Susanto, 111
(2020)
The Effect of Peer Feedback on Students'Writing Anxiety and Students' Writing Ability.
IAIN Tulungagung Press., IAIN Tulungagung.
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.
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The Effect of Peer Feedback on Students'Writing Anxiety and Students' Writing Ability. (deposited 07 Jun 2020 10:15)
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