KAJIAN KE ATAS KESAN INTERAKSI ‘PEER RESPONSE GROUP’ TERHADAP PENULISAN KARANGAN PELAJAR ESL

Yahya Omar

Surayah Zaidon

Jabatan Bahasa

Institu Perguruan Islam Selangor

Abstract

The purpose of the study was two fold. Firstly, it examines the effects of peer response session on the quality of written composition of a group of TESL teacher trainees. The study aims to ascertain whether peer response group session helped the learners to develop their ideas in their writing. Secondly, it examines the reactions of the teacher trainees towards peer response group as a strategy in writing composition.In the study, the participants had to produce an argumentative essay. The trainees wrote two drafts and both (first and revised draft) were evaluated and compared. Next, the participants were randomly placed into four groups and their discussions were audio taped. Finally, they had to respond to a questionnaire to assess their reactions towards peer response group.The analysis of the data revealed that the participants showed three patterns of changes in their revised drafts. The first pattern showed that all or parts of the suggestions or comments given by their peers were used in their revised drafts. The second pattern indicated that the participants did make some changes in the revised drafts but without using any peers input. The third pattern revealed that the trainees did not change their first draft at all even though they had discussed in the peer response group. Generally, it was found that majority of the trainees applied the suggestions and comments discussed in the peer response group session in their revised draft. Furthermore, the study also indicated that the participants reacted positively towards peer response group as a strategy in writing composition. It was found that the participants discovered some new techniques for beginning a composition after participating in the peer response group session. They also learnt more about the process of revision and editing. Thus, the study shows that peer response group could serve as an effective strategy to improve the quality of composition.

ABSTRAK

Kajian ini mempunyai dua tujuan utama. Pertamanya, ia mengkaji kesan ‘peer response group’ ke atas kualiti penulisan guru-guru pelatih bidang TESL. Kajian ini bertujuan melihat sama ada interaksi tersebut membantu subjek tersebut menjana idea di dalam penulisan mereka. Keduanya, kajian ini mengkaji reaksi subjek terhadap implementasi ‘peer response group’ sebagai satu strategi dalam penulisan. Di dalam kajian ini, subjek telah menulis dua draf karangan jenis perbahasan dan kedua-dua draf telah dikaji dan dibandingkan. Seterusnya, kesemua 12 subjek tersebut dibahagi secara rawak kepada empat kumpulan dan interaksi mereka telah direkodkan. Akhir sekali, subjek ini telah menjawab soalan soalselidik untuk mengetahui reaksi mereka terhadap implementasi ‘peer response group’.Analisis data menunjukkan tiga corak perubahan yang dilakukan oleh subjek di dalam draf yang kedua. Pertamanya, subjek telah menggunakan kesemua atau sebahagian daripada cadangan yang dikemukakan oleh rakan sebaya mereka. Corak yang kedua menunjukkan subjek tidak menggunakan cadangan yang diberi oleh rakan sebaya. Manakala, corak yang ketiga menunjukkan mereka mengubah draf pertama mereka tanpa menggunakan cadangan yang diberikan. Secara keseluruhannya, subjek didapati menggunakan keseluruhan atau sebahagian dari cadangan yang diberi oleh rakan sebaya mereka di dalam draf mereka yang kedua. Selain itu juga, kajian mendapati subjek menunjukkan reaksi yang positif terhadap implementasi ‘peer response group’ di dalam penulisan karangan. Subjek didapati menggangap rakan sebaya sebagai satu alternatif yang berkesan di dalam penulisan karangan. Oleh itu, kajian ini mendapati ‘peer response group’ dapat digunakan sebagai satu strategi yang berkesan untuk menambahbaikkan kualiti penulisan karangan.

Dipos oleh Arbain bin Muhayat pada 29 April 2008