STUDENTS’ PERCEPTIONS OF PEER REVIEW IMPLEMENTED ON REFLECTIVE WRITING IN ELT COURSE AT IAIN TULUNGAGUNG

TRISNA ULFA MAYUKHA, 1723143172 (2018) STUDENTS’ PERCEPTIONS OF PEER REVIEW IMPLEMENTED ON REFLECTIVE WRITING IN ELT COURSE AT IAIN TULUNGAGUNG. [ Skripsi ]

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Abstract

ABSTRACT Mayukha, Trisna Ulfa. Registered Number Student 1723143172. 2018. “Students’ Perceptions of Peer Review Implemented on Reflective Writing in ELT Course at IAIN TULUNGAGUNG” Thesis. English Education Program. State Islamic Institute (IAIN) Tulungagung. Advisor: Nanik Sri Rahayu, M.Pd. Keywords: Perception, Peer Review, Reflective Writing. Feedback is essential element in the process of teaching and learning, especially in the process of writing. The students need to get more feedback in order to have an effective writing. One of the source of feedback is feedback from peer or well known as peer review. Peer review is an activity when the students exchange their work with their peers, then provide each other with constructive feedback to make improvement. However, not all teachers apply it since peer review sometimes can be ineffective strategy for teaching writing due to the students’ lack of competence to correct or give comment for their peers. It also happens in IAIN Tulungagung, some lecturers apply peer review, but some others do not. That is why, this study focused on students’ perception after doing peer review for the first time to assess their Reflective Writing in ELT Course. The formulation of research problem: How are the students’ perceptions toward Peer Review implemented on Reflective Writing in ELT Course at IAIN Tulungagung? Based on the formulation of research problem, the purpose of this study was to investigate the students’ perceptions toward Peer Review implemented on Reflective Writing in ELT Course at IAIN Tulungagung This study used descriptive quantitative with survey design. This study used population research, that was 163 students of TBI on fifth semester in IAIN Tulungagung. The research instruments that is used to collect the data were questionnaire and interview. The method of data analysis was basic statistic in the form of percentage. This study revealed that most of the students have positive perceptions toward the implementation of peer review. First, the students think that the procedure of peer review is simple and meaningful (all items index more than 69%). Second, it can help the students to improve their writing skill (all items index more than 73%). Then the students perceived that the implementation of peer review give some non-writing benefits for them. Those are, gives the students more chances to provide each other with constructive feedback (all items index more than 70%); improves the students’ awareness (all items index more than 76%); improves the students’ collaboration (all items index more than); improve the students’ critical thinking (all items index more than 71%) and develop students’ learning autonomy (all items index more than 72%). In the aspects of the challenges of peer review this study revealed that the students perceived that the quality of their peer’s comments sometimes ineffective or unhelpful (index value 62%). Nevertheless, they always make truthful judgment when correcting their peer’s work (all items index below 36%).

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