plagiat merupakan tindakan tidak terpuji · education study program of sanata dharma university....

STUDENTS’ PERCEPTION TOWARD PEER FEEDBACK IN WRITING CLASS

A THESIS

Presented as Partial Fulfillment or the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Farida Noor Rohmah

Student Number: 06 1214 111

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2010

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i


A THESIS

Presented as Partial Fulfillment or the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Farida Noor Rohmah

Student Number: 06 1214 111

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2010


ii


iii


iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotation and the references, as a scientific paper should.

Yogyakarta, August 23rd, 2010 The Writer

Farida Noor Rohmah 06 1214 111


v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Farida Noor Rohmah Nomor Mahasiswa : 06 1214 111 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:


Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin ataupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal : 23 Agustus 2010 Yang menyatakan Farida Noor Rohmah


vi

"Success is how high you bounce when you hit bottom." (George S. Patton)

I dedicate this thesis to:

♥ My beloved father and mother

♥ My little sister and brother

♥ My big family

♥ My dearest boyfriend


vii

ABSTRACT

Rohmah, Farida Noor. 2010. Students’ Perception toward Peer Feedback in Writing Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

In process of writing, revision plays an important role. In order to have an effective revision, students need feedback from their readers. In writing classes, commonly feedback is from the teacher. Meanwhile, depending feedback only from the teacher will lead the students to be dependent learners. In fact, feedback can be obtained from the students namely peer feedback which direct them to be more independent as learners. This research deals with the use of peer feedback in writing class. The researcher formulates two problem formulations in this research. The first problem is what the students’ perception toward peer feedback in writing class and the second problem is to what extent the students give peer feedback.

Thus, the researcher employed survey research which was conducted on the beginning of May 2010. The participants of this research were the students of the two Paragraph Writing classes academic year 2009/2010 at English Language Education Study Program of Sanata Dharma University. Gathering the data, the researcher used a set of questionnaire as well as peer feedback checklist. The questionnaire was used to gather students’ opinion of a list of questions about the use of peer feedback in writing class. Meanwhile, the peer feedback checklist was set to gather information about to what extent the students give peer feedback.

Based on the data analysis, it was found that the students gained positive perception toward peer feedback in writing class. This answer was proved by the value of the degree of agreements that frequently occurred were “strongly agree” and “agree” in the questionnaire. Only a small part of the students had negative perception toward peer feedback in writing class. Dealing with the second problem, the result showed that the students could provide useful feedback for their peers on organization area, content area, language use area, vocabulary area, and mechanic area. The students even provided some suggestions to their peers related to the composition to improve the quality of the composition. There were only a few students who did not provide clear explanation or suggestion about feedback they gave in their peers’ compositions

In summary, students gave positive perception toward peer feedback in writing class. Most of the students agreed that peer feedback is beneficial to be applied in writing class. Students also could provide feedback for their peers on organization area, content area, language use area, vocabulary area, and mechanic area. Some suggestions to improve the implementation of peer feedback in writing class were presented.

.


viii

ABSTRAK

Rohmah, Farida Noor. 2010. Students’ Perception toward Peer Feedback in Writing Class. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Dalam proses menulis, revisi mempunyai peranan penting. Untuk merevisi tulisan dengan efektif, mahasiswa membutuhkan umpan balik dari pembacanya. Dalam kelas Writing, pada umumnya umpan balik selalu diberikan oleh dosen. Padahal, ketergantungan pada umpan balik dari dosen dapat mengarahkan mahasiswa menjadi tidak mandiri. Pada kenyataannya, umpan balik bisa didapatkan dari sesame mahasiswa atau yang disebut dengan peer feedback. Penelitian ini melingkupi penggunaan umpan balik antar teman dalam kelas Writing. Peneliti merumuskan dua permasalahan dalam penelitian ini. Masalah yang pertama yaitu persepsi apakah yang dimiliki mahasiswa terhadap penggunaan umpan balik abtar teman dalam kelas Writing. Masalah yang kedua adalah sampai seberapa jauhkah mahasiswa memberikan umpan balik kepada temannya dalam karangan mereka.

Maka dari itu, peneliti menggunakan metode survei yang dimulai pada awal Mei 2010. Responden penelitian ini adalah mahasiswa dua kelas Paragraph Writing tahun ajaran 2009/2010 di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Untuk mendapatkan data penelitian ini, peneliti menggunakan dua instrumen penelitian yaitu kuisioner dan peer feedback checklist. Kuisoner digunakan untuk mengetahui pendapat mahasiswa tentang peer feedback. Sementara itu, peer feedback checklist didesain untuk mengetahui seberapa jauh mahasiswa memberikan peer feedback.

Berdasarkan analisa dari data yang didapatkan, peneliti menemukan bahwa mahasiswa memiliki persepsi yang positif terhadap penggunaan umpan balik antar teman did lam kelas Writing. Ini dibuktikan dengan banyaknya mahasiswa yang menjawab “sangat setuju” dan “setuju” dalam merespon pernyataan dalam kuisioner. Mayoritas mahasiswa sejutu bahwa umpan balik antar teman menguntungkan untuk diterapkan di dalam kelas Writing. menjawab permasalahan yang kedua, peneliti menemukan bahwa mahasiswa dapat memberikan umpan balik kepada teman dalam lingkup organisasi, isi, bahasa, perbendaharaan kata, dan mekanika penulisan. Kebanyakan mahasiswa bahkan memberikan saran kepada teman terkait dengan tulisan mereka agar tulisan mereka dapat lebih berkualitas. Hanya sebagian kecil dari mahasiswa yang tidak memberikan penjelasan yang jelas tentang umpan balik meraka.

Pada intinya, mahasiwa mempunyai persepsi yang positif terhadap penggunaan peer feedback dalam kelas Writing. Mahasiswa juga dapat memberikan umpan balik kepada teman dalam lingkup organisasi, isi, bahasa, perbendaharaan kata, dan mekanika penulisan. Akhirnya, beberapa usulan juga disampaikan dalam studi ini untuk meningkatkan kualitas penerapan peer feedback di kelas Writing.


ix

ACKNOWLEDGMENTS

First and foremost, my greatest gratitude is addressed to Allah SWT for

always blessing me. He guided and showed me the paths in finishing my thesis

and my study. Without Him I would not be like what I am now.

For sure, I am truly indebted to my sponsor, the one and only, Caecilia

Tutyandari, S.Pd., M.Pd. for her willingness to spend her busy time reading my

thesis, her guidance and her advice from the beginning of this research until the

accomplishment of this thesis. I would like to express my thankfulness to Nugraha

Krisdiyanta, S.Pd., who gave me permission to conduct my research in his

Paragraph Writing classes and valuable advices for my thesis. Further, I would

like to deeply thank all lecturers of PBI for their guidance during my study.

I am very grateful to my beloved parents, Bapak and Ibu, for their endless

care and support during my study and my sister, Nisa, and my brother, Ajib, for

their attention for me. My deepest gratitude also belongs to Camiku “Mas Adit”,

who always gave me his continued affection and motivation.

My thankfulness also goes to my best friends Rusna, Ayum, Yeyen, Rika,

Rina, Deinza and Danny for their companionship which full of happiness,

sadness, laughter and tears. I would like express my appreciation to Mbak Danik

and Mbak Tari for their beneficial information during my study. Finally, my

gratitude is addressed to all of the people who have helped me in completing this

thesis.

