THE UNIVERSITY STUDENTS’ PERCEPTIONS OF PEER FEEDBACK...

THE UNIVERSITY STUDENTS’ PERCEPTIONS OF PEER FEEDBACK

PRACTICES IN WRITING CLASS

THESIS

By:

ANNISAA PRIMADONA MUWIDA

201410100311071

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2018

TABLE OF CONTENTSAPPROVAL iiMOTTO AND DEDICATIONS.............................................................................iiiLETTER OF AUTHENTICITY.............................................................................ivABSTRACT............................................................................................................viACKNOWLEDGEMENTS...................................................................................viiTABLE OF CONTENTS......................................................................................viiiLIST OF PICTURES..............................................................................................ixLIST OF APPENDICES..........................................................................................xCHAPTER I:INTRODUCTION..............................................................................1

1.1 Research Background.....................................................................................11.2 Research Problems.........................................................................................41.3 Research Objectives.......................................................................................41.4 Research Significance....................................................................................51.5 Scope and Limitation......................................................................................51.6 Definition of Key Terms.................................................................................6

CHAPTER II:REVIEW OF RELATED LITERATURE.........................................72.1 Peer Feedback.................................................................................................7

2.1.1 Definition of Peer Feedback....................................................................72.1.2 The Aspects in Peer Feedback.................................................................82.1.3 The Strengths and Weaknesses of Peer Feedback...................................92.1.4 Students’ Perception of Peer Feedback..................................................11

2.2 The Rubric Existence in Peer Feedback.......................................................122.2.1 Scoring Rubrics.....................................................................................122.2.2 Research on Rubrics..............................................................................132.2.3 Rubrics Form.........................................................................................14

CHAPTER III:RESEARCH METHOD................................................................163.1 Research Design...........................................................................................163.2 Research Subject..........................................................................................163.3 Data Collection.............................................................................................17

3.3.1 Technique and Instrument......................................................................173.3.2 Procedure...............................................................................................18

3.4 Data Analysis................................................................................................183.5 Trustworthiness of Data................................................................................20

CHAPTER IV:FINDING AND DISCUSSION.....................................................224.1 Finding..........................................................................................................224.2 Discussion....................................................................................................32

CHAPTER V:CONCLUSION AND SUGGESTIONS.........................................355.1 Conclusion....................................................................................................355.2 Suggestions...................................................................................................35

REFERENCES.......................................................................................................37APPENDICES.......................................................................................................42

LIST OF PICTUREPicture 2. 1 Data analysis framework.................................................................19YPicture 4. 1 The Students’ corrective feedback on Punctuation Aspect.................23Picture 4. 2 The Students’ corrective feedback on Spelling Aspect.......................24Picture 4. 3 The Students’ corrective feedback on Diction Aspect........................25Picture 4. 4 The Students’ corrective feedback on Capitalization Aspect..............26Picture 4. 5 The Students’ corrective feedback on Sentences Structure Aspect....26Picture 4. 6The Students’ corrective feedback on paragraph Formatting Aspect. .27Picture 4. 7 The Students’ corrective feedback on Content Aspect.......................28Picture 4. 8 The Students’ corrective feedback on Organization Aspect...............28

LIST OF APPENDICES

Appendix 1 Peer feedback sheet/ rubric/ guidance................................................42Appendix 2 Questionnaire.....................................................................................44Appendix 3 Interview guideline.............................................................................45Appendix 4 The writer overview of students answer............................................46Appendix 5 Students’ work....................................................................................52

37

REFERENCES

Altstaedter, L. L., & Doolittle, P. (2014). Student Perception of Peer Feedback.

Argentinian Journal of Applied Linguistics, 2(2), 60–76.

Andrade, H. G. (2010). Teaching With Rubrics. College Teaching, 53(1), 27–30.

https://doi.org/10.3200/CTCH.53.1.27-31

Andrade, H. L., & Du, Y. (2005). Student Perspectives on Rubric-Referenced

Assessment. Practical Assessment, Research & Evaluation, 10(3), 1–11.

Angrosino, M. V. (2007). Naturalistic Observation. Walnut Creek, CA: Left Coast

Press.

Ary, D., Jacobs, L. C., & Sorensen, C. K. (2010). Introduction to Research in

Education (Eighth Edi). Canada: Wadsworth Cengage Learning.

