The Effectiveness of Pre-Service English Teachers’ Collaborative Genre-Based Writing Feedback


  • Didik Rinan Sumekto Widya Dharma University, Klaten, Indonesia



pre-service English teachers, collaborative genre-based effectiveness, writing tests


This study investigated the collaborative genre-based effectiveness among the pre-service English teachers (PSETs). Data collection used the genre-based writing feedback observation upon its reflection and instruction and need analysis questionnaire. The data analysis used multivariate statistics method to generalize the writing tests. The findings show that the PSETs’ feedback supported the interaction, accountability, and interdependence. These aspects are due to the collaborative participation in groups, in which the PSETs work with the flexibility, entirely performed the quality, and contributed in positive attitude during the meetings and assignments. The feedback emphasiz the learning improvement within the formative reflection through the general linear model (GLM) repeated measures analysis, where F=6,114 and p<0,01. This study concludes that the collaborative genre-based writing feedback has the positive response from the PSETs. The determinant ranges gains in between 85% to 90% after a series of genre-based writing lectures were conducted.


Plum Analytics

Author Biography

Didik Rinan Sumekto, Widya Dharma University, Klaten, Indonesia

Didik Rinan SUMEKTO, is a full-time lecturer of English Education Department, Widya Dharma University, Klaten, Indonesia. His research interests include assessment, classroom management, and teaching and learning methodology. He also serves as a member of Dewan Pendidikan, Sleman Regency starting from 2015 to present.


Ahn, H. (2012). Teaching Writing Skills Based on a Genre

Approach to L2 Primary School Students: An Action Research. English Language Teaching, 5(2), 2-16.

Brown, F. A. (2008). Collaborative Learning in the EAP Classroom: Students’ Perception. ESP World, 7(1), 1-18.

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Oxon: Routledge.

Cyr, P. R., Smith, K. A., Broyles, I. L., & Holt, C. T. (2014).

Developing, Evaluating and Validating a Scoring Rubric for Written Case Reports. International Journal of Medical Education, 5, 18-23.

Delucchi, M. (2006). The Efficacy of Collaborative Learning Groups in an Undergraduate Statistics Course. College Teaching, 54(2), 244-248.

Dix, S., & Cawkwell, G. (2011). The Influence of Peer Group

Response: Building a Teacher and Student Expertise in the Writing Classroom. English Teaching: Practice and Critique, 10(4), 41-57.

Erkan, D. Y., & Saban, A. (2011). Writing Performance Relative to Writing Apprehension, Self-Efficacy in Writing, and Attitudes towards Writing: A Correlational Study in Turkish Tertiary-Level EFL. The Asian EFL Journal Quarterly, 13(1), 164-192.

Falchikov, N. (2001). Learning Together: Peer Tutoring in

Higher Education. London: Routledge Falmer.

Ferris, D. R., & Hedgcock, J. S. (2005). Teaching ESL Composition: Purpose, Process, and Practice (2nd ed.). New Jersey: Lawrence Erlbaum Associates,Inc.

Ghozali, I. (2001). Aplikasi Analisis Multivariate dengan

Program SPSS. Semarang: Badan Penerbit Universitas Diponegoro.

Gijbels, D., Dochy, F., Bossche, P. V. D., & Segers, M. (2005). Effects of Problem-Based Learning: A Meta-Analysis from the Angle of Assessment. Review of Educational Research, 75(1), 27-61.

Hill, G. (2007). Making the Assessment Criteria Explicit through Writing Feedback: A Pedagogical Approach to Developing Academic Writing. International Journal of Pedagogues and Learning, 3(1), 59-66.

Huang, J. (2009). Factors Affecting the Assessment of ESL

Students’ Writing. International Journal of Applied Educational Studies, 5(1), 1-17.

Hunt, T. N., Ferrara, M. S., Bornstein, R. A., & Baumgartner,

T. A. (2009). The Reliability of the Modified Balance Error System. Sport Medicine, 19(6), 471-475.

Huwari, I. F., & Aziz, N. H. A. (2011). Writing Apprehension

in English among Jordanian Postgraduate Students at Universiti Utara Malaysia (UUM). Academic Research International, 1(2), 190-198.

Hyland, K. (2008). Genre and Academic Writing in the Disciplines. Language Teaching, 41(4), 543-562.

Lai, K. R., & Lan, C. H. (2006). Modeling peer assessment

as agent negotiation in a computer supported collaborative learning environment. Educational Technology & Society, 9 (3), 16-26.