Farida Noor Rohmah


x

TABLE OF CONTENTS

TITLE PAGE ..................................................................................................... i

PAGES OF APPROVAL .................................................................................. ii

STATEMENT OF WORK’S ORIGINALITY .................................................. iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK ................................. v

DEDICATION PAGE ........................................................................................ vi

ABSTRACT ....................................................................................................... vii

ABSTRAK ........................................................................................................... viii

ACKNOWLEDGMENTS ................................................................................. ix

TABLE OF CONTENTS ................................................................................... x

LIST OF FIGURES ........................................................................................... xiv

LIST OF TABLES ............................................................................................. xvi

CHAPTER I: INTRODUCTION

A. Background of the Study ........................................................................ 1

B. Problem Formulation ............................................................................. 3

C. Problem Limitation ................................................................................ 4

D. Objectives of the Study .......................................................................... 4

E. Benefits of the Study .............................................................................. 4

F. Definition of Terms ................................................................................ 5


xi

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Description .......................................................................... 7

1. Perception ......................................................................................... 7

a. Definition of Perception ................................................................... 7

b. Factors Influencing Perception ........................................................ 8

c. Students’ Perception toward Peer Feedback .................................... 9

2. Writing as a Process ......................................................................... 10

3. Feedback .......................................................................................... 12

a. The Presence of Feedback in Writing Class .................................... 12

b. Sources of Feedback ........................................................................ 13

c. Purposes of Feedback ....................................................................... 17

4. The Roles of Peer Feedback in Writing Class ................................. 18

B. Theoretical Framework .......................................................................... 20

CHAPTER III: METHODOLOGY

A. Research Method .................................................................................... 22

B. Research Participants ............................................................................. 22

C. Research Instruments ............................................................................. 23

D. Data Gathering Technique ..................................................................... 25


xii

E. Data Analysis Technique ....................................................................... 26

F. Research Procedure ................................................................................ 27

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION

A. Research Results .................................................................................... 28

1. Students’ Responses to the Questionnaire ............................................. 29

a. Students’ Perception on the Process of Peer Feedback .......................... 29

b. Students’ Perception on the Benefits of Peer Feedback ........................ 33

c. Students’ Perception on Feedback from Their Peer ............................... 38

d. Students’ Perception on the Implementation of Peer Feedback .................................................................................... 40

e. The Results of Open-Ended Questions .................................................. 41

2. Students’ Responses to the Peer Feedback Checklist ............................ 42

B. Discussion .............................................................................................. 44

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions ............................................................................................ 51

B. Suggestions ............................................................................................ 52

REFERENCES ................................................................................................... 54

APPENDICES

Appendix 1. Questionnaire................................................................................. 57


xiii

Appendix 2. Peer Feedback Checklist ............................................................... 60

Appendix 3. Questionnaire Blueprint ................................................................ 61

Appendix 4. Result of Close-ended Questions .................................................. 62

Appendix 5. Raw Data of Open-ended Questions ............................................. 65

Appendix 6. Raw Data of Peer Feedback Checklist .......................................... 70


xiv

LIST OF FIGURES

Figure Page

2.1 The Perceptual Process ............................................................................. 9

4.1 The Necessity of Revision and Feedback in Writing ............................... 30

4.2 The Frequency of Giving Correction, Suggestion and Comments .......................................................................................... 30

4.3 Students’ Confidence in Doing Peer Feedback ........................................ 31

4.4 Students’ Freeness in Doing Peer Feedback ............................................. 32

4.5 Students’ Activeness in Asking Clarification ........................................... 32

4.6 Students’ Difficulty in Giving Feedback to Their Peer ............................ 33

4.7 The Helpfulness of Peer Feedback Checklist ........................................... 33

4.8 The Usefulness of Feedback Given by Peer ............................................. 34

4.9 Students’ Ability to Solve Their Writing Problem Through Peer Feedback ............................................................................ 34

4.10 Students’ Learning from Their Peer’s Mistakes ....................................... 35

4.11 Students’ Motivation to Learn from their Peer ......................................... 35

4.12 Students’ Encouragement to Work Cooperatively with Their Peer ........................................................................................ 36

4.13 Students’ Becoming More Independent ..................................................... 36

4.14 Students’ Becoming More Critical ........................................................... 37

4.15 Students’ Awareness of Making Mistakes through Peer Feedback ............................................................................. 37

4.16 Students’ Consideration of Duration of Peer Feedback ........................... 38

4.17 The Trustworthiness of Feedback Given by Peer ..................................... 38


xv

4.18 The Clearness of Feedback Given by Peer ............................................... 39

4.19 Students’ Satisfaction with the Feedback Given by Peer ........................................................................................... 39

4.20 Students’ Consideration to Include Peer’s Feedback for Revision .............................................................................................. 40

4.21 The Influence of Feedback Given by Peer on Writing Improvement .......................................................................... 40

4.22 Students’ Need of Teacher Feedback ....................................................... 41

4.23 Students’ Preference on Implementation of Peer Feedback in Writing Class ................................................................ 41


xvi

LIST OF TABLES

Table Page

3.1 Table of Participants’ Rating Scale Responses ........................................ 26

4.1 Table of Participants’ Responses on

Open-Ended Questions ............................................................................. 42


1

CHAPTER I

INTRODUCTION

The study investigates the students’ perceptions on the use of peer

feedback in writing class. This chapter presents background of the study, problem

limitation, problem formulation, objectives of the study, benefits of the study, and

definition of the terms.

A. Background of the Study

Writing is considered to be a complex skill and subject in English

language learning. Written expression is considered the be the most complex stage

of language development, more complex than oral language, and the last to be

mastered (Evans, 1986). In addition, Richards (1990: 101) states that, “It is not

merely the linguistic organization of written discourse that makes writing a

difficult skill to acquire. The process moving from concepts, thoughts, and ideas

to written text is complex.” Thus, students might face difficulties and make

mistakes in writing. Writing requires students to experience trial and error process

in achieving a qualified writing product.

Hence, writing is a process activity. According to Cohen (1990:105),

writing refers to the process in which the final expected product comes after a

series of drafts. The composition has gone through several steps of peer editing

and self-assessment. Seow (2002) describes seven stages of the process of writing.

The first step is called planning or prewriting in which the students should find the


2 topic and generate the idea. The second step is called drafting, in which the

students make a draft of their writing. This step also lets the students generate

further idea. The third step is called responding. The responses might come from

teacher or peer. Responding is done after the students have produced the first draft

and before they proceed to revise. The next stage is revising. In this step, the

students make some necessary revision to improve their composition based on the

feedback given in the responding stage. The fifth step is editing in which students

are dealing with tidying up their texts as they prepare the final draft for evaluation

by the teacher. The sixth step is called evaluating. The evaluation is usually done

by the teacher. Yet, students may be encouraged to evaluate their own and each

other’s writing once they have been taught how to do it. The last step is post-

writing which includes publishing, sharing, reading aloud, and so on.

From the stages, it is clear that there should be a revision in writing. It is

important for the students to make revision in order to have better composition in

their final product of writing. In this revision process, the students certainly need

feedback from their reader. Many sources are available for the students to receive

feedback for their writing. Traditionally, feedback is given by the teacher.

Unfortunately, based on Lewis (2002), teachers usually spend more time on

giving feedback. At this point, teachers may utilize peer feedback. One advantage

of peer feedback, proposed by Tiedt (1989: 86), is that students can learn more

about writing as they see the kinds of ideas other students have and how they

develop them. Peer feedback is good to maximize the students’ ability in exposing


3 the students to be independent learners. The researcher believes that peer feedback

is very helpful in improving students’ writing quality.

As the researcher experienced when she was in Paragraph Writing class

and Academic Writing class in English Education Study Program, her lecturer

implemented peer feedback in class. The researcher, then, found that her writing

quality was better after getting feedback from her peer. The researcher believes

that peer feedback is very helpful to improve students’ writing quality of their

writing performance. Moreover, a thesis by Rina (2007), entitled “Students’

Perceptions on Peer Feedback in Writing” reveals that most of the students had

positive perception toward peer feedback. The students believed that peer

feedback was advantageous. Yet, beginner students or the students in the lower

level of semester may have different perception toward it.

Thus, the researcher intends to find the students’ perception on the use of

peer feedback in writing class. Moreover, the researcher also intends to reveal to

what extent the students give peer feedback. To answer those two problems, the

researcher uses qualitative research.

B. Problem Formulation

This study would like to address two questions.

1. What is the students’ perception toward peer feedback in writing class?

2. To what extent do the students give peer feedback?


4 C. Problem Limitation

The problem is limited to the discussion on the students’ perception on the

contribution of peer feedback in writing class. Writing class here is Paragraph

Writing class in the academic year 2009/2010 in English Education Study

Program Sanata Dharma University Yogyakarta.

D. Objectives of the Study

The present study is aimed at investigating the students’ perception toward

the contribution of peer feedback in writing class. Moreover, the study is also

aimed at exploring to what extent the students give peer feedback.

E. Benefits of the Study

In general, the researcher hopes that this study could give some valuable

contribution to all educational communities, especially at the English Education

Study Program. The researcher hopes that this study can give an understanding for

the readers, especially English teachers, English teacher candidates and English

learners about the contribution of peer feedback in writing class.

Hopefully, the writing lecturers can consider using not only teacher feedback

but also peer feedback in their writing class since learning a language cannot be

separated from interaction of one learner to another learner.

For the students, the researcher hopes that they should be able to be

independent learners. They are expected to reduce their dependence of their

lecturer in writing. Trough this study, the researcher expects that the students in


5 writing classes will be encouraged to utilize peer feedback considering the

benefits they can obtain.

