The Effect of Peer Feedback on Students'Writing Anxiety and Students' Writing Ability.

Susanto, 111 (2020) The Effect of Peer Feedback on Students'Writing Anxiety and Students' Writing Ability.

This is the latest version of this item.

[img]
Preview
Text
Korespondensi Jurnal Scopus 1.pdf

Download (170kB) | Preview

Abstract

The complexities of writing that require the learners to understand certain level of linguistic knowledge, writing conventions, vocabulary mastery and grammar create anxiety among the students when they practice writing in English. Anxiety itself can obstruct students’ writing ability. Students with high anxiety tend to have low writing ability. Hence, a teaching strategy needs to be created to handle this problem. Peer feedback technique is one of the strategies that is assumed to help the students create conducive learning environment that affects their writing skill. Applying two groups post-test quasi-experimental research design, the present study aims to examine the effect of peer feedback on students’ writing anxiety and students’ writing ability. The data taken from both control group and experimental group were analyzed using independent sample t-test, then, continued to MANOVA. The result revealed that (1) the students who were taught by using peer feedback had lower writing anxiety than those taught using a conventional strategy; (2) the students who were taught by using peer feedback had better writing ability than those taught using a conventional strategy; (3) there was significant effect of peer feedback on students’ writing anxiety and their writing ability. To get more comprehensive result, it is recommended for further researchers to use two group pre-test post-test and to compare the use of peer feedback with another technique.

Item Type: Article
Subjects: Bahasa Dan Sastra > Bahasa Inggris
Divisions: Karya Dosen
Depositing User: Susanto 197308311999031002 Susanto
Date Deposited: 31 Oct 2022 03:14
Last Modified: 31 Oct 2022 03:14
URI: http://repo.uinsatu.ac.id/id/eprint/31265

Available Versions of this Item

Actions (login required)

View Item View Item