The Effectiveness of Peer Feedback in Collaborative Writing Viewed from Self-Confidence
Prosiding International Conference on Sustainable Innovation (ICoSI),
Vol. 2 No. 1 (2022): Optimizing Global Benefit for Future Wellbeing
Abstract
Interactional practice is the core of collaborative writing. Peer feedback as a way of interactional practice plays a very crucial activity in conducting collaborative writing. Most University students tend to be shy to correct his/her partner’s draft. To fully comprehend the impact of peer feedback on collaborative writing improvement, a deeper analysis of self-confidence is required. This paper is aimed to provide the level of peer feedback effectiveness viewed from self-confidence in collaborative writing using google docs among 21 students in the province of East Java in Indonesia where English is taught as a foreign language. One class pre-test post-test was applied in the English course and participated in a four-month English writing program using google docs. The students worked in pairs and were asked to complete a self-confidence questionnaire before and after completing the task. Quantitative data were analyzed through activities recorded using the google docs system, including edits and comments posted, and students’ peer writing. Google docs page history shows information about revisions that occurred and different types of feedback as well as resulting in actual revisions, which may result in better group writing. The findings of this study can explain how google docs could provide support for students' collaborative writing processes and how it could show the importance of emotional, social, material, and temporal aspects related to collaborative writing outcomes and improving collaborative writing outcomes for students who have high self-confidence. The aforementioned analysis findings revealed that the t-calculated test's t-value was 7.79, while the required critical t-value was at p> .05 level of significance of two-tailed test is 2,086 (df = 20), p> .01 level. The significance of the two-tailed test is 2,845 (df = 20). The analysis of the data reveals that the results of the student's score improvement on the pretest and posttest differ. The questionnaire has shown that self-confidence have an influence on the ability of students’ writing improvement.
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