The Impact of Peer Response on Efl Learners� Writing Descriptive Text

Rohmat, Nur; Sadikin, Irma Savitri

doi:10.25134/ieflj.v5i1.1611

Cited by 3 publications

(6 citation statements)

References 4 publications

(6 reference statements)

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“…Previous quantitative studies related to this study were conducted by Mujtaba et al (2021); Pratama & Arriyani (2021); Rohmat & Sadikin (Rohmat & Sadikin, 2018) have shown satisfying results related to the student's improvement in writing personal recount text and also their writing behavior after applying the peer response technique to the students. By applying quasi-experimental and true-experimental research designs, these studies used various participants from senior high school to university level.…”

Section: International Journal Of Educational Best Practices (Ijebp)mentioning

confidence: 68%

“…Then, the students will only get feedback from their teacher. Whereas, feedback can be obtained not only from the teacher but also from other learners (Rohmat & Sadikin, 2018). The individual writing strategy still cannot help the students to improve their skills in writing a personal recount text as well as their behaviour in writing activity.…”

Section: Introductionmentioning

confidence: 99%

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Implementing the Peer Response Technique to Improve the Students’ Writing of a Personal Recount Text

Budiarsih,

Yuliana,

Sada

2023

IJEBP

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This classroom Action Research aims to observe the implementation of the Peer Response Technique to improve the students’ writing personal recount text and their behaviour in writing activity. The participants were the students in class VIII A of SMPN 2 Sungai Raya which consisted of 31 students. Based on the teacher’s direct observation, the students in this class faced some problems in writing a personal recount text. A mixed-method approach was used to collect the data. The observation sheet, field notes, and focus group interview were used to collect the qualitative data and the writing test was used to collect the students’ writing score as the quantitative data. Three cycles were conducted in this research where each cycle consisted of three meetings. The findings of this research have shown that the implementation of the Peer Response Technique in the writing process was effective in improving not only the students’ behaviour in writing activity but also the students’ scores in writing personal recount text. The writing activities that were done in pairs could boost the students’ confidence in writing. They could also have good communication and cooperation in every writing stage that they have to do. The feedback that the students gave to each other’s writing improved their trust and their ability to learn from others’ writing. Ultimately, the peer response could improve the students’ writing personal recount text that was proved by the improvement of the student’s writing score from cycle 1 to cycle 3.

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Section: International Journal Of Educational Best Practices (Ijebp)mentioning

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Implementing the Peer Response Technique to Improve the Students’ Writing of a Personal Recount Text

Budiarsih,

Yuliana,

Sada

2023

IJEBP

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“…Writing is a process of transferring the message, generating an idea, and express a feeling in written form. This idea support by Nunan (2003, p. 88) in Rohmat & Sadikin, (2019) writing is a process to make an idea, express them, and establish into sentences and paragraphs included physical and mental activity. Besides Brown (2001, p. 336) in Kareviati, Yugafiati, & Resmini.…”

Section: Writing Skillmentioning

confidence: 75%

“…Writing is a productive skill and shows the learners' achievement in academics. Rizqiya, Pamungkas, & Inayah (2017) in Rohmat & Sadikin (2019) state that a person's academic success can be affected by writing skills. The success in achieving the writing process can be measured by looking at a result of writing and student's responses.…”

Section: Introductionmentioning

confidence: 99%

Students’ Response Toward the Implementation of Mindomo in Writing Descriptive Text at the Seventh Grade the Students in Cimahi

Novianti

Kareviati

2021

J. PRJ

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This study aims to describe students' responses toward the implementation of Mindomo in writing description text at seventh-grade students in Cimahi. This study used descriptive qualitative methods. The participant of the study is 33 students’ junior high school in Cimahi. The result of this study showed that the implementation of Mindomo in teaching writing descriptive text gave positive responses to 81,80%. This positive response was shown with the enthusiasm of students during the learning process. Aspects of attention get the largest average score of around 24.54, which shows students are more interested in the learning process of writing using the Mindomo application. Besides, the aspect of confidence and satisfaction get the lowest score 12, it can be seen that the students are lack of confidence and have a fear of writing.

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“…In this global area, learning and mastering English as one of the global communication tools is extremely important in order to build a good relationship globally (Fadhly, Hasanah, & Agustiana, 2017;Rohmat & Sadikin, 2019;Syarifah & Emiliasari, 2019). As a means of communication, English can be done in written and spoken form (Budiharto, 2019).…”

Section: Introductionmentioning

confidence: 99%

Picture Word Inductive Model for Better Descriptive Text Writing

Ermita

Emzir

Lustyantie

2019

IEFLJ

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This study is done to find out the effect of using the Picture Word Inductive Model for teaching-learning descriptive text with second-semester students in the English Education Study Program at the University of Jambi in Indonesia to improve the students� writing skills. This study used an action research method. Three cycles were done in this study. Data were gathered from observations and tests. In the preliminary study, the mean score of the student�s speaking was 50. The percentage of students who passed the minimum criterion of 70 was 6% with only 1 out of 17 students passing the minimum score. The mean score from cycle 1 was 72 and only 11 students or 65% passed the minimum score. The mean score from cycle 2 was 67 and 41%, i.e. only 7 students passed the minimum score. Meanwhile, from cycle 3, the mean score was 80 and all of the students (100%) passed the minimum score. Hence, the results showed that the use of Picture Word Inductive Model was a success. The students enjoyed their lessons more and were more motivated, interested and confident during the teaching-learning sessions.

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The Impact of Peer Response on Efl Learners� Writing Descriptive Text

Cited by 3 publications

References 4 publications

Implementing the Peer Response Technique to Improve the Students’ Writing of a Personal Recount Text

Implementing the Peer Response Technique to Improve the Students’ Writing of a Personal Recount Text

Students’ Response Toward the Implementation of Mindomo in Writing Descriptive Text at the Seventh Grade the Students in Cimahi

Picture Word Inductive Model for Better Descriptive Text Writing

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