Finally for the future researchers, the researcher hopes that this study can

give them inspiration to conduct further research on peer feedback of other topics

related to feedback to enrich the existing study.

F. Definition of Terms

To avoid misleading to occur and to make common conception to the

reader about some terms related to this study, the researcher defines as follows:

1. Perception

Huffman and Vernoys (2000) define perception as a process of selecting,

organizing, and interpreting sensory data into usable mental representations of the

world. Trough this definition, they state that experiences, cultural factors,

perceptual expectations and personal motivations and frame of reference influence

the process of forming the perception.

Moreover, Altman, Valenzi, and Hodgetts (1985) describe perception as a

person’s view of reality. It is the way stimuli are selected and grouped by a person

so that they can be meaningfully interpreted. In Oxford Advanced Learners’

Dictionary (Hornby, 1995: 895), perception is defined as a way of seeing,

understanding, or interpreting something. In this study, perception is what the

students think about something that they have experienced, which in this case is

peer feedback in writing class.


6 2. Peer Feedback

According to Lewis (2002), peer feedback means any constructive

comments from peers to peers for the sake of improving the writing. Additionally,

according to Richards (1999), in the process of peer feedback the students

cooperatively work in groups, read, criticize, and the proofread their own writing.

In this study, peer feedback is an activity to give suggestion, comments, and error

correction between student and students in pairs by using peer feedback checklist.


7

CHAPTER II

REVIEW OF RELATED LITERATURE

Review of the literature chapter is aimed at discussing the theories that

underlie this study. It involves theoretical descriptions. Since this study discusses

the use of peer feedback in writing class, the theoretical descriptions contains the

concept of peer feedback and issues of the use of peer feedback in writing class.

In the theoretical framework, the researcher relates the theories to the study.

A. Theoretical Description

This section deals with the explanation of perception, writing as process,

feedback and the role of peer feedback in writing class.

1. Perception

a. Definition of Perception

Huffman and Vernoys (2000) define perception as a process of selecting,

organizing, and interpreting sensory data into usable mental representations of the

world. Through this definition, they state that experiences, cultural factors,

perceptual expectations and personal motivations and frame of reference influence

the process of forming the perception.

Moreover, Altman, Valenzi, and Hodgetts (1985) describe perception as a

person’s view of reality. It is the way stimuli are selected and grouped by a person

so that they can be meaningfully interpreted. The perceptual process starts from

stimuli that a person has chosen. Then, our individual sensors select data from the


8

stimuli and allow us to interpret, or give meaning to, the sensory message. This

message is, then, sent to the brain. Thus, the brain will process the message into

feeling. Finally, the brain continues to interpret the feeling into perceptions.

b. Factors Influencing Perception

There are a number of factors influencing a person’s perception. Altman et

al. (1985) describe four of the most important factors influence a person’s

perceptions. They are as followed.

1) Selection of Stimuli

A person focuses on only a small number of stimuli from all stimuli with

which he or she is surrounded. This process is called selection. That is why people

perceive things differently. It means that each person selects specific cues and

filters, or screen, out the others.

2) Organization of Stimuli

After information has been selected, it must be arranged to become

meaningful. The mind tries to bring order out the unarranged data by selecting

certain items and putting them together in a meaningful way based on experience.

3) The Situation

A familiarity and expectation about a situation affect what a person

perceives. Perceiving a situation deals with how well a person adjusts his or her

behavior to situation.


9

4) Self-Concept

Self-concept or the way a person feels about and perceives him or herself.

This self-concept is important since the mental picture of a person determines

much of what he or she perceives and does.

c. Students’ Perception Toward Peer Feedback

Based on the definitions of perception suggested by psychologists above, it

can be concluded that perception involves organizing and interpreting information

and data coming from the environment so that the information and the data can be

meaningfully interpreted. The students’ perception will lead them to different

behavioral responses. Thus, when the students perceive peer feedback positively,

they will think that peer feedback is beneficial for them in revising their writing.

Then, they will be likely to revise their writing based on the peer feedback. On the

contrary, when they perceive peer feedback negatively, they will not consider peer

feedback is beneficial source to revise their writing. Consequently, they will not

revise their writing based on peer feedback. This notion is supported by Figure

2.1.

Figure 2.1. The Perceptual Process

(Source: Altman, Valenzi, and Hodgetts 1985: 86)

Stimuli Sensors’ selection of stimuli

Perception, organization,

and interpretation of

stimuli

Behavioral response


10

2. Writing as a Process

The traditional approach to the teaching of writing has been called product

approach. The basic assumption of this approach is that the students are capable of

turning out final product the first time around (Cohen, 1990). Yet, it can be

concluded that the writing product approach only emphasizes on the final product

without paying attention on stages that the students should reach the final product

of writing.

In recent years, process approach to writing has been used. Cohen (1990:

105) states that writing refers to the process in which the final product comes from

after a series of time. Furthermore, Cohen adds that writer’s awareness of writing

process is highly valued and the student’s writing has gone through some series of

peer feedback and self-assessment before the teacher assesses it. From this

process, the students can explore their ability to write and develop their skill in

writing.

Stages in writing clearly show that writing is a process. Some authors

describe different stages in writing. However, the researcher finds that the stages

are almost the same. Based on Seow (2002), there are seven stages in the process

of writing. They are as follows:

a. Planning (Pre-writing)

It is the activity that encourages students to write. It stimulated thoughts

for getting started. The students should find the topic and generate the idea.


11

b. Drafting

After finding the topics, the students may generalize it into subtopics and

paragraph. Students should also have in mind a central idea they want to

communicate to the audience in order to give direction to their writing. At this

drafting stage, the students are focused on the fluency of writing and are not

preoccupied with grammatical accuracy.

c. Responding

This stage has a central role in the successful implementation of process

approach. The responses and the feedback that the students get can be come from

the teacher or their peer. Response can be oral or written. It can be after the

students have produced the first draft or just before they proceed to revise.

d. Revising

The students revise their writing based on the feedback given in the

responding stage. Revising is not only checking for language errors, but also

improving global content and the organization of ideas.

e. Editing

At this stage, students are dealing with tidying up their texts as they

prepare the final draft for evaluation by the teacher. The students edit their writing

for grammar, spelling, punctuation, diction, sentence structure, and accuracy.

f. Evaluating

The evaluation is usually done by the teacher. Yet, students may be

encouraged to evaluate their own and each other’s writing once they have been


12

taught how to do it. In this way, they can be more responsible for their own

writing.

g. Post-writing

The post-writing activity includes publishing, sharing, reading aloud, and

so on. It can be used as motivation for students to write. Students should be made

to feel that they write for a very real purpose.

3. Feedback

a. The Presence of Feedback in Writing Class

The presence of feedback is essential to learning to write in foreign

language (Hyland, 2003). It is because of the fact that in order to have effective

revision, the students need feedback from their audience. Before making a

revision, students should receive feeedback so that the students may make the

revison based on the feedback or even suggestions that they receive from their

audience. According to Kauchack and Eggen (1989), feedback tells the students

information concerning their current behavior for the sake of improvement.

Students can recognize their mistakes so that they will not repeat the same

mistakes and correct them. Thus, feedback is a useful means for the students in

improving their writing. It could be concluded that feedback is crucial since

feedback provides the writer with a sense of readers and lead them to the

awareness of the needs of the readers (Hyland, 2003).


13

b. Sources of Feedback

There are some sources are available for the students to receive feedback

for their writing. The students may receive feedback from their teacher, their

peers, and even from themselves.

1). Teacher Feedback

Traditionally, the feedback comes from the teacher. The process of giving

feedback from teacher is usually done by correcting one by one student’s writing

then discussing face to face with each student. This technique is called

conferencing feedback. Moreover, teacher might use other variation of giving

feedback for instance collective feedback. Teachers summarize the comments of

students’ writing in front of the class.

However, Cohen (1990) states that the teacher commonly gives comments

on grammar or mechanics rather than on content and organization. This argument

is presented by Cohen (1990) as followed.

It has been observed that a learner’s motivation to write can be negatively affected by a teacher’s untimely or exclusive focus on surface issues of form (e.g. grammatical concern, spelling and punctuation).

