Scaffolding for Peer Feedback Session: What, Why, and How?  

Oleh:

Kurniawati, Anita

Jenis: Article from Journal - ilmiah nasional - tidak terakreditasi DIKTI - atma jaya
Dalam koleksi: Indonesian JELT (Full Text) vol. 9 no. 2 (Oct. 2013), page 113-119.
Topik: scaffolding; peer feedback
Fulltext: 3 Anita 119.pdf (390.14KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405 IJE 9 2 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

Reserve Lihat Detail Induk

Isi artikel

Recent research has shown the value of peer feedback in writing class. By evaluating their peer’s work, students can figure out the strengths and weaknesses of their friends’ drafts. After doing this, it is expected that they could compare their peer’s work to their own work, which will certainly be beneficial for the revision process. The biggest challenge I faced when implementing peer feedback is how to scaffold the students to be able to provide valuable input to their friends’ work. This ability is important because the input students give to their friends could become a reflection to their own draft. This sharing is based on what I experienced during Expository and Argumentative Writing Class last semester, particularly on what I did before, during, and after the peer feedback session. To get clearer idea about the classroom situation, I will provide some examples of the task sheets used. I will also provide some empirical evidence from the student worksheets. I expect that my sharing could enrich our understanding on how to use peer feedback sessions, particularly on how to scaffold the students to provide valuable peer feedback.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali