Abstract
The present study aims to investigate students’ responses toward peer assessment in students’ descriptive text writing assignments by using Facebook. The author built two research questions: (1) In what way does Facebook assist students in giving peer assessment on students’ descriptive text writing? and (2) What are the students’ responses toward these activities? The current study recruited seventeen students in tenth grade as the participants. Drawing on action research through interviews and observation data, qualitative findings show positive results, those are (1) the use of students’ peer assessment through Facebook had an impact on raising the students’ revised drafts, (2) the students expressed an optimistic response towards using Facebook for peer assessment, and (3) the students’ difficulties on peer assessment through Facebook, and (4) the students’ involvement during peer assessment activities on Facebook. Furthermore, the quantitative findings of the observation checklist show that the average percentage is 88.4% (15 students of the class were actively involved in the writing activities = very good). Therefore, this present study shows the provident of the importance of peer assessment through Facebook as an assessment method to help enhance learners’ English writing acquisition.
Highlights
Teaching English writing is about teaching students how to write and about developing their own skills and ability
There are some general pattern findings that represent this study. These general pattern findings include (1) the use of students’ peer assessment through facebook had an impact on raising the students’ revised drafts, (2) the students expressed an optimistic response towards using facebook for peer assessment, and (3) the students’ difficulties on peer assessment through facebook, and (4) the students’ involvement during peer assessment activities on facebook
Masripah got them as her evaluation so that she could produce better writing on the final draft of her descriptive text writing
Summary
Teaching English writing is about teaching students how to write and about developing their own skills and ability. English Language Teaching (ELT) in Indonesian contexts teaching writing has been developed by the government of Indonesia. Genre-based approach (GBA) is one type of approach to teaching English skills, including teaching writing. The genre-based approach to the teaching of writing entails both product and process approaches (Ong, in Widodo, 2017). Hyland (2007, in Widodo, 2017) identified the main elements in genre-based pedagogy: (1) building the context; (2) modeling and deconstructing the text; (3) joint construction of the text: teachers guide learners to compose in the genre; (4) independent construction of the text; and (5) linking related texts. The independent building is the one part of the GBA in teaching writing, so that the students may compose their own texts by drafting, revising, and editing the texts (Gebhard & Harman, 2011). The revised and edited parts may be used as a good opportunity to conduct peer assessment for the students as a kind of writing assessment
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