2). Peer Feedback

It might be monotonous if feedback only comes from the teacher in every

meeting of writing class. It will lead the students’ boredom in writing class. The

students need another variety of suggestion for their writing. Hyland (2003) states

that the idea of students receiving feedback from their peers become an important

alternative in writing class. Students learn how to write by writing, and they also


14

learn how to write by reading. Students learn how to write by reading the writing

of their peers (Tiedt, 1989: 188). It means that peer feedback can be used to help

students to learn how to write. The students can improve their own writing after

reading and correcting their peers’ draft. One writer can find what he does not

have in his paper in his peer’s composition and vice versa. In addition,

proofreading other people’s work prepares the students for proofreading their own

work. Lewis (2002) adds that the process of peer feedback can be fun and useful.

This becomes one of the many ways students can learn to improve their writing.

According to Richards (1999), in the process of peer feedback the students

cooperatively work in groups, read, criticize, and the proofread their own writing.

Based on that definition, it can be concluded that peer feedback in writing class

refers to the process of reading and responding of friend’s composition. The

students read their peers’ work. The compositions are, then, given comments by

the students. Peer feedback might take a number of different forms. Hyland

(2003) describes that typically, peer feedback consists of assigning students to

groups of two or three who exchange the first draft and then give comments on

each other’s writing before they revise them. It commonly occurs during class

time. In order to make peer feedback effective for the students, teacher should

follow certain guideline. Sokolik (2003) confirms that teacher should provide

some kind of structured feedback form. Teachers may employ a kind of peer

feedback guideline to help the students focus on particular aspects of the writing

or even the conventions of the genre. It might avoid the students’ confusion on

what to give comments.


15

Lewis (2002) suggests ten ways the teachers can try implementing peer

feedback in writing class. They are as followed.

a) Exchange Papers

The students exchange their composition and report to each other on the aspect

that could be improved. This way of peer feedback is often applied by the teacher.

b) Role-Play

The students can work in groups of three. Each student takes role as a ‘student’,

‘teacher’, and ‘judge’. Here, the teacher comments on the student’s work then the

judge gives comment on the quality of teacher’s feedback.

c) Pair work in moving circle

A half part of the class stay seated in a U-shape while the other half move around

inside the U-shape. For example, every five minutes they have different partner.

Students give feedback on the writing orally.

d) Pass papers round

The students pass their compositions round three places. Then, they have to write

comments on the compositions in front of them. It is continued with another three

places for different students to write comments.

e) Feedback Questions

The questions could be clarification questions based on pre-writing task of

brainstorming, for example, ‘What does this term mean?’ of ‘How’ and ‘Why’

questions leading to new ideas.

f) Multiple feedback


16

The draft of the students is rounded so that each student reads several examples.

They note suggestions and or commendations on the compositions. Then, every

student reports orally in front of the class on one good feature and what could be

improved without mentioning the writer’s name.

g) Read/listen/respond

One student reads aloud their composition and other students comment on it. This

way really works for short pieces of writing.

h) Compare writing

The teacher should give question to start and help the discussion for the students

to work in pairs to compare their compositions, for instance, what is the main idea

of the paragraph?

i) Summarise and photocopy advice

At first, the students exchange their compositions and evaluate other’s work. Then

on a piece of paper they write down one suggestion or one commendation. These

slips are then compiled and photocopied so that each student has a record of all

the comments.

j) Sentence on board

Every student generates a given topic sentence then moves to the board to write

their works. Finally, other students give feedback on the works.

From the description, it means that peer feedback can be implemented in

many varieties of activities. It can minimize students’ boredom in writing class.

The teachers should choose the best way in implemented peer feedback so that

peer feedback can be optimally done.


17

3). Self-Correction

Self correction here means the students correct and evaluate their own

compositions. Lewis (2002) states that self-correction increases students’

independence from the teacher. By discovering their own mistakes, the students

can remember better what mistakes they have done. In addition, it saves time in

large classes. Yet, it is difficult to find and seek mistakes in their own

compositions without other’s helps. Students who have written compositions will

claim that there are no mistakes in it because they have their own subjective point

of view. By contrast, other students might provide information that cannot be

possibly got by the authors themselves in their compositions.

c. Purposes of Feedback

Lewis (2002) describes some purposes of feedback for teacher and

students. Feedback is aimed at providing information both for teacher and

students. For teacher, feedback provides a description on the students’ progress.

For students, feedback gives them information which tends to be ongoing

assessment for them. It means that it is more focused that grades and marks.

Teachers also can provide students with more than simply descriptions of their

language use but on their students’ learning. Moreover, the teacher’s feedback

provides students with meaningful and individual language input. Lewis (2002:4)

states that “the teacher words, both in their form and their purposes, illustrate how

language is used in one-to-one communication.


18

Another purpose of feedback is that the students can get motivation. In

learning process, feedback can be more motivating then marks or grades. It

encourages students in using language to the best of their ability. Finally, one

long-term purpose of feedback is to lead the students become autonomous.

Feedback leads students to the point where they can find their own mistakes.

4. The Role of Peer Feedback in Writing Class

Peer feedback provides several advantages. Hyland ( 2003) states that peer

feedback enables the students to develop their critical reading skill. By reading

and responding their peers’ work, the students may gain the skill necessary to

critically analyze and revise their own writing. Not only developing students’

critical reading skill, peer feedback also creates an authentic social context for

interaction and learning (Mittan, 1989, as cited in Hyland, 2003). It can be seen

that the students could learn from each other and practice how to make useful

interaction with others. Peer feedback, then, can enhance active learner

participation (Hyland, 2003).

In addition, peer feedback can encourage a collaborative dialogue in which

two-way feedback is established (Rollinson, 2005). In accordance with Cohen

(1990), the teacher can make use of cooperative learning in the revision stage as a

special means of getting feedback. It implies that peer feedback could be

considered as cooperative learning. It assigns the students to cooperate with their

peers in responding and revising their writing. He describes his idea as quoted

below.


19

Another way to ensure ample feedback is to elicit the support of non-native peers in the classroom, usually within a structured framework. For example, learners may be requested to form working groups and to take turns reading each other’s papers.

According to Rollinson (2005), peer readers can provide useful feedback

in writing class. This notion is revealed by a research conducted by Rollinson in

1998 that 80% of feedback or comments from peers were considered valid.

Moreover, it was found that only 7% feedback or comments were considered

damaging. It entails the fact that the students can revise their writing effectively

based on the feedback from their peers.

As Mcgroarty (1989) says in Kessler ( 1992:3), peer feedback in writing

class can give opportunities to act as sources for each other, hence assuming a

more active role in their learning. It is clearly seen that this statement clarifies that

cooperative learning, indeed, gives opportunity for the learners to be more

responsible for their own learning and the learning of others. In peer feedback,

they search the knowledge from their peers as well as share their knowledge and

experience about writing to their peers. For instance, making mistakes in the past

is an experience. As a result, based on this experience students do not repeat the

same mistakes in writing as what they did previously.

Lewis (2002) states that by doing peer feedback the students can have a

greater variety of suggestions. In other words, learning in group by doing peer

feedback tends to generate more ideas and exposes different point of view. The

researcher concludes that it is very beneficial for the students since they can

optimally improve and revise their writing.


20

B. Theoretical Framework

Writing does not merely focus on the product. It more focuses on the

process. There are several stages the students engage in the process of writing.

Revision is an important stage in writing. In making a revision, the students

certainly need feedback from their reader. Traditionally, the students should make

a revision based on the teacher’s feedback only. Yet, it can be monotonous if the

feedback only comes from the teacher. Hence, peer feedback is one alternative

that can be done by the students before making the revision of their writing.

Peer feedback encourages students to work cooperatively with their peers

in giving comments on each other’s draft of writing instead only depending on

teacher’s feedback. Hence, the students might have a greater variety of

suggestions in improving their writing quality. The work of Rollinson in 1998

reveals that 80% of feedback or comments from peers were considered valid.

Moreover, it was found that only 7% feedback or comments were considered

damaging. It entails the fact that the students can revise their writing effectively

based on the feedback from their peers.

To find out students’ perception toward peer feedback in writing class,

some theories are taken into account. The researcher uses the theories of the

implementation of peer feedback which are suggested by Hyland, theories on the

process of peer feedback suggested by Hyland, Lewis, and Richards, and the

theories on the benefits of peer feedback by Hyland, Rollinson, and Lewis as main

references to investigate the students’ perception toward peer feedback. To

investigate to what extent the students give peer feedback, the researcher uses peer


21

feedback checklist. It is adapted from feedback checklist suggested by Hyland and

Sokolik. Meanwhile, to investigate students’ perception toward peer feedback in

writing class, the researcher employs perception measuring instrument adopted by

Brown and Rogers.

Based on the brief discussion in theoretical description above, it can be

concluded that peer feedback is beneficial to be implemented in writing class. It

can improve the students’ writing quality. Because peer feedback is beneficial in

improving the students’ writing quality, they will build good perception on the

uses of peer feedback.