Lee, I. (2012). Genre-Based Teaching and Assessment in

Secondary English Classrooms. English Teaching: Practice and Critique, 11(4), 120-136.

Morgan, C., Dunn, L., Parry, S., & O’Reilly, M. (2004). The

Student Assessment Handbook. London: Routledge Falmer.

Muijs, D., Ainscow, M., Chapman, C., & West, M. (2011).

Collaboration and Networking in Education. London: Springer Science+Business Media B.V.

Myskow, G., & Gordon, K. (2010). A focus on purpose: Using a genre approach in an EFL writing class. ELT Journal 64(3), 283-292. doi: 10.1093/elt/ccp057

Nayan, S., Shafie, L. A., Mansor, M., Maesin, A., & Osman,

N. (2010). The Practice of Collaborative Learning among Lecturers in Malaysia. Management Science and Engineering, 4(1), 62-70.

Negari, G. M. (2011). A Study on Strategy Instruction and

EFL Learners’ Writing Skill. International Journal of English Linguistics, 1(2), 299-307.

Nezakatgoo, B. (2011). The Effects of Portfolio Assessment

on Writing of EFL Students. English Language Teaching, 4(2), 231-241. doi:10.5539/elt.v4n2p231

Nicholls, G. (2002). Developing Teaching and Learning in

Higher Education: London: Routledge Falmer.

Osterholt, D. A., & Barratt, K. (2010). Ideas for Practice:

A Collaborative Look to the Classroom. Journal of Developmental Education, 34(2), 26-35.

Pappamihiel, N. E., Nishimata, T., & Mihai, F. (2008). Timed

Writing and Adult English-Language Learners: An Investigation of First Language Use in Invention Strategies. Journal of Adolescent & Adult Literacy, 51(5), 386-394.

Pritchard, R., & Honeycutt, R. (2007). Best Practices in Implementing a Process Approach to Teaching Writing. In Graham, S., MacArthur, C. A., & Fitzgerald, J (Eds.), Best Practices in Writing Instruction, 28-49. New York: The Guilford Press.

Richards, J. C., & Renandya, W. A. (2002). Methodology

in Language Teaching: An Anthology of Current Practice. In Reppen, R., A Genre-Based Approach to Content Writing Instruction, 321-327. Cambridge: Cambridge University Press.

Santoso, S. (2001). SPSS versi 10: Mengolah Data Statistik

secara Profesional. Jakarta: PT. Elex Media Komputindo.

Schamber, J. F., & Mahoney, S. L. (2006). Assessing and

Improving the Quality of Group Critical Thinking Exhibited in the Final Projects of Collaborative Learning Groups. The Journal of General Education, 55(2), 103-137.

Schulz, M. M. (2009). Effective Writing Assessment and Instruction for Young English Language Learners. Early Childhood Education Journal, 37(1), 57-62.

Souers, C., Kauffman, L., McManus, C., & Parker, V. (2007).

Collaborative Learning: A Focused Partnership. Nurse Education in Practice, 7(6), 392-398. doi:10.1016/j.nepr.2006.11.010

Spence, L. K. (2010). Discerning Writing Assessment: Insights into an Analytic Rubric. Language Arts, 87(5), 337-352.

Storch, N. (2011). Collaborative writing in L2 contexts: Processes, Outcomes, and Future Directions. Annual Review of Applied Linguistics, 31, 275-288. doi:10.1017/S0267190511000079

Sullivan, P., Zhang, Y., & Zheng, F. (2012). College Writing

in China and America: A Modest and Humble Conversation, with Writing Samples. The Journal of the Conference on College Composition and Communication, 64(2), 306-331.

Swami, J. A. (2008). Sensitizing ESL Learners to Genre. TESL-Education Journal, 13(3), 1-13. Retrieved May 18th, 2013 from

Webb, N. M., & Shavelson, R. J. (2005). Generalizability Theory: Overview. Encyclopedia of Statistics in Behavioural Science, 2, 717-719. doi: 10.1002/9781118445112.stat06729

Weigle, S. C. (2002). Assessing Writing. Cambridge: Cambridge University Press.

Wennerstrom, A. (2006). Discourse Analysis in the Language Classroom: Volume 2. Genres of Writing. Ann Arbor: The University of Michigan Press.

Widodo, H. P. (2006). Designing A Genre-Based Lesson

Plan for An Academic Writing Course. English Teaching: Practice and Critique, 5(3), 173-199.



Abstract 730  .
PDF downloaded 402  .