  - 7
IS  - 4
ER  -

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Author Information

Rias Wita Suryani

Faculty of Languages and Art, Universitas Negeri Padang, Padang, Indonesia
Yenni Rozimela

Faculty of Languages and Art, Universitas Negeri Padang, Padang, Indonesia
Desvalini Anwar

Faculty of Languages and Art, Universitas Negeri Padang, Padang, Indonesia

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Plain Text BibTeX RIS

APA Style

Rias Wita Suryani, Yenni Rozimela, Desvalini Anwar. (2019). Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill. International Journal of Secondary Education, 7(4), 116-121. https://doi.org/10.11648/j.ijsedu.20190704.14

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ACS Style

Rias Wita Suryani; Yenni Rozimela; Desvalini Anwar. Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill. Int. J. Second. Educ. 2019, 7(4), 116-121. doi: 10.11648/j.ijsedu.20190704.14

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AMA Style

Rias Wita Suryani, Yenni Rozimela, Desvalini Anwar. Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill. Int J Second Educ. 2019;7(4):116-121. doi: 10.11648/j.ijsedu.20190704.14

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@article{10.11648/j.ijsedu.20190704.14,
  author = {Rias Wita Suryani and Yenni Rozimela and Desvalini Anwar},
  title = {Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill},
  journal = {International Journal of Secondary Education},
  volume = {7},
  number = {4},
  pages = {116-121},
  doi = {10.11648/j.ijsedu.20190704.14},
  url = {https://doi.org/10.11648/j.ijsedu.20190704.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190704.14},
  abstract = {This study was aimed to investigate the effect of peer feedback on students’ writing skill and the students’ perceptions on the practice of peer feedback. The study adopted mixed methods research design. It involved 70 eleventh grade students in two intact classes at one public senior high school in West Sumatra, Indonesia. The students were given different types of treatment: the students from experimental class were given feedback from peers, and those from control class were given feedback from teacher. The study lasted 8 weeks. The data were collected through post-test and semi-structured interview. The post-test was used to obtain students’ writing scores and semi-structure interview to know their perception on the peer feedback. Findings of the study indicated that the students that were given peer feedback had better writing skill than those were given teacher feedback. This study also shows that the students had positive perceptions towards writing. They liked using this strategy because it made writing process become less stressful. However, there were also some students who valued teacher’s feedback more highly than the peer feedback. Those students believed that grammatical accuracy was more possible to be achieved through teacher feedback than through peer feedback because they thought that their peers had inadequate grammar knowledge.},
 year = {2019}
}

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TY  - JOUR
T1  - Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill
AU  - Rias Wita Suryani
AU  - Yenni Rozimela
AU  - Desvalini Anwar
Y1  - 2019/12/31
PY  - 2019
N1  - https://doi.org/10.11648/j.ijsedu.20190704.14
DO  - 10.11648/j.ijsedu.20190704.14
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 116
EP  - 121
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20190704.14
AB  - This study was aimed to investigate the effect of peer feedback on students’ writing skill and the students’ perceptions on the practice of peer feedback. The study adopted mixed methods research design. It involved 70 eleventh grade students in two intact classes at one public senior high school in West Sumatra, Indonesia. The students were given different types of treatment: the students from experimental class were given feedback from peers, and those from control class were given feedback from teacher. The study lasted 8 weeks. The data were collected through post-test and semi-structured interview. The post-test was used to obtain students’ writing scores and semi-structure interview to know their perception on the peer feedback. Findings of the study indicated that the students that were given peer feedback had better writing skill than those were given teacher feedback. This study also shows that the students had positive perceptions towards writing. They liked using this strategy because it made writing process become less stressful. However, there were also some students who valued teacher’s feedback more highly than the peer feedback. Those students believed that grammatical accuracy was more possible to be achieved through teacher feedback than through peer feedback because they thought that their peers had inadequate grammar knowledge.
VL  - 7
IS  - 4
ER  -

Copy | Download