22

CHAPTER III

METHODOLOGY

This chapter deals with the methodology that the writer used in this study.

It covers research method, research participants, research instruments, data

gathering technique, data analysis technique, and research procedure.

A. Research Method

The researcher used survey research. According to Wiersma (1995),

surveys are used to measure attitudes, opinions, or achievement or any number of

variables in natural setting. It can be done by means of observation, questionnaire,

and interview. This idea is supported by Ary, Jacobs and Razavieh (2002) who

state that survey is used for gathering data ranging from physical counts and

frequencies to attitudes and opinions. The data gathered from survey is responses

of questions that are asked to participants.

Thus, this research used survey research as research method since it dealt

with investigating students’ opinion of peer feedback in writing class. The

researcher interpreted the students’ perception about the use of peer feedback

based on the questionnaire.

B. Research Participants

The participants of the study were the students of the English Education

Study Program who were taking Paragraph Writing class in the academic year


23

2009/2010. The participants should have experience about peer feedback. The

researcher used two classes of Paragraph Writing namely class D and class F.

Class D consisted of 26 students and class F consisted of 25 students. The

researcher used these classes because the lecturer of these classes applied peer

feedback in class.

C. Research Instruments

To collect the data, the researcher used two research instruments namely

questionnaire and feedback checklist.

1. Questionnaire

The questionnaire was used to gather students’ opinion of a list of

questions about the use of peer feedback in writing class. The questionnaire was

in form of open-ended and close-ended questions. Close-ended questions are

questions that have fixed option to be chosen. It consists of degree of agreement

which is set to obtain the expressions of opinion, interest, or valuing, problems to

react to, or statements to agree or disagree with. The researcher used Likert scale

which provides a range of responses to a given question or statement ( Cohen,

Marion, Marrison: 2000:253). According to Brown and Rogers (2002: 120),

Likert scales can be on a 1 to 4 scale, 1 to 5 scale or 1 to 7 scale. It depends on the

answers the researcher wants to gain.

Hence, in this research, the researcher used Likert scale on 1 to 4 scale.

The degree of agreement are 1 (strongly disagree), 2 (disagree), 3 (agree), and 4

(strongly agree). The researcher used the scale that did not have undecided option.


24

Thus, the respondents should choose whether they agreed or disagreed. Galls and

Borg (2007: 235) stated that “One method of dealing with the issue of respondents

who lack familiarity with a topic is to include “no opinion” option as a response

alternative for each attitude item”. In this research, the respondents have already

known about peer feedback since they experienced it in the writing class. Thus,

the researcher used 1 to 4 scale to avoid the respondents’ ignorance about the

topic.

The statements in the questionnaire covered four parts. The first part of the

questionnaire was concerned with the students’ perception on the process of peer

feedback. The second part was concerned with students’ perception on the

benefits of peer feedback. The third part was related to students’ perception on

feedback from their peer. The last part was related to the students’ perception on

the implementation of peer feedback. To make it clearer, the questionnaire and

questionnaire blueprint is provided in Appendix 1 and 3.

Open-ended questions are questions needed to be answered more freely

based on the participant’s perception. It is used to gain further information about

the use of peer feedback in writing class. However, the answer must be related to

peer feedback in writing class. The questionnaire was distributed after the

implementation of peer feedback by the lecturer. The questionnaires were

distributed to all the students of Paragraph Writing Class.


25

2. Peer Feedback Checklist

Feedback checklists as students evaluate their peer’s work. Hyland (2003)

states that it helps structure peer review activities by providing guidance on what

participants should look for as they read. He adds that peer feedback checklist can

provide a valuable form of indirect instruction about good writing and genre

format. In this study, peer feedback checklist was used by the respondents to

classify the area the students observe in giving peer feedback in their peer’s

writing. The researcher adapted the peer feedback checklist from the work of

Sokolik (2003). It consisted of 7 guiding questions to help the students to give

feedback to their peers. The peer feedback checklist was presented in the

Appendix 2.

D. Data Gathering Technique

This research began on 26 March 2010 and ended on 19 August 2010. In

collecting the data in this study, the researcher gave a set of questionnaire to the

participants and peer feedback checklist. Firstly, the researcher gathered the data

through peer feedback checklist. The students were given peer feedback checklists

while they were doing peer feedback in class. Having finished with the peer

feedback checklist, the researcher gathered data by using questionnaire as the

research instrument.

The reseracher distributed the questionnaire and the peer feedback

checklist on 11 and 12 May 2010. The researcher distributed 26 questionnaires in

class D but only 25 sheets were returned. In class C, the number of questionnaire


26

distributed was 25 sheets, but only 24 sheets were returned as well as the peer

feedback checklist. As the result, the total instruments to be analyzed were 49

sheets of peer feedback checklist and 49 sheets of questionnaires.

E. Data Analysis Technique

The data analysis dealt with analyzing the questionnaire result. First, the

researcher counted the number of ticks on every degree of agreement of each item

in close-ended questions namely strongly agree, agree, disagree, and strongly

disagree. Then, the researcher counted the raw data into percentage and

interpreted them. The data was presented in form of table (see Table 3.1). For the

open-ended questions, the researchers classified and clustered the same answer

and then interpreted them.

Table 3. 2. Table 3.1 Participants’ Rating Scale Responses No

Statement

Degree of agreement Strongly

agree % of SA

Agree % of A

disagree % of D

Strongly disagree

% of SD

1 Statement 1 2 Statement 2 3 Statement 3 4 etc

Finally, the researcher analyzed the students’ feedback in their peer’s

composition in feedback checklist. By analyzing the feedback checklist given to

the students, the researcher could answer the second problem formulation and

could draw conclusion about the contribution on peer feedback in writing class.


27

F. Research Procedure

In conducting this study, the researcher followed some steps of procedure.

First of all, the topic was selected and the research problems were formulated.

After analyzing the research problems, the researcher selected the appropriate

method which can be applied in this research. The appropriate research

instruments were selected as well so that the instruments could help the researcher

to gather the data in order to answer the research problems. Because this research

used students of Paragraph Writing class as the participants, the researcher asked

for a permission to conduct the research before the researcher began to gather data

using questionnaires. The collected data, then, was presented and analyzed

descriptively and answered the research problems based on the data. Finally, the

researcher drew conclusion of the research.


28

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the researcher intends to discuss the research results and

the data analysis of the results. The analyzed data are discussed comprehensively

to answer the problems of the research. This chapter is divided into two parts,

namely Research Results and Discussion.

A. Research Results

The participants of the research were the students of the English Education

Study Program who were taking Paragraph Writing class in the academic year

2009/2010. The researcher used two classes of Paragraph Writing namely class D

and class F with the same lecturer. Class D consisted of 26 students and class F

consisted of 25 students. The researchers used these classes because the lecturer of

these classes applied peer feedback in class. To collect the data, the researcher

employed two research instruments, namely peer feedback checklist and

questionnaire. The researcher distributed 26 questionnaires in class D but only 25

sheets were returned. In class C, the number of questionnaire distributed was 25

sheets, but only 24 sheets were returned as well as the peer feedback checklist. As

the result, the total instruments to be analyzed were 49 sheets of peer feedback

checklist and 49 sheets of questionnaires.

Firstly, the researcher gathered the data through peer feedback checklist.

The students were given peer feedback checklists while they were doing peer


29

feedback in class. Having finished with the peer feedback checklist, the researcher

gathered data by using questionnaire as the research instrument. The analysis of

and the students’ responses of questionnaire statements and the students’

responses to the peer feedback checklist are presented as followed.

1. Students’ Responses to the Questionnaire

This section deals with the students’ responses to the statements of

questionnaire. The data can be seen in Appendix 4. The results of the

questionnaire are divided into three parts, namely students’ perception on the

process of peer feedback, and students’ perception on the benefits of peer

feedback, students’ perception on feedback from their peer, and students’

perception on the implementation of peer feedback

a. Students’ Perception on the Process of Peer Feedback

Figure 4.1 shows the necessity of revision and feedback in writing process.

It can be seen that 83.7% of students strongly agreed that revision is needed in

writing process, 16,3% of students agreed, and no one disagreed or strongly

disagreed. Meanwhile, 79.6% of the students strongly agreed that feedback is also

needed in writing process, 20.4% of students agreed, and no one disagreed or

strongly disagreed.


s

s

d

s

r

a

o

Figur

Base

suggestions,

strongly agr

disagree or

suggestions,

Figur

results show

agree. They

of the stude

2468

10

0

20

40

60

80

re 4.1 The ne

ed on Figur

, and comme

ree and 71.

r strongly

, and comme

Figure 4. 2

re 4.3 prese

wed that 16.3

were confid

ents (20.4%)

0.0%20.0%40.0%60.0%80.0%00.0%

Revineedwrpro

83.7%

16.

