Kusumaningrum, Shirly Rizki (2018) The effect of teacher and peer feedback provided through Edmodo on students' writing performance / Shirly Rizki Kusumaningrum. Doctoral thesis, Universitas Negeri Malang.
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vi SUMMARY Kusumaningrum Shirly Rizki. 2018. The Effect of Teacher and Peer Feedback Provided through Edmodo on Students Writing Performance. Dissertation English Language Teaching Program Doctorate Program Universitas Negeri Malang Promotor (I) Prof. Bambang Yudi Cahyono M.Pd. M.A. Ph.D. (II) Prof. Dr. Nur Mukminatien M.Pd. (III) Dr. Johannes Ananto Prayogo M.Pd. M.Ed. Keywords teacher and peer feedback provided through Edmodo students writing performance Feedback in writing is an important aspect to consider as it is claimed that it can improve the students writing performance. Some experts state that although the approaches to teaching writing have transformed dramatically there is one element that remains constant both teacher and students feel that teacher feedback on the students writing is essential and it is believed to be the most effective feedback. On the other hand the practice of peer feedback is supported by theory of Vigotsky s Zone of Proximal Development which holds that the cognitive development of individual results from social interaction where individuals can learn from each other especially from the more expert ones. Furthermore with the development of technology nowadays it will be more interesting that there is an integration of ICT in EFL writing classes. Hence this study investigated the combination of these three aspects namely teacher feedback peer feedback and Edmodo and looked at the effect on the students writing performance. The problem mainly focuses on investigating the effect of online teacher and peer feedback provided through Edmodo on the students writing performance. This study adopted a quasi-experimental method. A total of 55 students of the Department of English Universitas Negeri Malang were assigned as the subjects of the study. These students were grouped into two one as the experimental group and the other as the control group. The students in the experimental group experienced having teacher and peer feedback provided through Edmodo meanwhile the students in the control group experienced having conventional teacher feedback. The data were collected based on the students writing performance in pretest and posttest as well as the results of questionnaire on the students perception towards the experimental condition. Then data analysis was done step by step by comparing the pretest scores at the initial stage which was followed by comparing the posttest scores. The result of this study revealed that the students experienced having teacher and peer feedback provided through Edmodo did not perform better in writing than those who experienced having conventional teacher feedback. Perhaps this is caused by a number of possible reasons namely the fear of possible embarrassment from the other students the existence of feedback which tended to be indirect the dependency on the feedback given the longer time to get the feedback difficulties in locating the essay that become the students responsibility unclear comments poor internet connection and the absence of two-way interaction. vii Some recommendations are put forward for the teachers and the future researchers. For the teachers it is suggested they vary the methods in feedback provision they use the two kinds of feedback discussed in this study one after another. In case they would like to integrate the ICT they need to consider having good internet connection and they need to be able to manage the activities so that the limitations found in the present study will not exist. Finally for the future resarchers it is recommended the findings of this study be the reference to look for some other methods in feedback provision which can lead to the students better performance in writing.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 03 Dec 2018 04:29 |
| Last Modified: | 09 Sep 2018 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/64453 |
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