Beyrelİ, L., & Ari, G. (2009). The Use of Analytic Rubric in the Assessment of

Writing Performance -Inter-Rater Concordance Study-. Educational Science:

Theory & Practice, 9(1), 105–125.

Bitchener, J., & Knoch, U. T. E. (2009). The Contribution of Written Corrective

Feedback to Language Development : A Ten Month Investigation. Applied

Linguistics, 31(2), 193–214. https://doi.org/10.1093/applin/amp016

Brookhart, S. M. (2013). How to Create and Use Rubrics For Formative Assessment

and Grading. Virginia: ASCD.

Bryant, C. L., Maarouf, S., Burcham, J., & Greer, D. (2016). The examination of a

teacher candidate assessment rubric : A confirmatory factor analysis. Teaching

and Teacher Education, 57, 79–96. https://doi.org/10.1016/j.tate.2016.03.012

Bush, M., & Timms, M. (2000). Rubric-and portfolio-based assessment: focusing on

student progress. Assessment in Business Education, 103–20.

Campbell, A. (2005). Assessment & Evaluation in Higher Application of ICT and

rubrics to the assessment process where professional judgement is involved : the

features of an e marking tool Application of ICT and rubrics to the assessment

process where professional judgement. Assessing Writing, 30(5), 529–537.

https://doi.org/10.1080/02602930500187055

Carson, J. G., & Nelson, G. L. (1996). Chinese Students ’ Perceptions of ESL Peer

Response Group Interaction. Journal of Second Language Writing, 5(1), 1–19.

Chang, C. Y. (2015). Assessing Writing Teacher modeling on EFL reviewers ’

audience-aware feedback and affectivity in L2 peer review. Assessing Writing,

25, 1–20. https://doi.org/10.1016/j.asw.2015.04.001

Crossley, S. A., Roscoe, R., & Mcnamara, D. S. (2014). What Is Successful Writing?

An Investigation Into the Multiple Ways Writers Can Write Successful Essays.

Written Communication, 31(2), 184–214.

https://doi.org/10.1177/0741088314526354

Crusan, D. (2010). Assessment in the Second Language Writing Classroom.

Michigan: The University of Michigan Press.

Crusan, D. (2015). Dance , ten ; looks , three : Why rubrics matter. Assessing Writing,

26, 1–4. https://doi.org/10.1016/j.asw.2015.08.002

Dawson, P. (2017). Assessment rubrics: towards clearer and more replicable design,

research and practice. Assessment & Evaluation in Higher Education, 42(3),

347–360. https://doi.org/10.1080/02602938.2015.1111294

Diab, N. M. (2010). Effects of peer- versus self-editing on students ’ revision of

language errors in revised drafts. System, 38(1), 85–95.

https://doi.org/10.1016/j.system.2009.12.008

Diab, N. M. (2016). A comparison of peer , teacher and self-feedback on the

reduction of language errors in student essays. System, 57, 55–65.


Dickinson, P., & Adams, J. (2017). Values in evaluation – the use of rubrics.

38

Evaluation and Program Planning, 1–17.

https://doi.org/10.1016/j.evalprogplan.2017.07.005

Donia, M. B. L., Neill, T. A. O., & Brutus, S. (2018). Learning and Individual

Differences The longitudinal effects of peer feedback in the development and

transfer of student teamwork skills. Learning and Individual Differences, 61,

87–98. https://doi.org/10.1016/j.lindif.2017.11.012

Dunbar, N. E., Brooks, C. F., & Kubicka-miller, T. (2006). Oral Communication

Skills in Higher Education : Using a Performance-Based Evaluation Rubric to

Assess Communication Skills 1. Innovative Higher Education, 31(2), 115–128.

https://doi.org/10.1007/s10755-006-9012-x

Ďurišová, M., Kucharčíková, A., & Tokarčíková, E. (2015). Assessment of Higher

Education Teaching Outcomes (Quality of Higher Education). Procedia - Social

and Behavioral Sciences, 174, 2497–2502.

https://doi.org/10.1016/j.sbspro.2015.01.922

Eshun, E. F., & Osei-poku, P. (2013). Design Students Perspectives on Assessment

Rubric in Studio-Based Learning Design Students Perspectives on Assessment

Rubric in Studio-Based. Journal of University Teaching & Learning Practice,

10(1), 1–13.

Fitzgerald, J. (1987). Research on Revision in Writing. Review of Educational

Research, 57(4), 481–506. https://doi.org/10.3102/00346543057004481

García-ros, R., & Pérez-Gonza´lez, F. (2011). Assessment preferences of preservice

teachers : Analysis according to academic level and relationship with ...

