Dharma, M. Kresna (2025) The effect of in-class peer feedback combined with teacher feedback on efl students’ writing performance at lower secondary level / M. Kresna Dharma</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Peer feedback has been proven by many researchers as an effective way to boost students rsquo writing performance in many different level. Peer feedback offers several advantages for English learners such as boosting confidence strengthening knowledge and enhancing collaborative skills. Moreover its consistent positive impact has been observed across students of varying proficiency levels. However there is limited variety in the methods used to deliver peer feedback. Although it holds considerable promise further research is needed to explore how diverse feedback strategies can be effectively implemented within lower secondary education contexts. This study aimed to determine whether the integration of in-class peer feedback improves writing performance among lower secondary students and to explore students rsquo perceptions of peer feedback in English writing lessons. A mixed-methods research design was employed involving two classes consisting 44 students from SMPN 1 Kamal in Bangkalan Indonesia. The participants were an experimental group using in-class peer feedback combined with teacher feedback and a control group taught using conventional method (only use teacher feedback). After the experiment 10 students as the representatives for each group in experimental group were invited in focus group discussion to see their opinions toward peer feedback. Data were collected using pretest posttest and a focus group discussion. The data were analyzed using a Mann-Whitney test descriptive statistics and framework analysis. The results indicated that in-class peer feedback significantly enhanced students rsquo writing performance across all components mdash content organization grammar vocabulary and mechanics mdash compared to those who received instruction through conventional methods.Most of the students liked this activity because they can deliver the feedback clarify something to their peer and obtain some corrections from their peers. On the other hand some students mentioned that there were some passive member there was limited time to check their friends works and they obtained some difficult words to be corrected. These results suggest that incorporating in-class peer feedback is an effective strategy for improving junior high school students rsquo English writing performance. Moreover the study illuminated a range of both positive and negative student perspectives regarding this approach underscoring the importance of educators taking these viewpoints into account before integrating peer feedback into their instructional practices. The future research should explore the consistency of in-class peer feedback in diverse media and platform in delivering the feedback.
| Item Type: | Thesis (Masters) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 04 Jun 2025 04:29 |
| Last Modified: | 09 Sep 2025 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/390588 |
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