CONFRONTING EFFECT OF ONLINE TEACHER AND PEER FEEDBACK ON THE STUDENTS’ WRITING PERFORMANCE

TitleCONFRONTING EFFECT OF ONLINE TEACHER AND PEER FEEDBACK ON THE STUDENTS’ WRITING PERFORMANCE
Publication TypeJournal Article
Year of Publication2019
AuthorsSaiful,, Wihastyanang, WD, Sulistyo, GH, Mukminatien, N
JournalProblems of Education in the 21st Century
Volume77
Issue5
Start Page650-666
PaginationContinuous
Date PublishedOctober/2019
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersE-ISSN 2538-7111
Keywordspeer feedback, Schoology, students’ writing performance, teacher feedback
Abstract

This research explored the combination of these three aspects, namely: teacher feedback, peer feedback, and Schoology, and looked at the effect on the students’ writing performance. Schoology is an online learning management system (LMS) that is used as the platform of online feedback. The problem mainly focuses on the explored effect of online teacher and peer feedback provided through Schoology on the students’ writing performance. A total of 70 students were assigned as the participants of the research. The students in the experimental group experienced having teacher and peer feedback provided through Schoology; meanwhile, the students in the control group experienced having conventional teacher feedback. The data were collected based on the students’ writing performance in pre-test 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 research revealed that the students who experienced having teacher and peer feedback provided through Schoology did not perform better in writing than those who experienced having conventional teacher feedback.

URLhttp://oaji.net/articles/2019/457-1571679550.pdf
DOI10.33225/pec/19.77.650
Refereed DesignationRefereed
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