Teaching in Higher Education. https://doi.org/10.1080/13562517.2011.570434

Guerrero, M. C. M. D. E., & Villamil, O. S. (1994). Social-Cognitive Dimensions of

Interaction in L2 Peer Revision. The Modern Language Journal, 78(4), 484–

496.

Hanrahan, S. J., & Isaacs, G. (2001). Assessing Self- and Peer-assessment: The

students’ views. Higher Education Research & Development, 20(1), 53–70.

https://doi.org/10.1080/07294360123776

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational

Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Hima, A. N., & Saputro, T. H. (2017). Developing Scoring Rubric: Do The Students

Need It? ELT-Echo, 2(2), 101–113. https://doi.org/10.24235/eltecho.v

Hu, G. (2005). Using peer review with Chinese ESL student writers. Language

Teaching Research, 9(3), 321–342. https://doi.org/10.1191/1362168805lr169oa

Hu, G., & Lam, S. T. E. (2010). Issues of cultural appropriateness and pedagogical

efficacy : Exploring peer review in a second language writing ... International

Science, 38, 371–394. https://doi.org/10.1007/s11251-008-9086-1

Hyland, F. (2000). ESL writers and feedback : giving more autonomy to students.

Language Teaching Research, 4(1), 33–54.

Johnson, A. C., Wilson, J., & Roscoe, R. D. (2017). College student perceptions of

writing errors , text quality , and author characteristics. Assessing Writing,

34(June), 72–87. https://doi.org/10.1016/j.asw.2017.10.002

Kim, A.-Y. (Alicia), & Kim, H. J. (2017). The effectiveness of instructor feedback

for learning-oriented language assessment: Using an integrated reading-to-write

task for English for academic purposes. Assessing Writing, 32, 57–71.

https://doi.org/10.1016/j.asw.2016.12.001

Knight, L. A. (2006). Using rubrics to assess information literacy. Reference Services

Review, 34(1), 43–55. https://doi.org/10.1108/00907320510631571

Kothari, C. R. (2004). Research Methodology: Methods & Techniques. New Age

International (P) Ltd. https://doi.org/10.1017/CBO9781107415324.004

Latief, mohammad adnan. (2016). Research Methods On Language An Introduction.

Malang: Universitas Negeri Malang.

Lee, M. (2015). Peer feedback in second language writing : Investigating junior

secondary students perspectives on inter-feedback and intra-feedback. System,

39

55, 1–10. https://doi.org/10.1016/j.system.2015.08.003

Lim, J. M. A. (2013). Rubric-referenced oral production assessments : perceptions on

the use and actual use of rubrics in oral production assessments of high school

students of St . Scholastica ’ s College , Manila. Language Testing in Asia, 3(4),

1–14.

Liu, J., & Sadler, R. W. (2003). The effect and affect of peer review in electronic

versus traditional modes on L2 writing. Journal of English for Academic

Purposes, 2, 193–227. https://doi.org/10.1016/S1475-1585(03)00025-0

Liu, N., & Carless, D. (2006). Peer feedback : the learning element of peer

assessment. Teaching in Higher Education, 11(3), 279–290.

https://doi.org/10.1080/13562510600680582

Lundstrom, K., & Baker, W. (2009). To give is better than to receive : The benefits of

peer review to the reviewer ’ s own writing. Journal of Second Language

Writing, 18, 30–43. https://doi.org/10.1016/j.jslw.2008.06.002

Marx, R. W. (1983). Student perception in classrooms Student Perception in

Classrooms. Educational Psychologist, 18(3), 145–164.

https://doi.org/10.1080/00461528309529271

Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing Student Outcomes:

Performance Assessment Using the Dimensions of Learning Model. Association

for Supervision and Curriculum Development.

