Karakteristik Interaksi Kegiatan Online Asynchronous Peer Response dan Face to Face Peer Response

Authors

  • Arianty Visiaty Program Studi Bahasa dan Kebudayaan Jepang, Fakultas Ilmu Pengetahuan Budaya, Universitas Al Azhar Indonesia
  • Mutiawanthi Mutiawanthi Program Studi Bahasa dan Kebudayaan Jepang, Fakultas Ilmu Pengetahuan Budaya, Universitas Al Azhar Indonesia

DOI:

https://doi.org/10.18196/jjlel.v6i1.13551

Keywords:

face to face peer response, online peer response, peer review, interaksi

Abstract

Perkembangan teknologi akhir-akhir ini berpengaruh ke berbagai bidang termasuk pembelajaran bahasa Jepang. Pada bidang pengajaran bahasa Jepang, perkembangan ini salah satunya dirasakan pada kegiatan peer response atau peer review pada ketarampilan menulis bahasa Jepang. Dengan perkembangan TIK kegiatan peer response dilakukan melalui media teknologi internet atau disebut juga dengan online peer response. Penelitian ini bertujuan untuk mengetahui karakteristik kegiatan online asynchronous peer response dan face to face peer response dan lebih jauh lagi untuk menemukan model pengajaran menulis yang efektif di Indonesia. Penelitian ini dilakukan dengan pendekatan kuantitatif dengan responden pembelajar bahasa Jepang di perguruan tinggi dengan kemampuan tingkat menengah, sebanyak 17 orang. Hasil penelitian ini adalah, ditemukannya perbedaan antara interaksi yang terjadi pada online asynchronous maupun face to face peer response. Interaksi pada face to face peer response lebih bervariasi dan aktif dibandingkan dengan online asynchronous peer response. Hal ini dapat disebabkan karena media online yang digunakan tidak tepat dan karena kemampuan bahasa Jepang untuk mengemukakan pikiran pada online asynchronous  peer response masih kurang.

References

Ahmed, R., & Al-Kadi, A. (2021). Online and face-to-face peer review in academic writing: Frequency and preferences. Eurasian Journal of Applied Linguistics, 7(1), 169–201. https://doi.org/10.32601/ejal.911245

Astrid, A., Rukmini, D., Fitriati, S. W., & Syafryadi. (2021). Experiencing the peer feedback activities with teacher’s intervention through face-to-face and asynchronous online interaction: The impact on students’ writing development and perceptions. Journal of Language and Education, 7(2), 64–77. https://doi.org/10.17323/JLE.2021.10585

Awada, G. M., & Diab, N. M. (2021). Effect of online peer review versus face-to-face peer review on argumentative writing achievement of EFL learners. Computer Assisted Language Learning, 0(0), 1–19. https://doi.org/10.1080/09588221.2021.1912104

Bailey, D., & Cassidy, R. (2019). Online peer feedback tasks: Training for improved L2 writing proficiency, anxiety reduction, and language learning strategies. Call-Ej, 20(2), 70–88.

Harata, M. (2005). Nihongo chukyu sakubun ni okeru pia resuponsu katsudo no kanosei: Katsudo purosesu no kanten kara. Gengo Bunka to Nihongo Kyoiku, 29, 56–59.

Hine, L. A. (2017). The Impact of Face-to-face Versus Online Peer Review on Students’ Writing Achievement.

Hirose, W. (2000). The effect of peer response given in the students’ native language on Japanese writing. Gengo Bunka to Nihongo Kyoiku, 19, 24–37.

Huang, H. W., Xu, Y., Bai, Y., & Dusza, D. G. (2020). Effects of paper-based and online asynchronous corrective feedback on EFL writing. PervasiveHealth: Pervasive Computing Technologies for Healthcare, 93–97. https://doi.org/10.1145/3436756.3437027

Ikeda, R, & Tateoka, Y. (2007). Piaraaningu nyuumon souzoutekina manabi no dezain no tameni. Tokyo: Hitsujishoshou.

Ikeda, R. (1999). The effect of peer-response in Japanese writing. Nihon Bunka to Nihongo Kyoiku, 17, 36–47.

Latifi, S., Noroozi, O., Hatami, J., & Biemans, H. J. A. (2021). How does online peer feedback improve argumentative essay writing and learning? Innovations in Education and Teaching International, 58(2), 195–206. https://doi.org/10.1080/14703297.2019.1687005

Li, M., & Li, J. (2017). Online peer review using Turnitin in first-year writing classes. Computers and Composition, 46, 21–38. https://doi.org/10.1016/j.compcom.2017.09.001

Rasiban, L. M., Dahidi, A., & Widianti, S. (2018). Peer feedback untuk mengembangkan kegiatan menulis bahasa Jepang di kelas menulis bahasa Jepang (Sakubun). Journal of Japanese Language Education and Linguistics, 2(2), 294–314. https://doi.org/10.18196/jjlel.2219

Noroozi, O., & Mulder, M. (2017). Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction. Biochemistry and Molecular Biology Education, 45(1), 31–39. https://doi.org/10.1002/bmb.20981

Pritchard, J. R., & Morrow, D. (2017). Comparison of online and face-to-face peer review of writing. Computers and Composition, 46, 87–103. https://doi.org/10.1016/j.compcom.2017.09.006

Tokuma, N. (2007). What kind of revision resources are utilized by students in peer response activities. Japanese Language Education Methods, 14(1), 34–35.

Wihastyanang, W. D., Kusumaningrum, S. R., Latief, M. A., & Cahyono, B. Y. (2020). Impacts of providing online teacher and peer feedback on students’ writing performance. Turkish Online Journal of Distance Education, 21(2), 178–189. https://doi.org/10.17718/TOJDE.728157

Downloads

Published

2022-02-21

How to Cite

Visiaty, A., & Mutiawanthi, M. (2022). Karakteristik Interaksi Kegiatan Online Asynchronous Peer Response dan Face to Face Peer Response. Journal of Japanese Language Education and Linguistics, 6(1), 19–36. https://doi.org/10.18196/jjlel.v6i1.13551

Issue

Vol. 6 No. 1 (2022): Februari

Section

Articles

License

Copyright

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories, social media account, or on their website) after the article getting published in the journal, as it can lead to productive exchanges and earlier and greater citation of published work (See The Effect of Open Access).

License

You are free to:

  • Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms.
 
Under the following terms:

  • Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

  • ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

  • No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.