Using Peer-Responses and Teacher’s Written Feedback Technique Through Blog in Writing Ii Class of English Education Study Program

Abstract

This article discusses the result of the research undertaken at PBI UIN Raden Fatah Palembang. The sample of the research was 60 students in Writing II Classes. This study included a guided writing instruction and a questionnaire survey.There were two groups of students involved in this study; control and experimental group. Students in the control group were taught using Peer Response Technique, and the experimental one by using Teacher's written feedback technique. Both groups employed online Blog writing as the means to share feedback. After the treatment done, the students were required to fi ll the questionnaire items in order to assess their attitude toward the use of Blog in their writing class. The results of the research showed that; (1) there was not a signifi cant difference between students writing achievement before being taught with Teacher's Written Feedback Technique and after being taught with that technique (2) there was a signifi cant difference between students' writing achievement before being taught by using Peer Response Technique and after being taught by using that technique (3) there was signifi cant difference between students' writing achievement who were taught by using Peer Response Technique than INTRODUCTIONStudents of English class usually faces diffi culties in writing even to produce a single paragraph. According to Dixon (2005), writing skills is frequently ignored and regarded as the least priority in English classes. There are many reasons due to Dixon's statement. First, the teachers often make writing exercises into homework with no clear purposes. As the result, the teachers often left all the students' writing without checking them at all. Secondly, the textbooks that usually used at schools tend to provide fewer exercises in writing and if the exercises are likely forced to meet the students' need.Another diffi culty that faced by teachers in teaching writing is students' lack of motivation (Wang, 2004). In fact, the students will not actively participated in teaching and learning process if they do not have interest to writing class. In contrary, the students who have high motivation will get involved enthusiastically in all learning processes.In order to improve students' motivation, the teachers need to have some innovations to design interesting teaching and learning activities in order to foster students to be actively participated (Keh, 1996:95). The innovations related to the selections of appropriate teaching approaches and materials.There are a number of different approaches to the practice of writing skills both in and outside the classroom. We need to choose between them, deciding whether we want students to focus more on the process of writing than its product, whether we want them to study different genres, and whether we want to encourage creative writing either individually or cooperatively. (Harmer, 2001:257) The writer's focus is on writing as cooperative activity. Cooperative writing works well with writing process approach. Harmer (2001:2...

A decade of Indonesian EFL students’ voices toward peer feedback practices during synchronous and asynchronous periods: A systematic literature review

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