Abstract
This study was aimed to investigate the effect of peer feedback on students’ writing skill and the students’ perceptions on the practice of peer feedback. The study adopted mixed methods research design. It involved 70 eleventh grade students in two intact classes at one public senior high school in West Sumatra, Indonesia. The students were given different types of treatment: the students from experimental class were given feedback from peers, and those from control class were given feedback from teacher. The study lasted 8 weeks. The data were collected through post-test and semi-structured interview. The post-test was used to obtain students’ writing scores and semi-structure interview to know their perception on the peer feedback. Findings of the study indicated that the students that were given peer feedback had better writing skill than those were given teacher feedback. This study also shows that the students had positive perceptions towards writing. They liked using this strategy because it made writing process become less stressful. However, there were also some students who valued teacher’s feedback more highly than the peer feedback. Those students believed that grammatical accuracy was more possible to be achieved through teacher feedback than through peer feedback because they thought that their peers had inadequate grammar knowledge.
Highlights
Giving feedback in the writing process is important in order to improve students’ writing quality [1]
It can be concluded that the result of the T-test analysis indicates that the value of tobserved is 2.080 which higher than ttable 1.667 with the level of significance 0.05. It means that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means that the students who were taught by using peer feedback had better writing skill than those who were taught by using teacher feedback
The mean score of the students who were taught by using peer feedback (75.29) is higher than those who were taught by using teacher feedback (71.91)
Summary
Giving feedback in the writing process is important in order to improve students’ writing quality [1]. Feedback given is as a source of information about the students’ strengths and weaknesses on their writing to do improvement. It has become a concern of many researchers in second or foreign language writing [2, 3]. Students are expected to be able to focus and concentrate more on what is being learned. Feedback makes students more aware of their strengths and weaknesses in writing so it is expected that they can use the strengths to overcome the weaknesses by understanding the feedback given
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