PEER FEEDBACK: STUDENTS’ NARRATIVE WRITING DEVELOPMENT AND STUDENTS’ RESPONSES (A Case Study in an ESL Writing Classroom).

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TABLE OF CONTENT

Title ... i

Approval ... ii

Declaration ... iii

Dedication ... iv

Acknowledgement... v

Abstract ... vi

Table of Content ... vii

Chapter I: Introduction ... 1

1.1. Background ... 1

1.2. Purpose of the Study ... 3

1.3. Research Question ... 4

1.4. Scope of the Study ... 4

1.5. Significance of the Study ... 4

1.6. Definition of Terms ... 5

1.7. Organization of Thesis ... 5

Chapter II: Review of the Literature ... 7

2.1. Theories of Peer Feedback ... 7

2.1.1. Definition of Peer Feedback... 7

2.1.2. Types of Feedback ... 9

2.1.3. Peer Feedback and Social Constructionist’s Views of Learning ... 12

2.1.4. Advantages and Drawbacks of Peer Feedback in ESL Writing Instruction ... 14

2.1.4.1. Advantages ... 14

2.1.4.2. Drawbacks ... 15

2.1.5. Stages in the Peer Feedback Activity ... 17

Pre Peer Feedback ... 18

While Peer Feedback... 19

Post Peer Feedback ... 20

2.1.6. Students’ Responses toward Peer Feedback Activity ... 21

2.1.6.1. Positive Response ... 21

2.1.6.2. Negative Response ... 22

2.2. Peer Feedback in the Process Writing Approach ... 23

2.2.1. Position of Peer Feedback in the Process Writing Approach ... 23

2.2.2. Development in Students’ Revision through Peer Feedback in the Process Writing Approach ... 26

2.3. Concept of Narrative Genre ... 27

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2.4. Previous Research ... 33

2.5. Summary ... 35

Chapter III: Methodology of the Research ... 36

3.1. Research Design ... 37

3.2. Research Site and Participant ... 38

3.3. Techniques of Data Collection ... 38

Documentation ... 39

Interview ... 40

3.4. Techniques of Data Analysis ... 42

3.4.1. Analysis of the Students’ Drafts ... 42

3.4.2. Analysis of the Data from Interview ... 44

Chapter IV: Finding and Discussion ... 46

4.1. Students’ Narrative Writing Development (Evidence from Text) ... 47

4.1.1. Organizational Development ... 47

4.1.1.1. Asri’s Narrative Text ... 47

4.1.1.2. Sophia’s Narrative text ... 55

4.1.2. Grammatical Development ... 63

4.1.2.1. Asri’s Narrative Text ... 63

4.1.2.2. Sophia’s Narrative text ... 79

4.2. Students’ Responses toward Peer Feedback (Evidence from Interviews ... 90

4.2.1. Students’ Responses on being Involved into Peer Feedback Activity ... 90

4.2.2. Students’ Responses on Giving Comments to Their Peer ... 92

4.2.3. Students’ Responses on Reading (Receiving) Comments from Peers ... 96

4.2.4. Students’ Responses on Peer Feedback Effectiveness ... 100

4.2.5. Students’ Responses on Peer Feedback Difficulties ... 104

Chapter V: Conclusion and Recommendation ... 108

5.1. Conclusion ... 108

5.2. Recommendation... 109

Bibliography ... 111

Appendices List of Figure Figure 1 ... 24

Figure 2 ... 29

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CHAPTER I

INTRODUCTION

1.1.Background

This research was performed to investigate the impact of peer feedback toward the students’ narrative writing, and the students’ responses toward peer feedback activities in the ESL writing classroom. Although many researchers noted that peer feedback positively influences students’ writing skills, peer feedback was originally used in first language writing classroom during 1970s (Hyland and Hyland, 2006:1). This means that peer feedback was an approach formulated to apply in L1 context and its effectiveness in L2, especially ESL, is still questioned and debated.

During 2000s, researchers (e.g., Zeng, 2006; Kamimura, 2006; Jiao, 2007; and Hirose, 2009) had been interested in peer feedback effectiveness; therefore they investigated the impact of peer feedback on the students’ writing in ESL classroom. In conclusion, they revealed that peer feedback offers many ways to improve students’ writing.

