PATTERNS OF INTERACTION IN PEER FEEDBACK PROVISION TO THE STUDENTS‟ EXPOSITORY WRITINGS

Ali Mufiz, Sri Wuli Fitriati

Abstract


This study investigated students‘ nature in pair interaction while they were mediated with a writing task. Interaction between students had a vital role to promote change in learning. Therefore, this study was aimed to answer how the occurring patterns in pair interaction were, what the aspects of writing the students concerned within peer feedback were, how pair interaction influenced the students‘ writings, and how the students‘ perceptions and attitudes on peer feedback were. This study mostly employed qualitative approach and a case study method. Twenty students of a language class of SMA N 1 Pecangaan Jepara (A State Senior High School in Jepara Regency) were selected because they provided peer feedback in writing process. The result showed that five patterns emerged in pair interaction i.e. collaborative pairs, dominant/dominant pair, dominant/passive pairs, expert/novice pairs, and passive/passive pair. However, feedback provided by collaborative and expert learners contributed to the revision changes of their partner‘s writings so that the development of writing aspects under these two patterns was better. Besides, other factors which contributed to the students‘ writings were confounding variables such as student‘s proficiency, writing capability, and teacher feedback. Thus these results endorsed the former studies e.g. Storch‘s (2002b) study, Iris‘ (2014) study, and Roberson‘s (2014) study. Another result was that whole students had good perceptions and good attitudes on peer feedback provision. However, the bottom line of this study was that collaborative pairs and expert/novice pairs had better second writings.

Keywords


Patterns of Interaction, Peer Feedback Provision, Students‘ Expository Writings.

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DOI: https://doi.org/10.15294/utns.v0i0.545

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