Efl Students’ Attitudes Toward Facebook-Assisted Peer Assessment of Writing Tasks

  • Ismail Abdurahman Universitas Singaperbangsa Karawang
  • Iwan Ridwan Universitas Singaperbangsa Karawang
  • Hilmansyah Saefullah Universitas Singaperbangsa Karawang
Keywords: Peer-Assessment, Facebook, Writing task, Students’ attitude.

Abstract

Abstract

The purpose of this study was to examine students' attitudes toward Facebook-assisted peer assessment of writing tasks. This research involves sixteen participants who voluntarily participated in this study. Based on action research with interviews and observational data, the qualitative results are unfavorable. These are: 1) students do not have good ability to do peer assessment. 2) Students do not have good sensitivity to errors in their friends' writing in terms of punctuation and grammar. 3) The problems faced by students in conducting peer assessments can be seen from their lack of ability to conduct peer assessments and lack of sensitivity toward grammatical and punctuation error itself, more over they are not authentical user of Facebook so they seem unenthusiastic to this activity.

 

 

 

References

Ahmed, A. M., Almuniem, A. A., & Almabhouh, A. A. (2016). The current use of web 2.0 tools in university teaching from the perspective of faculty members at the College of Education. International Journal of Instruction, 9(1), 179–194. https://doi.org/10.12973/iji.2016.9114a

Ahmet, B. (2014). Using Web 2.0 Tools in English Language Teaching (Vol. 372–375).

Aragon, J. (2007).Using Facebook in Teaching. Alexandria, VA: TESOL

Awaludin, A. (2015). Department of English Education Faculty of Tarbiyah and Teachers’ Training Syrarif Hidayatullah State Islamic University Jakarta. The Effectiveness of Peer-Assessment Through Facebook Towards Students’ Writing Skill in Narrative Text.

.Topping, K. J., Smith, E. F., Swanson, I., & Elliot, A. (2000). Formative peer assessment of academic writing between postgraduate students. Assessment & Evaluation in Higher Education, 25(2), 149–169. https://doi.org/10.1080/713611428

Bani-Hani, N. A., Al-Sobh, M. A., & Abu-Melhim, A.-R. H. (2014). Utilizing facebook groups in teaching writing: Jordanian EFL students’ perceptions and attitudes. International Journal of English Linguistics, 4(5). https://doi.org/10.5539/ijel.v4n5p27

Beal, V. (2022, March 22). What is web 2.0?. Webopedia. https://www.webopedia.com/definitions/web-2-point-0/

Bingimlas, D. K. (2017). Learning and Teaching with Web 2.0 Applications in Saudi K-12 Schools. TOJET: The Turkish Online Journal of Educational Technology.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Bree, R. T., & Gallagher, G. (2016). Using Microsoft Excel to code and thematically analyse qualitative data: A simple, cost-effective approach. All Ireland Journal of Higher Education. https://ojs.aishe.org/index.php/aishe-j/article/view/281

Burns, A. (2010). Doing action research in English language teaching a guide for Practitioners. P.2 New York: Routledge.

Caulfield, J. (2023, June 22). How to do thematic analysis: Step-by-step guide & examples. Scribbr. https://www.scribbr.com/methodology/thematic-analysis/

Concina, E. (2022). The relationship between self- and peer assessment in Higher Education: A systematic review. Trends in Higher Education, 1(1), 41–55. https://doi.org/10.3390/higheredu1010004

Diliana, E. (2018, May 19). “the effectiveness of peer assessment to teach descriptive writing for high and low proficiency students: The case at the English department students of Pancasakti University Tegal in the academic year of 2014/2015.” Diponegoro University | Institutional Repository (UNDIP-IR). http://eprints.undip.ac.id/62446/

Ferdiansyah, S., Widodo, H. P., & Elyas, T. (2020). Photovoice in the English as an additional language (EAL) writing classroom : No need to rush to love writing because love will grow with time. The Journal of AsiaTEFL, 17(1), 269–279. https://doi.org/10.18823/asiatefl.2020.17.1.19.269

Fithriani, R., Dewi, U., Daulay, S. H., Salmiah, M., & Fransiska, W. (2019). Using facebook in EFL writing class: Its effectiveness from students’ perspective. KnE Social Sciences. https://doi.org/10.18502/kss.v3i19.4892

Gebhard, M., & Harman, R. (2011). Reconsidering genre theory in K-12 schools: A response to school reforms in the United States. Journal of Second Language Writing, 20(1), 45–55. https://doi.org/10.1016/j.jslw.2010.12.007

Hogg, L. M. (2018). “Empowering Students through Peer Assessment: Interrogating Complexities and Challenges.” ReflectivePractice19 (3): 308–321. doi:10.1080/14623943.2018.1437404.

Hsu, L. (2013). English as a foreign language learners’ perception of Mobile Assisted Language Learning: A cross-national study. Computer Assisted Language Learning, 26(3), 197–213. https://doi.org/10.1080/09588221.2011.649485

Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Language Teaching Research, 4(1), 33–54. https://doi.org/10.1191/136216800674812889

Hall, H. (2023, August 7). Web 2.0 explained: Everything you need to know. History. https://history-computer.com/web-2-0/

Katsoulas, E. (2014). The Peer Assessment Process: A Case Study of university students receiving peer feedback. Library and Archives Canada = Bibliothèque et Archives Canada.