0.0%

0.0%

0.0%

0.0%

0.0%

28.6%

71.4

ecessity of re

re 4.2, 100

ents in doin

.4% of the

disagree. A

ents while th

2 The frequen

ents the stud

3 % of the st

dent when th

) chose disa

ision is ded in riting ocess

Feedbneedwrpro

% 79.6%

.3% 20.0.0%0.0%

4%

0.0%0.0%

evision and fe

0% of the s

g peer feedb

students ch

All the stu

hey were doin

ncy of givingcom

dents’ confid

tudents chos

hey were givi

agree. They

back is ded in iting

ocess

%

4%0.0%0.0%

StronglAgreeAgree

Disagre

StronglDisagre

eedback in w

students alw

back (28.6%

hose agree).

udents alw

ng peer feed

g corrections,mments

dence in doin

se strongly a

ing feedback

did not fee

Strongly A

Agree

Disagree

Strongly D

ly

ee

ly ee

writing proce

ways gave

% of the stud

. Here, no

ways gave

dback.

, suggestions

ng peer feed

agree and 63

k to their pee

l confident

Agree

isagree

30

ss

correction,

dents chose

one chose

correction,

, and

dback. The

3.3% chose

er. The rest

when they


w

a

y

c

c

s

y

s

w

n

t

o

d

were giving

agreed and 6

your peer re

composition

Figur

chart shows

students cho

your peer”.

strongly disa

were about

not understa

the students

only 12.2%

disagreed wi

1234567

g feedback t

69.4% of the

ead your com

n. The rest of

Figure

re 4.4 indic

that 18.45%

ose agree wi

Yet, there w

agree. On th

85.7% of th

and the comm

strongly agr

% of the stu

ith the statem

0.0%0.0%0.0%0.0%0.0%0.0%0.0%0.0%

Youconf

when ygiv

feedbyour

16.3%

63.3

2

o their peer

e students ag

mposition”. T

f the student

e 4. 3 Studen

cates the stu

% of the stu

ith the statem

were 8.2%

he other han

he students w

ments or sug

reed and 67.

udents who

ment.

u feel fident you are ving back to r peer

Youconwhenpeer

ycomp

14.3%

3% 69.

20.4%

0.0%

r. Meanwhil

greed with st

They were co

ts (16.3%) w

ts’ confidenc

udents’ freen

udents chose

ment “You f

of the stude

nd, it was cl

who always

ggestions giv

.3% agreed w

disagreed a

u feel fident n your r read our

position

%

.4%

16.3%0.0%

le, 14.3% of

tatement “Yo

onfident wh

were not conf

ce in doing p

ness in doin

e strongly ag

feel free to

ents chose d

learly seen i

asked clarif

ven by peers

with the stat

and 2% of

Strongly A

Agree

Disagree

Strongly D

f the studen

ou feel conf

hen their peer

fident.

eer feedback

ng peer feed

gree and 71

do peer feed

disagree and

in figure 4.5

fication whe

s. There wer

tement. Yet,

the student

Agree

Disagree

31

nts strongly

fident when

r read their

k

dback. The

.4% of the

dback with

d 2% chose

5 that there

en they did

e 18.4% of

there were

ts strongly


I

p

w

t

s

f

c

s

w

Figur

It can be se

peers (6.1%

were 36.7%

their peers (

strongly dis

feedback to

correcting p

students (98

when doing

Figure 4.4

Figure 4.

re 4.6 show

en that 63.2

of the stud

of the stude

(30.6% of th

sagree. Obvi

o their peer

peer’s draft.

8%) were co

correction. T

0.0%

20.0%

40.0%

60.0%

80.0%

0

20

40

60

80

The student

5 Students’ a

s the studen

2% of the stu

dents chose s

ents who did

he students c

iously, the

s can be s

It can be s

ompletely h

There were o

%

%

%

%

%

18.4%

71.4%

8

.0%

.0%

.0%

.0%

.0%

18.4%

67

s’ freeness in

activeness in

ts’ difficulty

udent felt di

strongly agre

d not have a

chose disagr

problem ab

olved by g

een in the f

helped by th

only 2% of t

%

8.2%2.0%

.3%

12.2%2.0%

n doing peer

n asking clari

y in giving f

ifficult in gi

ee and 57.1%

any difficulty

ee and 6.1%

bout students

giving peer

figure 4.7 th

he use of pe

the students

StronglyAgreeAgree

Disagree

StronglyDisagree

Strongly AgreeAgree

Disagree

Strongly Disagree

feedback

ification

feedback to t

iving feedba

% chose agr

y in giving f

% of the stud

s’ difficulty

feedback ch

hat shows m

eer feedback

who chose d

y

e

y e

32

their peers.

ack to their

ree). There

feedback to

dents chose

y in giving

hecklist in

most of the

k checklist

disagree.


b

R

c

s

g

s

F

b. Students

Thes

Responding

composition

stated that th

given by the

seen is the fi

igure 4.6 Stu

Figure 4.

s’ Perception

se eight fol

to the sta

”, 26.5% of

hey agreed.

eir peer wer

igure 4.8 bel

0.0%

20.0%

40.0%

60.0%

0.0%

20.0%

40.0%

60.0%

80.0%

udents’ diffic

.7 The helpfu

n on the Be

llowing figu

atement, “Yo

f the student

It is clearly

re useful to

low.

%

%

%

%

6.1%

57.1%

30.6

%

%

%

%

%

32.7%

65.3%

2

culty in givin

ulness of peer

nefits of Pee

ures present

Your peer p

ts stated tha

seen that al

their writing

6%

6.1%

%

2.0%0.0%

g feedback t

r feedback ch

er Feedback

t the benef

rovides usef

at they stron

ll of the stud

g. This expl

Strongly AgreeAgree

Disagree

StronglyAgreeAgree

Disagree

StronglyDisagree

o their peers

hecklist

k

fits of peer

eful feedbac

ngly agreed

dents felt tha

lanation can

y

e

y e

33

s

feedback.

ck in your

and 73.5%

at feedback

n be clearly


7

w

s

a

d

t

“

Figur

71.4% chose

with your pe

students cou

almost all o

doing peer f

the students

“disagree”. (

Figure 4.9

Figure 4.8

re 4.9 show

e “agree” w

eer”. The res

uld not solve

f the studen

feedback (34

s chose “ag

(See figure 4

Students’ ab

0.0%

20.0%

40.0%

60.0%

80.0%

0.0%

20.0%

40.0%

60.0%

80.0%

8 The usefuln

ws that 16.3

with the state

st of the stud

e their writin

nts could lea

4.7% of the

gree”). There

4.10)

bility to solve

26.5%

73.5%

0.0%

%

%

%

%

%

16.3%

71.4%

12

ness of feedba

% of the stu

ement: “You

dents (12.2%

ng problems

rn from thei

students cho

e were only

e their writin

%0.0%

%

2.2%0.0%

ack given by

udents chose

u can solve y

%) chose “dis

through pee

ir peers’ mis

ose “strongly

y 2% of the

ng problem t

Strongly AgreeAgree

Disagree

Strongly Disagree

StronglyAgreeAgree

Disagree

StronglyDisagree

y peer

e “strongly

your writing

sagree”. The

er feedback.

stakes when

y agree” and

e students w

hrough peer

y

e

y e

34

agree” and

g problems

e rest of the

Moreover,

n they were

d 63.3% of

who chose

r feedback


R

p

t

t

t

s

p

o

Figur

Responding

peer”, 34.7%

they agreed.

their peer ab

the statemen

statement: “D

peers in givi

on teacher’s

Figure 4.10

re 4.11 indi

to the state

% of the stud

. It is clearly

bout writing

nt. This resu

Doing peer f

ing commen

s feedback”.

