Abstract
To English learners, writing has been considered the most difficult skill for some reasons such as the grammar, the vocabulary, and the background knowledge. To help them develop their writing skill, it is recommended to employ the peer feedback in the teaching learning process at the writing class. Providing feedback in the process of writing tend to have beneficial help for the students to improve the quality of their work, especially in writing an essay. This expectation is generally agreed since students often face difficulties in accomplishing their writing due to the complexity of the writing itself, the students’ factors and the teacher’s factors. From the writing aspect, mastering the language form such as grammar, diction, etc and the content of the essay seems to be common problems for many EFL students.References
Barbara E. Walvoord et al, 1995. Functions of Outlining among College Students in Four Disciplines. Research in the Teaching of English, Vol. 29, No. 4 (Dec., 1995), p. 390-421
Corder, S.P 1974. Error Analysis and Interlanguage. Oxford:University Press p. 177
Gielenab .Sarah, Topsa Lies, Dochya Filip, Onghenac Patrick and Smeetsa Stijn. A Comparative Study of Peer and Teacher Feedback and of Various Peer Feedback Forms in a Secondary School Writing Curriculum, British Educational Research Journal Vol. 36, No. 1, February 2010, pp. 143–162
Chen, Yu Liang et al. Use of Peer Feedback to Enhance Elementary Students’ Writing Through Blogging.1139 1..4 British Journal of Educational Technology. Vol 42 No 1 2011 E1–E4 doi:10.1111/j.1467-8535.2010.01139.x
Choi, Jaeho. (2013). Does Peer Feedback Affect L2 Writers’ L2 Learning, Composition Skills, Metacognitive Knowledge, and L2 Writing Anxiety? English Teaching, 68(3), 187-213.
Harris, P. David. 1980. Testing English as a second language . New York: Mc Grow Hill Book Company p. 76
Lee, Icy. 2014. Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives. TESOL QUARTERLY Vol. 48, No. 1, March 2014. doi: 10.1002/tesq.153
Melissa M. Nelson Æ Christian D. Schunn. 2009. The Nature of Feedback: How Different Types of Peer Feedback Affect Writing Performance. Instr Sci (2009) 37:375–401 DOI 10.1007/s11251-008-9053-x.
Oshima, Alice and Ann Hogue,1983 Writing Academic English ( AWriting and Sentence Structure Workbook for International Students), Addison-Wesley Publishing company, Longman
M.J.R. de Smet, S Brand-Gruwel, H.Broekkamp, P.A. Kirshner, 2012. Write between the Line:Eletronic Outlining and the Organization of the Text Ideas. Elsevier Ltd. Dx.doi.org/ 10.1016/j.chb.2012.06.015
Widodo.P.Handoyo. 2006. Designing a Genre-Based Lesson Plan for an Academic Writing Course. English Teaching: Practice and Critique. ISSN 11758708.
Woo, M Matsuko, Chu W K Samuel, Li Xuanxi. 2013. Peer-feedback and Revision Process in a Wiki Mediated Collaborative Writing. Education Tech Research Dev (2013) 61:279–309, DOI 10.1007/s11423-012-9285-y
Yang Yu-Fen, 2012. Blended Learning for College Students with English Reading Difficulties, Computer Assisted Language Learning, 25:5, 393-410, DOI: 10.1080/09588221.2011.597767. Accessed on 28 January 2015.
Yang Yu-Fen, 2014, Preparing Language Teachers for Blended Teaching of Summary Writing, Computer Assisted Language Learning, 27:3, 185-206, DOI: 10.1080/09588221.2012.701633. Accessed on 20 January 2015.
Before going to review process, all manuscripts will be checked that they are free from plagiarism practice using "Turnitin" software. If there is an indication of plagiarism, the manuscript will instantly be rejected.