Universal Journal of Educational Research Vol. 7(9), pp. 1901 - 1908
DOI: 10.13189/ujer.2019.070908
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Teaching Writing to EFL Student Teachers: Teachers' Intervention and No Teachers' Intervention through Peer Feedback Writing Techniques

Anissa Astrid ¹, Lenny Marzulina ¹, Dian Erlina ¹, Kasinyo Harto ¹, Akhmad Habibi ², Amirul Mukminin ^2,*
1 Faculty of Tarbiyah and Teaching Sciences, State Islamic University of Raden Fatah, Indonesia
² Doctoral Program in Education, the Graduate School, Universitas Jambi, Indonesia

ABSTRACT

The purpose of this study was to find out the impacts of teachers' intervention and no teachers' intervention peer feedback writing techniques (PFWT) on English as a foreign language (EFL) student teachers' essay writing ability and their perceptions of learning activities viewed on their level of writing anxiety. The study was conducted in one English education study program at an Indonesian state Islamic university. Writing tests were used to find out whether or not the treatments had the impact on student teachers' essay writing achievement while a questionnaire was used to gain student teachers' perceptions of writing activities. Two groups of student teachers taking a writing course were selected as participants. Data were analyzed by using Two Way ANOVA, Descriptive statistics analysis, and non-parametric test. The findings indicated that no teachers' intervention PFWT had a significant impact on student teachers' writing ability and the impact was influenced by the different levels of students' writing anxiety. Additionally, teachers' intervention PFWT had a significant effect on both students' having low and high writing anxiety. Finally, students having low writing anxiety perceived teachers' intervention PFWT more positively compared to those having high writing anxiety.

KEYWORDS
Collaborative Peer Feedback, Students' Writing Anxiety, Teachers' Intervention

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Anissa Astrid , Lenny Marzulina , Dian Erlina , Kasinyo Harto , Akhmad Habibi , Amirul Mukminin , "Teaching Writing to EFL Student Teachers: Teachers' Intervention and No Teachers' Intervention through Peer Feedback Writing Techniques," Universal Journal of Educational Research, Vol. 7, No. 9, pp. 1901 - 1908, 2019. DOI: 10.13189/ujer.2019.070908.

(b). APA Format:
Anissa Astrid , Lenny Marzulina , Dian Erlina , Kasinyo Harto , Akhmad Habibi , Amirul Mukminin (2019). Teaching Writing to EFL Student Teachers: Teachers' Intervention and No Teachers' Intervention through Peer Feedback Writing Techniques. Universal Journal of Educational Research, 7(9), 1901 - 1908. DOI: 10.13189/ujer.2019.070908.