Min, H. (2005). Training students to become successful peer reviewers. System, 33,

293–308. https://doi.org/10.1016/j.system.2004.11.003

Min, H. (2006). The effects of trained peer review on EFL students ’ revision types

and writing quality. Journal of Second Language Writing, 15, 118–141.

https://doi.org/10.1016/j.jslw.2006.01.003

Moleong, L. J. (2010). Metode Penelitian Kualitatif. Indonesia: PT. Remaja

Rosdakarya. Retrieved from

http://rosda.co.id/index.php?info=katalog&subinfo=bestseller&kodebuku=RR.P

K0073

Montgomery, K. (2002). Authentic Tasks and Rubrics : Going Beyond Traditional

Assessments. College Teaching, 50(1), 34–40.

https://doi.org/10.1080/87567550209595870

Moskal, B. M., & Leydens, J. A. (2000). Scoring Rubric Development Validity and

Reability. Practical Assessment, Research & Evaluation, 7(10). Retrieved from

http://pareonline.net/htm/v7n10.htm

Nelson, G. L., & Carson, J. G. (1998). ESL Students ’ Perceptions of Effectiveness in

Peer Response Groups. Journal of Second Language Writing, 7(2), 113–131.

Nelson, G. L., & Murphy, J. M. (1992). An L2 Writing Group : Task and Social

Dimensions. Journal of Second Language Writing, 1(3), 171–193.

Nelson, G. L., & Murphy, J. M. (1993). Peer Response Groups : Do L2 Writers Use

in Revising Their Drafts ? JSTOR, 27(1), 135–141.

Nelson, N. W., & Meter, A. M. Van. (2007). Reading & Writing Quarterly :

Overcoming Learning Difficulties Measuring Written Language Ability in

Narrative Samples. Reading & Writing Quarterly: Overcoming Learning

Difficulties, 23(3), 287–309. https://doi.org/10.1080/10573560701277807

Nicol, D. J., & Dick, D. M. (2007). Studies in Higher Education self ‐ regulated

learning : a model and seven principles of good feedback Formative assessment

and self- regulated learning : a model and seven principles of good feedback

practice. Studies in Higher Education, 31(2), 199–218.

https://doi.org/10.1080/03075070600572090

Nicol, D., & Macfarlane, D. (2006). Formative Assessment and Self- Regulated

Learning : A Model and Seven Principles of Good Feedback Practice. Studies in

Higher Education, 31(2), 199–218.

https://doi.org/10.1080/03075070600572090

Osana, H. P., & Seymour, J. R. (2004). Critical Thinking in Preservice Teachers : A

40

Rubric for Evaluating Argumentation and Statistical Reasoning. Educational

Research and Evaluation, 10(4–6), 473–498.

Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative

assessment purposes revisited : A review. Educational Research Review, 9,

129–144. https://doi.org/10.1016/j.edurev.2013.01.002

Patton, M. Q. (2001). Qualitative Research and Evaluation Methods. Sage

Publications.

Paulus, T. M. (1999). The Effect of Peer and Teacher Feedback on Student Writing.

Journal of Second Language Writing, 8(3), 265–289.

Qasim, A., & Qasim, Z. (2015). Using Rubrics to Assess Writing : Pros and Cons in

Pakistani Teachers ’ Opinions. Journal of Literature, Languages and

Linguistics, 16, 51–58.

Rahimi, M. (2013). Is training student reviewers worth its while? A study of how

training influences the quality of students’ feedback and writing. Language

Teaching Research, 17(1), 67–89. https://doi.org/10.1177/1362168812459151

Rakedzon, T., & Baram-tsabari, A. (2017). Assessing Writing To make a long story

short : A rubric for assessing graduate students ’ academic and popular science

writing skills. Assessing Writing, 32, 28–42.


Reynolds-keefer, L. (2010). Rubric-referenced assessment in teacher preparation : An

opportunity to learn by using. Practical Assessment, Research & Evaluation,

15(8), 1–9.

Reza, A., & Lovorn, M. (2010). Reliability and validity of rubrics for assessment

through writing. Assessing Writing, 15(1), 18–39.


Roscoe, R. D., Snow, E. L., Allen, L. K., & McNamara, D. S. (2015). Automated

Detection of Essay Revising Patterns : Applications for Intelligent Feedback in

a Writing Tutor. Tech., Inst., Cognition and Learning, 10, 59–79.

Roscoe, R. D., Wilson, J., Johnson, A. C., & Mayra, C. R. (2017). Computers in

Human Behavior Presentation , expectations , and experience : Sources of

student perceptions of automated writing evaluation. Computers in Human

Behavior, 70, 207–221. https://doi.org/10.1016/j.chb.2016.12.076

Ruegg, R. (2015). The relative effects of peer and teacher feedback on improvement

in EFL students ’ writing ability. Linguistics and Education, 29, 73–82.

https://doi.org/10.1016/j.linged.2014.12.001

Russell, M. K., & Airasian, P. W. (2008). Classroom Assessment: Concepts and

Applications (Seventh Ed). New York: Mcgraw Hill.

