Improving Speech and Text Writing Skills through Digital Peer Feedback Using Padlet

Mayang Fakhrunnisa; Ainiyah Ekowati; Uskitya Eryanti; Muna Abdillah Royanti; Nopitasya Jihan Mahera

doi:10.55215/pedagonal.v10i2.83

Authors

Mayang Fakhrunnisa
Ainiyah Ekowati
Uskitya Eryanti
Muna Abdillah Royanti Universitas Pakuan
Nopitasya Jihan Mahera

DOI:

https://doi.org/10.55215/pedagonal.v10i2.83

Keywords:

Writing Skills, Speech Text, Digital Peer Feedback, Padlet, Classroom Action Research

Abstract

This study aimed to improve students’ speech text writing skills through digital peer feedback using Padlet. The study was motivated by students’ difficulties in developing ideas, organizing speech structures coherently, choosing appropriate diction, and providing constructive feedback on their peers’ writing. Classroom action research based on the John Elliott model was conducted in two cycles, each consisting of planning, action, observation, and reflection, involving 39 Grade VIII students of SMP Negeri 2 Bogor. Data were collected through writing tests, observation checklists, and questionnaires and were analyzed descriptively with methodological triangulation. The results showed that digital peer feedback through Padlet improved students’ speech text writing skills. The mean score increased from 56.9 in the Cycle I pre-test to 76.9 in the Cycle I post-test and reached 92.4 in the Cycle II post-test, with all students scoring at least 86. Students also became more active and confident in giving and receiving feedback and produced speech texts that were more coherent and persuasive. Therefore, digital peer feedback using Padlet, supported by explicit feedback modeling and teacher facilitation, is an effective strategy for improving speech text writing skills.

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