DEVELOPING THE STUDENTS’ WRITING ABILITY BY USING EFFECTIVE PEER RESPONSE MODEL

Indrawati, Indrawati DEVELOPING THE STUDENTS’ WRITING ABILITY BY USING EFFECTIVE PEER RESPONSE MODEL. In: The 1st Sriwijaya University Learning and Education International Conference (SULE-IC) 2014, 16-18 May 2014, Palembang.

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    Abstract

    Although peer response has become common place in an foreign language writing classroom in the last few decades, research findings in the area have not conclusively pointed to its usefulness. With little understanding in theoretical justifications behind it, namely process writing, collaborative learning, and interactive and second language acquisition, some practitioners are reluctant to employ peer response activities, especially in a real EFL context where both learners and teachers are nonnative speakers of English. This paper presents how an Effective Peer Response Model can be constructed for students learning argumentative essay writing. Teachers, who will be teaching EFL writing, yet have never incorporated peer response activities in their teaching or those who are skeptical about them will find the proposed model stimulating and useful. Based on the findings in this study, it can be said that peer response model could improve the students’ writing ability. It was proved by the results that were obtained by the experimental group students. The difference between the mean of the posttest scores and the mean of the pretest scores gained by the experimental group students was 0.80. In addition, when the two means were analyzed by using t-test, it was found that the gained-t was -8.432. It showed that the improvement of the students’ writing ability of the experimental group was very significant after they were taught paragraph writing by using peer response technique. In addition, self-evaluation technique could also improve the students’ writing ability. It was proved by the results that were obtained by the control group students. The difference between the mean of the posttest scores and the mean of the pretest scores gained by control group students was 0.40. In addition, when the two means were analyzed by using t-test, it was found that the obtained-t was 8.833. It showed that there was an improvement of the students’ writing ability of the control group after they were taught writing by using self-evaluation technique.However, there exists the difference between the mean score of the posttest gained by the experimental group students and the mean score of the posttest gained by the control group students. It was found that the obtained-t of the two means was +2.770. Such difference was significant. In other words, the students who were taught writing by using peer response model had significant development of their writing ability if compared with the students who were taught writing by using self-evaluation technique. Keywords: Effective Peer Response Model, writing ability

    Item Type: Conference or Workshop Item (Paper)
    Subjects: L Education > L Education (General)
    Divisions: Faculty of Teacher Training and Science Education > Department of Language and Arts Education
    Depositing User: Dr, M.A. Hartono Hartono
    Date Deposited: 14 Sep 2016 07:42
    Last Modified: 14 Sep 2016 07:42
    URI: http://eprints.unsri.ac.id/id/eprint/6753

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