UMPAN BALIK GURU DAN TEMAN SEBAYA PADA KELAS MENULIS AKADEMIS: PANDANGAN SISWA UNTUK PENERAPAN YANG EFEKTIF
DOI:
https://doi.org/10.33884/basisupb.v12i2.10813Kata Kunci:
Umpan Balik Guru, Umpan Balik Teman Sebaya, Kelas Menulis AkademisAbstrak
Hasil tulisan siswa tidak selalu menunjukkan kemajuan yang signifikan setelah diterapkannya umpan balik dari guru di kelas menulis. Selain itu, beberapa tantangan bagi dosen dan siswa juga menyertai proses umpan balik, termasuk keterbatasan waktu bagi dosen meninjau tulisan siswa maupun waktu bagi mahasiswa untuk menelaah umpan balik yang diberikan dosen, dan aturan kurikulum yang ketat di kelas writing yang harus diikuti. Sebagian besar penelitian sebelumnya terfokus pada penerapan satu jenis umpan balik dan menelaah umpan balik teman sebaya dan dosen secara terpisah. Namun, penelitian ini fokus pada pandangan siswa terhadap umpan balik dosen dan umpan balik teman sebaya, serta bagaimana siswa mengintegrasikan dan memprioritaskan kedua jenis umpan balik. Populasi penelitian ini adalah mahasiswa semester dua pada Prodi Pendidikan Bahasa Inggris yang sudah mengambil mata kuliah menulis akademis, dan memiliki pengalaman menerima umpan balik dari dosen dan dari teman sebaya dalam proses menulis di kelas menulis akademis. Data dikumpulkan melalui kuesioner tertutup, yang dikembangkan dari teori Nicol & MacFarlane-Dick (2006) tentang tujuh prinsip penerapan umpan balik. Hasil penelitian menunjukkan siswa melihat umpan balik dari dosen maupun teman sebaya dapat saling melengkapi satu sama lain dalam membantu mereka meningkatkan keterampilan menulisnya. Mereka percaya bahwa umpan balik dosen bersifat rinci, jelas dan terpercaya sedangkan umpan balik teman sebaya dapat mendukung pembelajaran yang aktif, kolaboratif, dan reflektif. Meskipun terkadang siswa menerima umpan balik yang saling bertentangan, namun mereka dapat memutuskan umpan balik yang mana yang bisa digunakan pada tulisan mereka.Referensi
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