Kemmis, S. (2009). Action research as a practice‐based practice. Educational Action Research, 17(3), 463–474. https://doi.org/10.1080/09650790903093284

Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. https://doi.org/10.1007/978-981-4560-67-2

KALELIOĞLU, F. (2017). Using Facebook as a learning management system: Experiences of pre-service teachers. Informatics in Education, 16(1), 83–101. https://doi.org/10.15388/infedu.2017.05

Knapp, P. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Google Books. https://books.google.com/books/about/Genre_Text_Grammar.html?id=6VP1slspP7oC

Linke, K. (2015, January 2). Generation facebook? – the history of social networks. Academia.edu. https://www.academia.edu/9977252/GENERATION_FACEBOOK_THE_HISTORY_OF_SOCIAL_NETWORKS

Linse, C., & Nunan, D. (2005). Practical English language teaching: Young learners. McGraw-Hill Education.

Livingston, Becky. (2010).UsingWeb2.0Technologiesp.1. New York: ASTD Press.

Luo, T. (2014). Web 2.0 for language learning. Cyber Behavior, 1071–1088. https://doi.org/10.4018/978-1-4666-5942-1.ch055

Maguire, M. & Delahunt, B. (2017). Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars. All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J),8, 335: ……...1-14.

Mae, S. (2021, November 25). Facebook for educational purposes: Two important features. Research-based Articles. https://simplyeducate.me/2021/05/13/facebook-for-education/

Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1–17. https://doi.org/10.1080/03634520601009710

Miangah, T. M. (2012). Mobile-Assisted Language Learning. International Journal of Distributed and Parallel Systems, 3(1), 309–319. https://doi.org/10.5121/ijdps.2012.3126

Miftah, M. Z. (2016). Increasing EFL Students’ Writing Abilities Using Peer …….Response Activities via Facebook. Indonesian EFL Journal: Journal of ELT, …….Linguistics, and Literature.

Nurlaelawati, I., Lengkanawati, N. S., & Gunawan, W. (2020). Recontextualising genre-based pedagogy in Indonesian context: A case of Preservice Teachers. International Journal of Education, 12(2), 80–91. https://doi.org/10.17509/ije.v12i2.23394

Ong, J. (2017). Teaching writing to multilingual learners using the genre-based approach. Asian English Language Classrooms, 83–97. https://doi.org/10.4324/9781315755243-6

Ramadhani, P. (2018). Using Facebook comments in teaching writing skill. Proceedings of The ICECRS, 1(3). https://doi.org/10.21070/picecrs.v1i3.1398

Ramdani, J. M., & Widodo, H. P. (2019). Student teachers’ engagement in Facebook-Assisted Peer Assessment in an initial teacher education context: Speaking 2.0. Journal of Education for Teaching, 45(3), 348–352. https://doi.org/10.1080/09589236.2019.1599503

Sarasvati, A., & Sriyati, S. (2019). Implementation Analysis of Formative Self and peer assessment towards critical thinking skill in junior high school. Journal of Physics: Conference Series, 1157, 022042. https://doi.org/10.1088/1742-6596/1157/2/022042

Shih, R.-C. (2011). Can web 2.0 technology assist college students in learning English writing? integrating facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5). https://doi.org/10.14742/ajet.934

Suparna, I. G. W., Padmadewi, M. P. N. N., & MA Prof I. Nyoman Adi Jaya Putra. (2013, January 1). The effect of peer-assessment and anxiety on writing competency of Grade X students of SMA Negeri 5 Denpasar. Jurnal Pendidikan Bahasa Inggris. https://www.neliti.com/publications/118828/the-effect-of-peer-assessment-and-anxiety-on-writing-competency-of-grade-x-stude

Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2022). Impacts of digital technologies on education and factors influencing schools’ digital capacity and Transformation: A Literature Review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8

Tompkins, G. E. (1995). Language arts: Content and teaching strategies. Google Books. https://books.google.com/books/about/Language_arts.html?id=7m3uAAAAMAAJ .

Topping, K. J. (2009). Peer assessment. Theory Into Practice, 48(1), 20–27. https://doi.org/10.1080/00405840802577569

Widodo, W., Handoyo, A., & Gupta, D. (2019, February 13). Asian english language classrooms: Where theory and practice meet. Taylor & Francis. https://www.taylorfrancis.com/books/edit/10.4324/9781315755243/asian-english-language-classrooms-handoyo-widodo-alistair-wood-deepti-gupta

Yotyodying, S., Dettmers, S., Erdal, K., & Jonkmann, K. (2021). Educational usage of Facebook and academic achievement in distance university students: Mediated by basic needs satisfaction. Education and Information Technologies, 27(4), 4905–4924. https://doi.org/10.1007/s10639-021-10804-9

Published
2024-02-10
How to Cite
Abdurahman, I., Ridwan, I., & Saefullah, H. (2024). Efl Students’ Attitudes Toward Facebook-Assisted Peer Assessment of Writing Tasks. Jurnal Ilmiah Wahana Pendidikan, 10(6), 483-490. https://doi.org/10.5281/zenodo.10643824