Sadler, D. R. (2010). Assessment & Evaluation in Higher Education Beyond

feedback : developing student capability in complex appraisal. Assessment &

Evaluation in Higher Educatione, 35(5), 535–550.

https://doi.org/10.1080/02602930903541015

Sarkany, D., & Deitte, L. (2017). Providing Feedback : Practical Skills and

Strategies. Academic Radiology, 1–7. https://doi.org/10.1016/j.acra.2016.11.023

Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2.

Journal of Second Language Writing, 20(4), 286–305.

https://doi.org/10.1016/j.jslw.2011.05.010

Stellmack, M. A., Konheim-kalkstein, Y. L., Manor, J. E., Massey, A. R., Schmitz, J.

A. P., Stellmack, M. A., … Schmitz, J. A. P. (2009). An Assessment of

Reliability and Validity of a Rubric for Grading APA-Style. Teaching of

Psychology, 36(2), 102–107. https://doi.org/10.1080/00986280902739776

Stevens, D. D., & Levi, A. (2005). Introduction to Rubrics: An Assessment Tool to

Save Grading Time, Convey Effective Feedback, and Promote Student

Learning. Virginia: Stylus Publishing.

Stevens, D. D., & Levi, A. J. (2013). Introduction to Rubrics : An Assessment Tool to

Save Grading Time, Convey Effective Feedback, and Promote Student

41

Learning. Stylus Publishing.

Sundeen, T. H. (2014). Assessing Writing Instructional rubrics : Effects of

presentation options on writing quality. Assessing Writing, 21, 74–88.


Topping, K. (1998). Peer Assessment Between Students in Colleges and Universities.

Review of Educational Research, 68(3), 249–276.

https://doi.org/10.3102/00346543068003249

Tsui, A. B. ., & Ng, M. (2000). Do Secondary L2 Writers Benefit from Peer

Comments ? Journal of Second Language Writing, 9(2), 147–170.

Wiggins, G. (1998). Wiggins, G. (1998), Educative Assessment, Jossey-Bass

Publishers, San Francisco, CA. Jossey-Bass Publishers.

Woo, M. M., Chu, S. K. W., & Li, X. (2013). Peer-feedback and revision process in a

wiki mediated collaborative writing. Education Tech Research Dev, 61, 279–

309. https://doi.org/10.1007/s11423-012-9285-y

Wood, B. P. (2000). Perspectives Feedback : A Key Feature of Medical Training 1.

Radiology, 215(1), 17–19.

Yu, S., & Hu, G. (2016). Teaching in Higher Education Can higher-proficiency L2

learners benefit from working with lower-proficiency partners in peer

feedback ? Teaching in Higher Education, 1–15.

https://doi.org/10.1080/13562517.2016.1221806

Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices

in EFL writing: Insights from a case study. Assessing Writing, 33, 25–35.


Yu, S., & Lee, I. (2014). Understanding EFL students’ participation in group peer

feedback of L2 writing: A case study from an activity theory perspective.

Language Teaching Research, 1–22.

https://doi.org/10.1177/1362168814541714

Yu, S., & Lee, I. (2016a). Exploring Chinese students â€TM strategy use in a

cooperative peer feedback writing group. System, 58, 1–11.


Yu, S., & Lee, I. (2016b). Peer feedback in second language writing ( 2005 – 2014 ).

Language Teaching Research, 49(4), 461–493.

https://doi.org/10.1017/S0261444816000161

Zhu, W. (2001). Interaction and feedback in mixed peer response groups. Journal of

Second Language Writing, 10, 251–276.

Zhu, W. E. I., & Mitchell, D. A. (2012). Participation in Peer Response as Activity :

An Examination of Peer Response Stances From an Activity Theory

Perspective. TESOL Quarterly, 46(2), 362–386. https://doi.org/10.1002/tesq.22

Zundert, M. Van, Sluijsmans, D., & Merrie, J. Van. (2010). Effective peer

assessment processes : Research findings and future directions. Learning and

Instruction, 20, 270–279. https://doi.org/10.1016/j.learninstruc.2009.08.004

THE UNIVERSITY STUDENTS’ PERCEPTIONS OF PEER FEEDBACK...

Documents

Transcript of THE UNIVERSITY STUDENTS’ PERCEPTIONS OF PEER FEEDBACK...