PEER- FEEDBACK BETWEEN DISABILITIES STUDENTS AND THEIR PEERS IN LEARNING ENGLISH IN INCLUSIVE CLASSROOM SETTING

DWI AYU KUSUMAWARDHANI

Abstract


Abstrak


                Feedback adalah sebuah aktivitas memberikan koreksi atau saran terhahap pekerjaan siswa. Feedback yang diberikan oleh teman sejawat disebut dengan peer- feedback. Di dalam aktivitas Peer- Feedback, siswa dapat berdialog antar teman untuk memeriksa kesalahan dan bagaimana membenarkannya. Penggunaan peer- feedback tampaknya akan lebih berguna diterapkan di kelas inklusi dimana anak- anak reguler dan anak berkebutuhan khusus belajar di kelas umum.  Penerapan peer- feedback akan memberikan kesempatan untuk berkomunikasi yang mana akan berguna untuk meningkatkan kenyamanan siswa dan mengurangi kesenjangan sosial antara siswa berkebutuhan khusus dengan siswa yang lain. Selain itu, siswa reguler dapat membantu siswa berkebutuhan khusus untuk mencapai hasil belajar dalam proses belajar mereka. Penelitian ini merupakan penelitian deskriptif kualitatif, yang bertujuan untuk menggambarkan implementasi peer- feedback di SMAN 10 Surabaya yang merupakan salah satu sekolah inklusi di Surabaya. Selain itu, penelitian ini juga menggambarkan aktivitas- aktivitas yang dilakukan siswa reguler maupun siswa berkebutuhan khusus selama penerapan peer- feedback. Ketika menerapkan peer- feedback, guru membuat beberapa grup siswa, jadi di dalam satu grup akan ada satu siswa berkebutuhan khusus. Setelah itu, siswa reguler harus membantu siswa berkebutrtuhan khusus untuk memberikan feedback. Selain itu, mereka juga berperan sebagai pengajar untuk membantu siswa berkebutuhan khusus memahami materi yang telah disampaikan. Feedback yang diberikan oleh siswa ternyata tidak dapat dipakai sebagai sebuah standar untuk menilai pekerjaan siswa. Banyak dari mereka masih melakukan kesalahan ketika memberikan feedback. Kemampuan siswa berpengaruh terhadap kualitas dari peer- feedback tersebut.


Kata Kunci: Feedback, Siswa Reguler, Siswa Berkebutuhan Khusus, Kelas Inklusi.


 


 Abstract


Feedback is an activity to give corrections or suggestions to the student’s performances. Feedback which is given by the students is called peer- feedback. In peer- feedback, the students can make a dialogue among their peers to share their mistakes and how to overcome it. The use of peer- feedback considers being more important in inclusive classroom setting where the regular students and the disabilities learn in the regular classroom. The implementation of peer- feedback will give opportunity for having communication which is able to increase students’ confidence and reduce socio-cultural gap among disabilities students and their peers. Moreover, the regular students will be able to help the disabilities students to reach the achievement in learning process. This research uses descriptive qualitative research, in purposed to describe the implementation of peer- feedback in SMAN 10 Surabaya which one of inclusive school in Surabaya. Moreover, it also describes the activities of both regular and disabilities students during the implementation of peer- feedback. The results showed that the disabilities tended to be passive in teaching learning process. When the implementation of peer- feedback, the teacher arranged the group, thus there will be one disabilities student in one group. Then the regular students should help the disabilities students to give feedback. Besides, they also acted as a tutor to help them understood the materials. Finally, feedback which given by the students cannot be a standard to assess the students’ performances. Most of them still make mistakes while giving feedback to their students’ performances. The ability of the students impacts on the quality of peer- feedback.


Keywords: Peer- Feedback, Regular Students, Disabilities Students, Inclusive Classroom Setting.


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