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All Journal Lingua Cultura
Didik Rinan Sumekto
Widya Dharma University, Klaten, Indonesia
Languange, Linguistic, Communication & Media

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The Effectiveness of Pre-Service English Teachers’ Collaborative Genre-Based Writing Feedback Didik Rinan Sumekto
Lingua Cultura Vol. 11 No. 1 (2017): Lingua Cultura Vol. 11 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v11i1.1595

Abstract

This study investigated the collaborative genre-based effectiveness among the pre-service English teachers (PSETs). Data collection used the genre-based writing feedback observation upon its reflection and instruction and need analysis questionnaire. The data analysis used multivariate statistics method to generalize the writing tests. The findings show that the PSETs’ feedback supported the interaction, accountability, and interdependence. These aspects are due to the collaborative participation in groups, in which the PSETs work with the flexibility, entirely performed the quality, and contributed in positive attitude during the meetings and assignments. The feedback emphasiz the learning improvement within the formative reflection through the general linear model (GLM) repeated measures analysis, where F=6,114 and p<0,01. This study concludes that the collaborative genre-based writing feedback has the positive response from the PSETs. The determinant ranges gains in between 85% to 90% after a series of genre-based writing lectures were conducted.
Measuring Peer Feedback on Writing Class: A Study on Third-Semester Pre-Service English Teachers Didik Rinan Sumekto; Heny Setyawati
Lingua Cultura Vol. 13 No. 1 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i1.5058

Abstract

This research aimed to measure the contributions of students’ peer feedback set in the collaborative writing class. Of 144 population, 55 undergraduate English education students were involved as the participants in a quasi-experimental research design which was conducted through a non-randomized five experimental and five control groups. There were 25 experimental participants attended in the regular classes with the collaborative writing class syntax, namely; genres selection, problem-based learning, genres, and peer feedback practices, while other 30 control participants naturally attended in the same activity. Data were collected through the collaborative writing’s pre- and post-test, and peer feedback instruments within four weeks of the lectures. Data analysis used the Mann-Whitney U, and Wilcoxon signed rank tests. The findings show that the collaborative writing’s peer feedback positively contributes to students’ writing skills and learning awareness resulted in the post-tests. Peer feedback may correct students’ writing mistakes and contribute a significant difference between the experimental and control groups (Z=-2,471; p≤0,05). Peer feedback socially tightens students’ collaborative writing and promotes a mutual relationship among group members, and reduces lecturer’s feedback.
Co-Authors Heny Setyawati