9
4 Self-Concept
Self-concept or the way a person feels about and perceives him or herself. This self-concept is important since the mental picture of a person determines
much of what he or she perceives and does.
c. Students’ Perception Toward Peer Feedback
Based on the definitions of perception suggested by psychologists above, it can be concluded that perception involves organizing and interpreting information
and data coming from the environment so that the information and the data can be meaningfully interpreted. The students’ perception will lead them to different
behavioral responses. Thus, when the students perceive peer feedback positively, they will think that peer feedback is beneficial for them in revising their writing.
Then, they will be likely to revise their writing based on the peer feedback. On the contrary, when they perceive peer feedback negatively, they will not consider peer
feedback is beneficial source to revise their writing. Consequently, they will not revise their writing based on peer feedback. This notion is supported by Figure
2.1.
Figure 2.1. The Perceptual Process Source: Altman,
Valenzi, and Hodgetts
1985: 86
Stimuli Sensors’
selection of stimuli
Perception, organization,
and interpretation of
stimuli Behavioral
response
10
2. Writing as a Process
The traditional approach to the teaching of writing has been called product approach. The basic assumption of this approach is that the students are capable of
turning out final product the first time around Cohen, 1990. Yet, it can be concluded that the writing product approach only emphasizes on the final product
without paying attention on stages that the students should reach the final product of writing.
In recent years, process approach to writing has been used. Cohen 1990: 105 states that writing refers to the process in which the final product comes from
after a series of time. Furthermore, Cohen adds that writer’s awareness of writing process is highly valued and the student’s writing has gone through some series of
peer feedback and self-assessment before the teacher assesses it. From this process, the students can explore their ability to write and develop their skill in
writing. Stages in writing clearly show that writing is a process. Some authors
describe different stages in writing. However, the researcher finds that the stages are almost the same. Based on Seow 2002, there are seven stages in the process
of writing. They are as follows: a.
Planning Pre-writing It is the activity that encourages students to write. It stimulated thoughts
for getting started. The students should find the topic and generate the idea.
11 b.
Drafting After finding the topics, the students may generalize it into subtopics and
paragraph. Students should also have in mind a central idea they want to communicate to the audience in order to give direction to their writing. At this
drafting stage, the students are focused on the fluency of writing and are not preoccupied with grammatical accuracy.
c. Responding
This stage has a central role in the successful implementation of process approach. The responses and the feedback that the students get can be come from
the teacher or their peer. Response can be oral or written. It can be after the students have produced the first draft or just before they proceed to revise.
d. Revising
The students revise their writing based on the feedback given in the responding stage. Revising is not only checking for language errors, but also
improving global content and the organization of ideas. e.
Editing At this stage, students are dealing with tidying up their texts as they
prepare the final draft for evaluation by the teacher. The students edit their writing for grammar, spelling, punctuation, diction, sentence structure, and accuracy.
f. Evaluating
The evaluation is usually done by the teacher. Yet, students may be encouraged to evaluate their own and each other’s writing once they have been
12 taught how to do it. In this way, they can be more responsible for their own
writing. g.
Post-writing The post-writing activity includes publishing, sharing, reading aloud, and
so on. It can be used as motivation for students to write. Students should be made to feel that they write for a very real purpose.
3. Feedback