Peer feedback is one of the crucial components of process oriented writing (See also Harmer, 2007 and Bartels, 2003). As a main component, applying peer feedback activities in the ESL writing classroom means employing process oriented writing approach in the classroom. Implementing process oriented writing approach is relatively important because the approach is based on how real writers write (Tompkins, 2008:2), where the students should learn (or

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understand) that even professional writers do not just write a one-shot draft to make their message clear (Emilia, 2010:163). Therefore, when a teacher considers using process oriented in writing instruction, the students may have more opportunities to learn how to write in a real situation.

Peer feedback is an approach where social dimension is created in the writing classroom, based on assumption that writing is a social process (Hyland, 2005:198). Even, language learning is said as a social process and knowledge is transmitted in social contexts, through relationships, like those of parent and child, or teacher and pupil, or classmates (Halliday, in Emilia, 2010:36). Furthermore, learning as social process acquired through social interaction shapes the learner’s acquisition of skills (Olivera and Strauss 2004, as cited in al-Qurashi, 2009:57).

Since writing is a social process, the students should be placed as members of classroom society. Placing students in the social situation like this gives them opportunities to give and to receive meaningful inputs from one to another. This suggests that narrowing the social dimension into ESL writing classroom emerges opportunities to negotiate their strength to improve other and their weakness to be strengthened. In other words, it is reasonable to consider peer feedback as an alternative in ESL writing classroom

Peer feedback is strongly recommended by some researchers who support to this approach (e.g., Zeng, 2006; Kamimura, 2006; Jiao, 2007; Hirose, 2009; and Rollinson, 2005); because peer feedback allows students negotiating their ideas, commenting and correcting mistakes in their peer’s drafts, offering

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although according to Clark (2003) the development achieved by the students is seemed superficial. Nevertheless, peer feedback is shown as an alternative applicable to improve students’ writing (skill and text) under certain condition (Hyland and Hyland, 2006).

As already mentioned, this research also aims to investigate students’ responses toward peer feedback. Related to this issue, Rollinson (2005) mentions that the students responded peer feedback activities as beneficial. In line with this, Jacobs et al. (1998) stated that they believe that students usually welcome peer feedback as one type of feedback in writing classroom. However, students’ responses toward peer feedback activities are also still questioned. Hong (2006), for example, revealed a contradictive result with Rollinson (2005) and Jacobs et al. (1998), that is, students devalued peer feedback in ESL writing classroom with various reasons.

Researches indicated that peer feedback has certain impact on students’ writing, and based on the background above, this research was performed to investigate the impact of peer feedback on the students’ narrative writing and students’ responses toward peer feedback activity in ESL writing classroom. 1.2.Purpose of the Study

This study was conducted to investigate the impact of peer feedback on the students’ narrative writing development and to investigate the students’ responses toward peer feedback activities in the ESL writing classroom.

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1.3.Research Question

In line with the purpose of the study, this study attempted to address the following questions:

1.3.1. To what extent does the students’ narrative writing develops through peer feedback?

1.3.2. What are the students’ responses toward peer feedback activities in ESL writing classroom?

1.4.Scope of the Study

This research was conducted in a limited numbers of students in an undergraduate ESL classroom, which was taught writing and developing narrative writing through peer feedback. And as this research is intentionally designed as qualitative case study, this research result is not generalized to broader context. 1.5.Significance of the Study

This study is expected to give more meaning to peer feedback as more than an activity but also an applicable approach to teaching writing in the ESL classroom. Theoretically, peer feedback was found as to have its elements, stages, and system that distinguish it from collaborative writing and cooperative integrated reading and composition (CIRC). Practically, the results of this study can give information to the writing teachers and lecturers on how to organize or to implement peer feedback in the ESL writing classroom. Information emerged by this study is also useful for the other researchers who may be interested to other issues in peer feedback implementation in the ESL classrooms.

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1.6.Definition of Terms

Peer Feedback: Peer feedback is simply defined as feedback given by peer (Zeng, 2006). Peer feedback is a range of activities where social environment is created in the classroom to encourage students to share, to comment, to respond, to correct, and to negotiate ideas (Spear, 1988; Williams, 2005; Hyland, 2005).

Narrative: Narrative is a text type in English which functions to tell stories (Alwasilah and Alwasilah, 2005:119; Suhendar and Supinah, 1997). Narrative is used by the writer to report past events (Labov, 1997).

