Abstract
This study attempted to find out the contribution of rubrics and peer correction in improving the students’ achievement in academic English essay writing in terms of what the students’ perception on the application of rubrics and peer correction in academic English essay writing was; what the students’ academic English essay writing achievement was after being exposed through rubrics and peer correction; whether there was a correlation between rubrics and peer correction and the students’ academic English essay writing achievement. The data were collected from a distributed questionnaire consisting of a five-scale statement and open-ended questions to be responded by 60 samples of two classes out of 9 classes of semester 5 students of English Department of Faculty of Teacher Training and Education of Mahasaraswati University Denpasar in academic year 2016/2017 and the achievement of the students’ academic English essay from a determined thesis statement after being exposed to the application of rubrics and peer correction; both of whose scores were confronted to obtain the correlation. The result showed that there was a strong correlation (0.62) between the students’ perception on the application of rubrics and peer correction and their academic English writing achievement meaning that that rubrics and peer correction had a positive contribution in improving the students’ academic English writing achievement. Therefore, it was logical to recommend that rubrics and peer correction be applied as one of the techniques in improving academic English essay writing.
Highlights
Teaching proper academic essay writing is such a serious task in which undergoes complex problems through a series of processes involving prewriting, drafting, responding, revising, editing and post-writing (Widodo, 2008) requiring integrated mastery of structure, grammar, vocabulary, spelling, mechanics as well as the capability of organising until putting them into a real piece of academic writing
The responses from the questionnaires would show the information about the students’ preferences and opinions about academic essay writing processes derived from a five-scale preference on the traits of very agree and very disagree from positive and negative statements about the benefits of rubrics and peer correction to academic essay writing which were confirmed by the responses out of open-ended questions with the items such as whether rubrics and peer correction were beneficial for the students; how they were beneficial and what they suggested about the use of rubrics in writing academic essay (Appendix 2)
The open-ended questions posed items such as whether rubrics and peer correction were beneficial for the students; how they were beneficial and what they suggested about the use of rubrics in writing academic essay (Appendix 2)
Summary
Teaching proper academic essay writing is such a serious task in which undergoes complex problems through a series of processes involving prewriting, drafting, responding, revising, editing and post-writing (Widodo, 2008) requiring integrated mastery of structure, grammar, vocabulary, spelling, mechanics as well as the capability of organising until putting them into a real piece of academic writing. Such complex processes require the teacher to find out as appropriate teaching techniques as possible so as to help the learners accomplish their academic writing products. The question was whether rubrics and peer correction was able to improve of the students’ gain in writing academic English essay
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