Integrating Blended Learning and Peer Feedback in Teaching Writing Recount Text and Vocabulary

Nada Raudhotul Muthoharoh, Nurhaedah Gailea, Syafrizal Syafrizal

Abstract


This research aims to investigate the integration of blended learning and peer feedback technique in teaching writing recount text and vocabulary mastery. The research applied quasi-experimental design. The population of this study was second grade of MTs Daarul Muqimien and 60 students as the samples. The data collection techniques used the test of writing skill and vocabulary mastery and the data of this research was analyze by using statistics Manova (Multivariate Analysis of Variants) with the helped of SPSS Statistics 22 Software. The result shows the significant value of students writing recount text by integrating blended learning and peer feedback technique is 0.000<0.05 F count 28.095, the significant value of students’ vocabulary mastery by integrating blended learning and peer feedback technique is 0.009<0.05 F count 7.203, and significant value of students writing recount text and vocabulary mastery by integrating blended learning and peer feedback technique is 0.000<0.05, F count 13.884. Based on the result, it concludes that there is a significant influence of students’ writing recount text and vocabulary mastery group through integrating blended learning and peer feedback technique.


Full Text:

PDF

References


Alshammari, R., Adington, R., & Parkes, M. (2017). Using Whatsapp in EFL instruction with Saudi Arabian University students. (January). https://doi.org/10.2139/ssrn.3094526

Ayob, N. F. S., Halim, N. D. A., Zulkifli, N. N., Zaid, N. M., & Mokhtar, M. (2020). Overview of blended learning: The effect of station rotation model on students’ achievement. Journal of Critical Reviews, 7(6), 320–326. https://doi.org/10.31838/jcr.07.06.56

Beaini, N., & Balcioğlu, H. (2017). The impact of blended learning on academic quality in Lebanese universities. 4(1), 90–94.

Bijami, M., Kashef, S. H., & Nejad, M. S. (2013). Peer feedback in learning English writing: Advantages and disadvantages. Journal of Studies in Education, 3(4), 91. https://doi.org/10.5296/jse.v3i4.4314

Bryan, A., & Volchenkova, K. N. (2016). Blended learning: Definition, models, implications for higher education. Bulletin of the South Ural State University Series “Education. Education Sciences,” 8(2), 24–30. https://doi.org/10.14529/ped160204

Christina, F. (2021). Correlating vocabulary and sentence structure mastery to students’ writing skill in descriptive text. Journal of English Language Teaching and Cultural Studies, 4(1), 47-56.

Ghonivita, Y., Pahamzah, J., & Wijayanti, M. A. (2021). Improving students' listening skills and vocabulary mastery through contextual teaching and learning by using online learning. Journal of English Language Teaching and Cultural Studies, 4(1), 10-21.

Hardiansyah. (2018). The use of Schoology as a blended learning platform in teaching writing. Universitas Pendidikan Indonesia | repository.upi.edu

Jasrial, D. (2019). Utiling WhatsApp application for teaching English Language: Why and how? Bengkulu University , 152.

Miftah, M. Z. (2015). Through writing process approach. 5(1), 9–24.

Okaz, A. A. (2015). Integrating blended learning in higher education. Procedia - Social and Behavioral Sciences, 186(August), 600–603. https://doi.org/10.1016/j.sbspro.2015

Pratiwi, K. D. (2015). Students ’ difficulties in writing English (A Study at the third semester students of English Education Program At University of Bengkulu). Universitas Bengkulu.

Rodríguez, J. M. M., & Rojo, A. S. (2020). Blended learning: Convergence between technology and pedagogy. Netherlands: Springer

Shivam, R., & Singh, S. (2015). Implementation of blended learning in classroom: A review paper. International Journal of Scientific and Research Publications, 5(11), 369. Retrieved from www.ijsrp.org

Sholihah, L. (2015). The implementation of peer feedback strategy for writing instruction at the first semester of writing 1 class At Muhammadiyah University of Metro. PREMISE JOURNAL:ISSN Online: 2442-482x, ISSN Printed: 2089-3345, 4(1). https://doi.org/10.24127/pj.v4i1.280

Syafrizal, S., Nurmala, D., & Fargianti, Y. (2019). The influence of using peer feedback technique toward students’ writing skill in procedure text at the ninth grade of SMPN 1 Ciruas. English Education: Jurnal Tadris Bahasa Inggris, 12(1), 146–162. https://doi.org/10.24042/ee-jtbi.v12i1.3669

Tenriampa, A., & Quraisy, H. (2018). Needs Analysis of the English writing skill as the base to design the learning materials. SHS Web of Conferences, 42, 00050. https://doi.org/10.1051/shsconf/20184200050

Wahyuni, S. (2018). The Effect of Blended Learning Model towards Students’ Writing Ability. 97–111




DOI: http://dx.doi.org/10.48181/jelts.v5i1.14656

Refbacks

  • There are currently no refbacks.


Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.  

Journal of English Language Teaching and Cultural Studies is published by English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia.

E-mail: [email protected]

My Stats