Response: Response is certain attitude as answer on something, as the pattern of attitude (McDonalds, 1959:220). Response is the base of attitude, which is, in this research, understood as students’ answers toward interview questions. 1.7.Organization of the Thesis

This thesis contains five chapters those are summarized and organized as follows:

Chapter I: This chapter consists of background of the study, the purpose of the study, the problems investigated, the scope, and the significance of the study. This chapter is ended with the definition of terms which are frequently used in this study.

Chapter II: This chapter consists of theories underpin this study. The theories reviewed in this chapter are the theories of peer feedback, theories of writing process, and theories of narrative genre. Those theories are synthesized to figure out the lines which relate one theory to others.

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Chapter III: This chapter consists of the methodology of the research which covers research design, techniques of data collection, and techniques of data analysis.

Chapter IV: In this chapter, the findings of the research are discussed. The discussion is divided into two big parts: students’ narrative writing development and students’ responses toward peer feedback. Each category is discussed in subsequent order according to the type of development achieved by the students.

Chapter V: This is the final chapter that consists of conclusion and the recommendation for further research.

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CHAPTER III

METHODOLOGY OF THE RESEARCH

In this chapter, the methodology of the research used in conducting this study is presented. Unlike previous research (e.g., Kamimura, 2006; Zeng, 2006; Kurt and Atay, 2007), which conducted to investigate peer feedback impact on the students’ writing, this research intended to look the gradual development achieved by the students. Previous researches, as mentioned above, preferred to use certain “calculation” to look the decrease of the error and the increase of the correction students made during writing with peer feedback.

Since it is suggested that (peer) feedback is a main component in process oriented writing (Harmer, 2007; Hyland, 2005; Bartels, 2003), gradual development is seen by comparing students’ texts, as whole (Emilia, 2010) and not fragmented part, therefore following methodology is assumed as appropriate.

Hyland (2007:197), in exploring text genre analysis, mentions that different types of research methods lead to different types of understanding. The other side of the coin, it can be said that to gain different types of understanding, different types of method is used.

Following discussion attempts to address respects in connection with the research design, techniques of data collection and data analysis, and research site and participant. Each component of the methodology, as mentioned in sequence, is in accordance with the purpose of the study. The following used research methodology is to gain understanding of peer feedback from two perspectives:

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students’ narrative writing development and students’ responses toward peer feedback.

3.1.Research Design

This part discusses the design of the research in the frame of its importance and function as helping the researcher to obtain responsible conclusion to the investigated problems (Oppenheim, 1982:7). This study is designed as a qualitative case study. Case study is appropriate to be employed since this research treated peer feedback as the single case that is investigated (Cresswell, 1997:61, Silverman, 2005:126). In relationship with the reason, case study also characterizes this study due to the fact that this research was carried out in a “single case,” that is what development the students achieve in writing narrative through peer feedback. Another reason is that this research employed more than one data collection techniques: document and interview; which is one of the characteristics of the qualitative case study (Cresswell, 1997).

This current study also attempted to investigate peer feedback as the case in a system bounded by time and place. Time here refers to the process of writing whereas place here refers to the level of the participant (university students). Therefore, the result of the study is not generalizable. Simply, this study was conducted to investigate the impact of peer feedback in a limited number of participants and limited subject (narrative writing).

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3.2.Research Site and Participant

The site of the research was in a university in Bandung, Indonesia, involving 15 English department undergraduate students. The recruitment of the participant was performed by employing purposive sampling that is available for a case study (Cresswell, 1997:62; Moleong, 2008). These undergraduate students were purposively chosen by respecting considerations as follow:

a. They are learning English as a second language b. They have been taught English writing

c. They have been introduced to narrative genre

d. They are ready to spend time and energy during the study e. They will work cooperatively during the process of the study

Those considerations were taken into account in hoping that peer feedback, as the studied case, can be implemented in writing narrative in English. Although peer feedback was originally formulated to be used in English as L1 (Hyland and Hyland, 2006), teachers and researchers (e.g., Williams, 2005; Hyland, 2005; Spear, 1988; Kamimura, 2007, and Zeng, 2006) were optimist that peer feedback might be valuable in ESL writing classroom if the students are well trained (Williams, 2005; Lim, 2007) and have sufficient knowledge of what and how to do it (Clark, 2003). In line with those assumptions, the above criterions were taken into consideration to perform the participant recruitment.

3.3.Techniques of Data Collection

This research attempted to find out evidence that peer feedback has a positive impact on the students’ narrative writing, and the students’ responses

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toward peer feedback activity in ESL writing classroom. To collect the data, this research needed students’ texts and their perceptions. Therefore, documentation and interview were used to obtain the data. Each technique and its steps performed are elaborated below.

Documentation

There were some steps done in collecting students’ texts. The procedure used in this technique is by following Liz (in Hyland and Hyland, 2006:145) that was the students’ texts are collected through peer feedback cycle. Those steps are mentioned as follow:

1. Students were taught narrative and peer feedback. 2. Students were asked to write a narrative (1st draft).

3. Students’ shared their narrative to their peer, with peer feedback sheet. 4. Each student read and gave feedback on the draft they had been given. 5. Each commented draft was returned to the owner for being revised.

6. Students revised their narrative after read their peer’s draft, and after their draft was read by their peer (2nd draft).

7. Each student returned to do draft sharing, with peer feedback sheet.

8. Each student read and gave feedback on the draft they had been given (similar draft).

9. Each commented draft was returned to the owner for being revised. 10.Students revised their narrative after 2nd draft sharing (3rd draft). 11.Students collected their drafts, with the peer feedback sheet.

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interview was used by respecting their privacies in answering questions as suggested by Cresswell (1977:124).

All the students (15) were interviewed in one day, and each student was interviewed in + 8-10 minutes. 15 questions were asked, but actually only 5 were found relevant and therefore are discussed in the next chapter. The questions of the interview are adopted from Hirose (2009), for complete detail see interview transcription in appendix.

Interviews were performed to obtain their response toward peer feedback activity they have been engaged earlier. Those questions are broken down into five themes:

1. Students’ responses on being involved into peer feedback activity. 2. Students’ responses on giving comments to their peer.

3. Students’ responses on receiving comments from their peer. 4. Students’ responses on the peer feedback effectiveness. 5. Students’ responses on the peer feedback difficulties.

The researcher used recording device like a portable sensitive microphone which was connected to a notebook. The students’ answers were recorded by using recording software installed in the notebook. Students’ answers were “saved” in MP3 (MP3 is a format of audio files available to be listened electronically) and this was to make the transcription process more easily.

After collecting students’ answers in audio files, the researcher transcribed those interviews into text by listening the files with certain audio software

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manually. This way was found easier than using another recorder, because by using this way, students’ answers could be heard and repeated for many times, and more secured from being broken.

3.4.Techniques of Data Analysis

The data analysis was performed through certain techniques in accordance with the types and purpose of the data. The discussion of the techniques used in analyzing data was divided into two parts: analysis of the students’ drafts and analysis of the data from interview. Each part of data analysis was based on its purpose of being collected, as described in turn.

3.4.1. Analysis of the students’ drafts

The analysis of the students’ drafts is theoretically categorized as content analysis, which is Busha and Carter (1980) mention as a research tool focused on actual content and internal features of media. Content analysis is said to determine the presence (or absence) of certain words, concepts, themes, phrases, characters, or sentences within the text (or sets of texts).

The internal features, in this research, are mistakes and revisions made in the students’ texts. Identified, commented, and corrected mistakes are discussed thoroughly and then discussing the revisions that could be made based on both feedback from peer and self-awareness. Simply, this research, in analyzing students’ texts, investigates the changes occur in the students’ texts (narrative drafts), which, whether or not, the changes are able to consider as development.

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Students’ texts were analyzed to see the development of the students’ drafts in two aspects: organization and grammaticality. As displayed in the next chapter, organizational development is firstly discussed and then the grammatical development.

To do this analysis, some steps were performed systematically as simply called students’ texts comparison (Liz, in Hyland and Hyland, 2006:146-151; Clark, 2003). Those steps are:

1. Students’ portfolio was separated according to the owner’s name, and was set in sequent (1st draft, 2nd draft, and 3rd draft).

2. Reading the 1st draft and discussing mistakes found (identified by the responder, and unobserved mistakes), and then discussing the feedback given by the responder for each mistake.

3. Discussing changes or revisions (in the 2nd draft) made by the writer; looking for the connection between the revisions and the feedback in earlier draft (1st draft).

4. Discussing the mistakes found (identified by the responder, and unobserved mistakes) in the revised version (2nd draft) and further feedback from the responder.

5. Discussing further changes or revisions (3rd draft) made by the writer; looking for the connection between the further revisions and feedback in earlier draft (2nd draft).

6. Summarizing.

Comparing students’ narrative drafts written in peer feedback sessions is appropriate to be used, since this research attempted to observe gradual

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developments achieved by the students, reflected through the “betterment” occurred in draft to drafts.

As mentioned in the earlier section, that students were asked to write their narrative, draft comparison is likely to occur if, and only if, the compared drafts are the revised versions and not a new draft or new narrative. Each long discussion category is summarized at the end to keep the crucial point found in the data analysis. This type of analysis was performed to answer the first research question, that is to see to what extent do the students’ narrative writing develop through peer feedback.

3.4.2. Analysis of the data from interview

The analysis of the data from interview was done to understand the students’ responses toward peer feedback activities in ESL writing classroom where the students were engaged. Furthermore, the purpose of the interview in this research was to understand how the students value or give meaning toward peer feedback after experiencing it (Seidman, 2005:9). Some steps were done to reach this purpose as mentioned below:

1. Students’ responses on interview questions were listened carefully and then described into text.

2. Students’ responses were then divided into themes: involvement, giving comment, receiving comment, effectiveness, and difficulties.

3. Students’ responses in each theme were translated and then interpreted in relationship with theories regarding the students’ responses toward peer feedback as covered by previous researchers.

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The analysis of the interview data, through those steps, was performed to answer the second research question. In interpretation, data was reduced as many as needed through abstraction (Seidman, 2009; Moleong, 2008:247) to make the analysis more relevant and significant. The data, after being categorized, was then interpreted with content analysis, focusing at linguistic form used by the participants in responding interview questions (Busha and Carter, 1980) and this is one of the semiotic analysis branches (Moleong, 2008).

The results of the previous researches in this regard are the base of the significance of the conclusion. Therefore, the findings from the data from interview are then compared with previous researches finding in this regard. However, again, the result of this research is not intended to be generalized.

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CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1.Conclusion

Theories, previous researches finding regard to peer feedback in ESL writing classroom, and the analysis of the data are already reviewed and discussed in perspectives. It must be acknowledged that peer feedback is advantageous and beneficial under certain condition, and students’ background knowledge is important to be taken into consideration.

Students’ drafts comparisons have shown that feedback from peer encourages students’ revisions and therefore organizational and grammatical development is found occur in their drafts. In more specific, students’ narrative writing is found developed through peer feedback. However, from students’ drafts, unobserved mistakes and miscorrection are found that reflect their level of language proficiency that is one of the main issues in peer feedback.

Overall, students’ revised version drafts are more developed and this is in line with previous researches result that peer feedback is beneficial and advantageous. Unobserved mistakes, as already mentioned, and miscorrection from peer, are other sides of peer feedback that can be said as disadvantageous impact. As suggested by researchers and teachers, peer feedback should be

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implemented thoroughly, carefully, and well-planned and this has been examined in this research; a not well-planned peer feedback might lead to a failure.

The discussed findings of the data from interview suggest that the students positively respond peer feedback in ESL writing classroom. They found peer feedback as an interesting alternative besides teacher feedback. Under certain condition, peer feedback is said more intensive than other approach and this gives them chances to be aware on their mistakes in writing. However, students comment that they encounter difficulties in giving feedback to their peer. The difficulties are around their lack of grammar knowledge that discourages them to think that they have valuable potential to contribute. This raises an issue that students’ background knowledge is important to be considered in implementing peer feedback, especially in ESL writing classroom.

5.2.Recommendation

First of all, more research should be done to examine the impact of peer feedback in relation to the students’ long-term development. Most of the studies, including the current research, only discuss the relationship between peer feedback and students’ subsequent drafts. However, the peer feedback effectiveness should be evaluated from a long-term perspectives since the immediate success of revisions do not guarantee improvement in the long run.

Second, it is clear for us to see the participants those are in the center of discussions are almost always at the university level; there was hardly any

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Third, as found that handwritten draft might raise certain obstacles in peer feedback, it is seemed important to investigate computer mediated peer feedback effectiveness. Although researchers had investigated online peer feedback effectiveness, consideration like automatic correction in the word processor software must be carefully taken into account.

Last of all, in doing peer feedback, there are two most important aspects should be thought. The first is the students’ language proficiency, and the second is the preparation that covers the careful planning and consistent procedures in each stage of peer feedback activity.

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