Increasing EFL Students’ Writing Abilities Using Peer Response Activities via Facebook
This study was aimed to increase EFL students’ abilities in writing argumentative essay via Facebook by developing peer response activities. The classroom action research was employed in cyclic activities. The subjects were 25 Indonesian fourth-year undergraduate EFL students who enrolled in Writing III course. The data were gained from writing task, observation, and field notes. The result shows that this strategy with the appropriate instructional procedures can increase the EFL students’ abilities in writing argumentative essay. It is indicated by the increases of the students’ writing achievement and involvement in writing class during peer response activities via Facebook. Hence, it gives insights to employ this way as an alternative teaching technique in writing classroom because of its effectiveness.
Belbase, M. R. (2012). The Process-genre Approach: Some Ideas for Teaching Writing in Nepal. Retrieved on 14 September 2016 from http://neltachoutari.wordpress.com.
Cahyono, B. Y. (2011). Using Facebook to Enhance English Department Students’ Skill in Writing Essays. In Cahyono, B. Y. & Mukminatien, N. (Eds). Techniques and Strategies to Enhance English Language Learning (Pp. 147-160). Malang: State University of Malang.
Djiwandono, M. S. (2008). Tes Bahasa: Pegangan Bagi Pengajar Bahasa. Jakarta: PT Indeks.
Ghufron, M. A. (2016). Process-genre Approach, Product Approach, and Students’ Self-Esteem in Teaching Writing. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 2(1): 37-54.
Harmer, J. (2007). How to Teach English (New ed). New York: Longman.
Kemmis, S. & McTaggart, R. (1992). The Action Research Planner, 3rd ed. Victoria: Deakin University Press.
Khunaifi, A. R. (2015). The Effects of Teaching Critical Thinking on Students’ Argumentative Essay. Journal on English as a Foreign Language, 5(1): 45-56.
Koshy, V. (2006). Action Research for Improving Practice: A Practical Guide. London: Paul Chapman Publishing.
Liu J. & Hansen, J. G. (2002). Peer Response in Second Language Writing Classrooms. Ann Arbor, MI: University of Michigan Press.
Miftah, M. Z. (2010). Improving the Tenth-Year Students’ Writing Ability at MA Mambaus Sholihin Gresik through Mind Mapping. LINGUA: Journal Ilmu Bahasa dan Sastra, 5(2): 178-192.
Miftah, M. Z. (2014). Teaching Writing Using Peer Response via Facebook. In Erliana, S. & Miftah, M. Z. (Eds). Proceedings of 2nd International Conference on English Linguistics, Literature, and Education (ELITE): The Multifaceted Dimensions of English Linguistics, Literature, and Education (pp. 157-169). Palangka Raya: State Islamic College of Palangka Raya.
Miftah, M. Z. (2015a). Designing Interactive Writing Teaching Using Blogs. In Miftah, M. Z. & Erliana, S. (Eds). Proceedings of 1st National Conference on ELT (NACELT): Applied Linguistics, General Linguistics and Literature (pp. 31-36). Palangka Raya: State Islamic Institute of Palangka Raya.
Miftah, M. Z. (2015b). Enhancing Writing Ability through Idea Listing Technique. Journal of English Education and Linguistics Studies, 2(1): 62-83.
Miftah, M. Z. (2015c). Enhancing Writing Skill through Writing Process Approach. Journal on English as a Foreign Language, 5(1): 9-24.
Miftah, M. Z. (2015d). Peer Response in an Indonesian EFL Writing Class: A Case Study. In Ridwan, A. & Fiangga, S. (Eds). Proceedings of International Conference on Educational Research and Development (ICERD): Trends and Challenges toward Asian Economic Community (pp. 637-648). Surabaya: State University of Surabaya.
Miftah, M. Z. (2016a). Implementing Project-Based Learning in Scientific Writing Class. In Ansyari, M. F., Hadi, A., & Syafi’i, M. (Eds). Proceedings of the 3rd ELITE International Conference: Developing Curriculum, Teacher, and Instruction for Quality English Linguistics, Literature and Education (pp. 384-392). Pekanbaru: UIN Sultan Syarif Kasim Riau.
Miftah, M. Z. (2016b). Promoting EFL Students’ Abilities in Writing Definition Paragraph through Blogging Activities. In Rahayu, E. M., et al. (Eds). Proceedings of the 63rd TEFLIN International Conference: Creativity and Innovation in Language Materials Development and Language Teaching Methodology in Asia and Beyond, Book 2 (pp. 370-379). Surabaya: University of PGRI Adi Buana Surabaya.
Moloudi, M. (2011). Online and Face-to-Face Peer Review: Measures of Implementation in ESL Writing Class. Asian EFL Journal. Professional Teaching Articles-CEBU Issue, 52: 1-18.
Oshima, A., & Hogue, A. (2006). Introduction to Academic Writing. Level 4. 4th ed. New York: Pearson Longman.
Rodliyah, R. S. (2016). Using a Facebook Closed Group to Improve EFL Students’ Writing. TEFLIN Journal, 22(1): 82-100.
Simpson, M. N. (2012). ESL@facebook: A Teacher’s Diary on Using Facebook. Teaching English with Technology, 12(3): 36-48.
Smalley, R. L., Ruetten, M. K. & Kozyrev, J. R. (2001). Refining Composition Skills: Rhetoric and Grammar. 5th ed. Boston: Heinle & Heinle Publishers.
Song, W. & Usaha, S. (2009). How EFL University Students Use Electronic Peer Response into Revisions. Suranaree J.Sci.Technol, 16(3): 263-275.
Tananuraksakul, N. (2014). Use of Facebook Group as Blended Learning and Learning Management System in Writing. Teaching English with Technology, 14(3); 3-15.
Tompkins, G. E. & Hoskisson, K. (1995). Language Arts: Content and Teaching Strategies. New York: Macmillan Publishing Company.
Weigle, S. C. (2002). Assessing Writing. Cambridge: Cambridge University Press.
Wichadee, S. (2013). Peer Feedback on Facebook: The Ue of Social Networking Websites to Develop Writing Ability of Undergraduate Students. Turkish Online Journal of Distance Education-TOJDE, 14(4):1-9. (Online). URL: http://tojde.anadolu. edu.tr/tojde54/articles/article_19.htm. (Accessed on 11 Pebruary 2014).
Wihastyanang, W. D., Hentasmaka, D., & Anjarwati, R. (2014). Active Learning Using Learning Management System to Improve Students’ Competence in Argumentative Writing. Journal on English as a Foreign Language, 4(1): 1-4.
Yunus, M. M., & Salehi, H. (2012). The Effectiveness of Facebook Groups on Teaching and Improving Writing: Students’ Perceptions. International Journal of Education and Information Technologies, 1(6): 87-96.
Yusof, J., Manan, N. A. A., Alias, A. A., & Pandian, A. (2012). Guided Peer Feedback via Facebook Notes for Mixed-Ability ESL Learners in the Process Writing Classroom: An Exploratory Study. Voice of Academia, 7(1): 14-32.
Copyright (c) 2016 Indonesian EFL Journal: Journal of ELT, Lingusitics, and Literature
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All rights reserved.
this publication may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording.