Abstract
Peer Assessment is one of the alternative methods to enhance the students’ motivation and ability in writing. Providing feedback is the goal of peer assessment. It is not an easy task as it is required an ability to deliver the feedback critically and competence to master the knowledge of writing. Therefore, the present study is going to explore the impact of giving feedback in the peer assessment process on students’ recount text and to acknowledge the students’ challenges while giving and receiving feedback in that process. Qualitative study assisted the researcher to get the data. The university students in the second semester became the subjects of the study. Documents and interviews were techniques to collect the data. The results revealed that the students’ first draft and the last draft of recount text got improvements mainly on the aspect of grammar. Meanwhile, most students’ challenges while giving and receiving feedback in the process of peer assessment were the aspect of psychology and the knowledge of grammar. In conclusion, the process of peer assessment which involves giving and receiving feedback provides a positive impact on the students’ recount text and the challenges which are faced by the students can be used as inputs for the lecturer in teaching.
Highlights
For English as a Foreign Language (EFL) learners, writing is considered to be a difficult skill
Providing feedback is the goal of Peer Assessment (PA) (Topping, 2009)
The previous studies found that the students lacked confidence in delivering their opinion or feedback in the process of PA because of their capability in assessing their peers’ writing (Cheng and Warren, 2005; Topping, 2003; Zhao, 2018)
Summary
For English as a Foreign Language (EFL) learners, writing is considered to be a difficult skill. The previous studies found that the students lacked confidence in delivering their opinion or feedback in the process of PA because of their capability in assessing their peers’ writing (Cheng and Warren, 2005; Topping, 2003; Zhao, 2018). To overcome these problems, the teacher should design the instrument well (Ohland et al, 2012). It is required a study to analyze in details the changes on the students’ drafts after getting feedback from their peer and to find out the challenges faced by the students in the PA process
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