Exploring the use of peer feedback technique in overcoming students' writing anxiety: A case study at senior high school in Bandung

Syanur, Nurahma (2022) Exploring the use of peer feedback technique in overcoming students' writing anxiety: A case study at senior high school in Bandung. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Writing is an essential skill that students in today's modern era should possess. However, most students consider writing a problematic skill, as Sivaci (2020) stated that most English learners believe that writing is the most challenging skill to learn. The problematic assumption makes students experience anxiety which is called writing anxiety. McLeod (1987) defined writing anxiety as a type of anxiety associated with situations in which a person experiences some difficulties during the writing process. One of the strategies that can be used to overcome students’ writing anxiety is the peer feedback technique (Yastıbaş and Yastıbaş, 2015). Thus, this research aims to explore the process of implementing the peer feedback technique to overcome students’ anxiety in writing class, how the peer feedback technique overcomes students' writing anxiety based on students’ experiences, and the students' writing performance after implementing the peer feedback technique. This research was conducted using a qualitative method with a case study design. The instruments used to obtain the research purposes were observations, interviews, and document analysis. Purposive sampling was also used to select the research participants. 10th grade students of a Senior High School in Bandung, West Java, Indonesia were selected as the research participants. Also, two students were selected as the participants to be interviewed to explore students' experiences on the use of peer feedback technique in overcoming students' writing anxiety. The data are analysed by using six steps of qualitative procedures by Creswell (2012). This research found that implementing the peer feedback technique in overcoming students' writing anxiety was conducted in three stages: pre-peer feedback, while-peer feedback, and post-peer feedback. The students recognized that implementing the peer feedback technique could overcome students’ writing anxiety by giving and receiving suggestions from friends, knowing the mistakes and difficulties of others, creating more comfortable feelings, and increasing students' motivation and confidence. Moreover, the peer feedback technique also positively affected students' writing performance, where students' writing increased in the aspect of language use and mechanics after the peer feedback. In conclusion, the peer feedback technique can be used to overcome students' anxiety in writing class. On the other hand, the peer feedback technique can also be used to improve students' writing performance. Furthermore, the results of this research can be used as a reference, especially for English teachers, to overcome students' writing anxiety and to improve students' writing performance.

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