Figure 4

0

20

40

60

80

0

20

40

60

80

0 Students’ le

icates the st

ement, “You

dents stated t

y seen that a

. Yet, 4.1%

ult of the pe

feedback en

nts on each o

It can be see

4.11 Student

0.0%

0.0%

0.0%

0.0%

0.0%

34.7%

63

0.0%

0.0%

0.0%

0.0%

0.0%

34.7%

6

earning from

tudents’ mot

are motiva

that they stro

all of the stu

of the stude

ercentage wa

ncourages yo

other’s draft

en in figure 4

ts’ motivation

%

3.3%

2.0%0.0%

%

1.2%

4.1%0.0%

m their peer’s

tivation to l

ated to learn

ongly agreed

udents are m

ents stated th

as the same

ou to work c

t of writing i

4.12.

n to learn fro

StronglyAgree

Agree

Disagree

StronglyDisagree

StrAgAg

Dis

StrDis

s mistakes

learn from t

n something

d and 61.2%

motivated to

hat they disa

e as the perc

cooperatively

instead only

om their peer

y

e

y e

rongly greegree

sagree

rongly sagree

35

their peers.

from your

% stated that

learn from

agreed with

centage for

y with your

depending

rs


o

(

o

a

w

f

r

a

(

Figure 4

Figur

of the studen

(14.3% of th

other hand, t

and 2% of t

were other b

feedback in

reading skill

agreed with

(See figure 4

4.12 Students

re 4.13 show

nts considere

he students c

there were o

the students

benefits tha

their writin

l by doing p

the stateme

4.14).

Figure 4

0.

20.

40.

60.

80.

0.0%

20.0%

40.0%

60.0%

80.0%

s’ encourage

ws the studen

ed peer feed

chose “stron

only 4.1% of

strongly di

at the studen

ng classes. A

peer feedbac

ents and 79.6

4.13 Student

.0%

.0%

.0%

.0%

.0%

28.6%

67

%

%

%

%

%

14.3%

79.6%

4

ement to wor

nts’ becomin

dback made t

ngly agree” a

f the students

sagreed with

nts obtained

All of the stu

ck. There we

6% of the stu

ts’ becoming

.3%

4.1%0.0%

%

4.1%2.0%

rk cooperativ

ng independ

them more i

and 79,6% c

s who disagr

h the statem

after the im

udents could

ere 20.4% o

udents agree

more indepe

Strongly AgreeAgree

Disagree

Strongly Disagree

Strongly A

Agree

Disagree

Strongly Disagree

vely with thei

dent. There w

ndependent

chose “agree

reed with the

ment. In addi

mplementati

d improve th

of the studen

ed with the s

endent

Agree

36

ir peer

were 93.9%

as learners

e”). On the

e statement

ition, there

on of peer

heir critical

nts strongly

statements.


p

6

d

m

F

t

s

w

s

Figur

peer feedbac

61.2% of st

disagreed w

mistakes by

Figure 4.16.

teacher feed

strongly disa

was quite h

students agre

Figu

Figur

re 4.15 show

ck. It can be

tudents agre

ith the statem

doing peer

. Respondin

dback”, 38.

agreed with

high. Yet, 6

eed with the

ure 4.15 Stud

0.0%

20.0%

40.0%

60.0%

80.0%

2

4

6

8

re 4.14 Stude

ws the stud

e seen in the

eed, 8.2% of

ment. The m

feedback. In

ng to the sta

8% of the

the statemen

6.1% of the

e statements.

dents’ aware

%

%

%

%

%

20.4%

79.6%

0

0.0%

20.0%

40.0%

60.0%

80.0%

30.6%

6

ents’ becomi

dents’ aware

e chart that 3

f the studen

majority of t

n contrast, th

atement, “Pe

students di

nts. This per

students st

ness of maki

%

0.0%0.0%

%

1.2%

8.2%0.0%

ng more crit

eness of mak

30.6% of stu

nts disagreed

he students

he various re

eer feedback

isagreed and

rcentage of t

trongly agre

ing mistakes

Strongly Ag

Agree

Disagree

Strongly Disagree

StrAgAg

Dis

StrDis

tical

king mistak

udents strong

d and no on

were aware

esponses can

k needs less

d 2% of th

the negative

eed and 53.

through pee

gree

rongly greegree

sagree

rongly sagree

37

kes through

gly agreed,

ne strongly

of making

n be seen in

s time than

he students

perception

1% of the

er feedback


c

f

o

M

a

y

n

Fig

c. Students

Figur

feedback. Th

of the studen

Morover, it

agree” and 6

your peer is

no one stron

Figur

gure 4.16 Stu

s’ Perception

re 4.17 prov

here were 6

nts who cho

was stated

67.3% of the

clear to you

ngly disagree

re 4.17 The

0.0%

20.0%

40.0%

60.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

udents’ consi

n on Feedba

ves that mo

.1% of the s

ose agree. Th

in figure 1

e students ch

u”. On the ot

ed with the s

trustworthin

%

%

%

%

6.1%

53.1%

38

%

%

%

%

%

%

6.1%

83.7%

1

ideration of d

ack from Th

ost of the st

students wh

he rest of the

18 that 6.1%

hose “agree”

ther hand, 26

statement.

ness of the fe

%

8.8%

2.0%

%

10.2%0.0%

duration of p

heir Peer

tudents (89.

o chose stro

e students (1

% of the stu

” to the state

6.5% of the

edback given

StronglyAgreeAgree

Disagree

StronglyDisagree

StrongAgreeAgree

Disagr

StrongDisagr

peer feedbac

.8%) trust th

ongly agree

10.2%) chos

udents chose

ement: “Feed

students dis

n by peer

y

e

y e

gly

ree

gly ree

38

k

heir peers’

and 83.7%

se disagree.

e “strongly

dback from

agreed and


s

s

s

t

s

f

t

Neve

statement (Y

students wh

students cho

there were 2

strongly disa

Fig

Figur

for revision.

the rest of th

Figure 4

ertheless, in

You are satis

ho are satisf

ose “strongl

26.5%% of t

agreed with

ure 4.19 Stu

re 4.20 show

It can be se

he students (

0.0%

20.0%

40.0%

60.0%

80.0%

0.0%

20.0%

40.0%

60.0%

80.0%

4.18 The clea

Figure 4.19

sfied with yo

fied with th

y agree” an

the students

the statemen

udents’ satisf

ws the stude

een in the ch

69.4%) agre

%

%

%

%

%

6.1%

67.3%

26

%

%

%

%

%

2.0%

71.4%

26

arness of feed

9, the studen

ou peer's fee

he feedback

nd 71.4% ch

who disagre

nt.

faction with t

ents’ consid

hart that 30.6

eed with the

%

6.5%

0.0%

%

6.5%

0.0%

dback given b

nts stated tha

edback). Th

given by th

hose “agree”

eed with the

the feedback

deration to in

6% of studen

statement. A

StronglyAgreeAgree

Disagre

StronglyDisagre

StronglyAgreeAgree

Disagre

StronglyDisagre

by peer

at they agree

ere were 73

heir peers (

”). On the o

e statement a

k given by pe

nclude peers

nts strongly

All of the stu

y

e

y e

y

e

y e

39

ed with the

.4% of the

(2% of the

other hand,

and no one

er

s' feedback

agreed and

udents used


t

c

g

8

d

a

a

o

their peers’

composition

given by pe

81.6% of the

Figu

d. Students

Base

after the imp

agree” and 2

or “strongly

’ feedback

ns. Moreover

er on the wr

e students ag

ure 4.20 Stu

The influen

s’ Perception

ed on Figure

plementation

20.4% of th

disagree. A

0

20

40

60

80

0

20

40

60

80

100

as their c

r, Figure 4.2

riting. There

gree, and 2%

dents’ consid

nce of feedba

n on the Im

e 4.22, 100%

n of peer fee

e students c

ll the studen

0.0%

0.0%

0.0%

0.0%

0.0%

30.6%

69

0.0%

0.0%

0.0%

0.0%

0.0%

0.0%

16.3%

81

consideration

21 reveals h

e were 16.3%

% of the stude

deration to in

Figure 4ack given by

mplementatio

% of the stud

edback (79.6

chose “agree

nts still expec

%

9.4%

0.0%0.0%

%

1.6%

2.0%0.0%

n to revise

how far the

% of the stu

ents disagree

nclude peers

.21 peer on writ

on of Peer F

dents still ne

6% of the stu

e”). Here, no

cted to have

StroAgrAgr

Dis

StroDis

e their draf

influence o

udents strong

ed with the s

' feedback fo

ting improve

Feedback

eeded teache

udents chose

o one chose

teacher feed

ongly reeree

sagree

ongly sagree

Strongly AgreeAgree

Disagree

Strongly Disagree

40

ft of their

of feedback

gly agreed,

statement.

or revision

ment

er feedback

e “strongly

“disagree”

dback.


p

c

4

t

e

q

c

Figur

peer feedbac

chose “stron

4.1% of the

that peer fee

Figure 4.23

e. The resu

First

question (Se

counted int

Figure

re 4.23 pres

ck in writing

ngly agree” a

students dis

edback shoul

Students’ pr

ults of open-

ly, the resea

ee Appendi

to the perc

0.0%

20.0%

40.0%

60.0%

80.0%

0.0%

20.0%

40.0%

60.0%

e 4.22 Stude

sents the stu

g class. The

and 57.1% o

sagreed with

ld be implem

reference on

-ended ques

archer made

x 5). For n

entage after

%

%

%

%

%79.6%

20.4

%

%

%

%38.8%

57.1%

4

ents’ need of

udents’ pref

e results show

of the studen

h the stateme

mented n wri

the implemeclass.

stions

e the raw dat

number 26,

r it was c

4%

0.0%0.0%

%

4.1%0.0%

teacher feed

ference on t

wed that 38

nts chose “ag

ent. Most of

iting class.

entation of p

ta of each q

the raw da

lustered as

Strongly AgreeAgree

Disagree

Strongly Disagree

StronglyAgreeAgree

Disagre

StronglyDisagre

back

the impleme

8.8% % of th

gree”. There

the students

eer feedback

question in o

ata of the r

positive o

e

e

y

ee

y ee

41

entation of

he students

e were only

s suggested

k in writing

open-ended

results was

or negative


42

comments. The students’ responses of the open-ended questions are presented as

follows:

Table 4.1. The result of open-ended question of the questionnaire

Question Positive comments Negative comments Please give comments on your experience in going peer feedback in writing!

34 (69.39%)

15 (30.61%)

Meanwhile, question number 27 (How should peer feedback be

implemented in writing class?) deals with the suggestions from the students about

the implementation of peer feedback. Hence, the responses cannot be counted into

percentage since the answers are different each other. Analyzing the raw data, the

researcher clusters some suggestions the students gave. The students suggested

that peer feedback should be done before the composition would be submitted to

the teacher. It should be done before teacher feedback. Therefore, the teacher

should be involved in the process of peer feedback. They also suggested that in

the process of peer feedback, the teacher should provide a kind of checklist to help

them in correcting the composition. Additionally, they suggested that peer

feedback should not be done in every assignment or every meeting.

2. Students’ Responses to the Peer Feedback Checklist

Measuring to what extent the students give peer feedback, the researcher

used peer feedback checklist. The checklist consists of 7 questions. It is adapted

from the work of Sokolik (2003). The entire questions are made to guide the

students to give feedback to their peers. The result can be seen from the raw data

of peer feedback checklist: (see Appendix 6).


43

a. Feedback on organization

The feedback on organization can be seen in students’ answers of question

number 1 (Is the introduction effective? Explain your answer!) and number 6 ( Is

the conclusion effective? Explain your answer!). There were two strategies that

the students employed in giving feedback on organization. They provided

comments on their peers’ introduction and conclusion. Most of the students even

provided some suggestions on how to make effective introductions and logical

conclusion in their compositions. Moreover, it was also found that in the first

question, the percentage of the students who gave clear explanation whether the

introduction is effective was quite high namely 83.7% and 93.9% for the

conclusion.

b. Feedback on content

The students’ answer of question number 2 (What is the writer’s main

idea?), number 3 (Does the writer support that idea with evidence? What is that

evidence?), number 4 (What evidence is missing, or incomplete?), number 5

(What questions do you have about this composition?) revealed that students

could give peer feedback on content area of the composition. The students were

able to provide some comments and suggestions on how to support the argument

based on logical facts and evidences. They also provided additional factual

information to support their peer’s idea or arguments. It could be seen in the high

percentage of the students who gave clear information and explanation on their

feedback. in addition, it could be seen that there were 100% of the students who

gave clear feedback on question number 2, 61.2% of the students who gave clear


44

feedback on question number 3, 65.3 % of the students who gave clear feedback

on question number 4, and 71.4% of the students who gave clear feedback on

question number 5.

c. Feedback on language use, vocabulary, and mechanics

Question number 7 (Do you notice any grammar, spelling, and

punctuation or word choice errors?) was answered clearly. The students gave

correction and suggestion if there are any mistakes on grammar, word choice,

spelling and punctuation. There were 81.6% of the students who gave suggestions

and correction on grammar, word choice, spelling and punctuation. Only 18.4% of

the students did not give suggestion and correction in their composition.

B. Discussion

In this part, the researcher answers and discusses each question of the

problem formulations. This part covers two main discussions since there are two

problems formulated in chapter I and one additional discussion on the implication

of peer feedback in writing class.

1. What is the students’ perception toward peer feedback in writing class?

Based on the results of the questionnaire, the students gained positive

perceptions toward peer feedback in writing class. This was proved by the value

of the degree of agreements that frequently occurred were “strongly agree” and

“agree”. They had positive perception on the implementation of peer feedback,

the process of peer feedback and the feedback from their peer, and benefits of peer


45

feedback itself. The responses of open-ended question of the questionnaire were

also mostly positive.

All of the students recognized the importance of revision and feedback in

the process of composing a good writing. They did not only emphasis on the

product of the final writing but also notice every stage to reach the final writing.

One way to get feedback is by doing peer feedback. During the process of peer

feedback, the students always gave comments, suggestions, and correction to their

peers on the checklist that was prepared. Here, the peer feedback checklist was

very helpful to assist them in correcting their peers’ composition.

Almost all of the students felt free and confident in doing peer feedback.

Only a few students were not confident with it. The students’ being unconfident

occurred as a result of their doubt when they dealt with English grammar. Thus,

that was why almost a half of the entire students still felt difficult in doing peer

feedback. As students, they felt difficult but they could learn together to improve

their writing through peer feedback. It also could be done by asking clarification

to their partner about the feedback given. Hence, there was a kind of discussion

between students in the process of peer feedback.

One of the statements (You find difficulty in giving feedback to your peer)

could be concluded as positive perception if the respondents valued it with

“disagree” or “strongly disagree”. In this statement, more than a half of the

students valued it with “strongly agree” and “agree”. It could be concluded that

most of the students still found difficulties in giving feedback to their peers. The

difficulties were related to their own knowledge and experience in giving


46

feedback. They felt difficult to give comments, suggestions, and correction since

they are students. The responses of the open-ended questionnaire could explain

the reason why most of the students find difficulties in giving peer feedback.

Students had positive perception toward the benefits of peer feedback.

Peer feedback offered benefits for the students. By doing peer feedback, the

students could explore more knowledge from their friends. They could learn from

their peer’s mistakes in writing. They could solve their writing problem through

peer feedback. Learning from friend’s mistakes led the students to be more critical

and aware of making mistakes in writing. The students might recognize their own

mistakes more easily after correcting their peers’ work. It reduced the students’

dependence on teacher. In addition, they were encouraged to work cooperatively

with their peers in giving comment on each other’s composition instead only

depending on teacher’s feedback. More than half of the total samples also agreed

that peer feedback could save time compared to teacher feedback. Yet, teachers

had to still involve in giving feedback as well.

It was clearly seen that students had positive perception on their peer’s

feedback. Almost all of the feedback give by their peer were well-trusted. They

believed that they had received clear feedback from their peer and their peer’s

feedback was very useful for them. They believed that the feedback were

satisfying even though they still wanted to receive more feedback from their

partner. Hence, obviously all of the students used their peer’s feedback to revise

their composition. The revision that they made based on the peer’s feedback


47 revealed some significant improvement on their composition, for example, the

improvement on grammar and organization.

Finally, based on the result, it was found that peer feedback should be

considered to be implemented in writing class. Students believed that they could

obtain many benefits by doing peer feedback in writing class and improve the

quality of their writing. As stated in chapter II, perceiving peer feedback

positively, the students will find that feedback from peer can be the beneficial

source of feedback to revise their writing so that they will revise their writing

based on their peer’s feedback.

1. To what extent do students give peer feedback?

Most of the students could provide feedbacks which were gong into

details.The feedback included five areas which were organization area, content

area, language use area, vocabulary area, and mechanic area. Most of them were

able to provide suggestions and useful information to their peer about their

compositions.

Dealing with the organization area, the students provided suggestion to their peers

to connect their arguments and the evidences in more reasonable way including

the introduction and the conclusion of the composition. The feedback on

organization can be seen in students’ answers of question number 1 (Is the

introduction effective? Explain your answer!) and number 6 ( Is the conclusion

effective? Explain your answer!), for example: The conclusion is not effective. The

government should make a new rule about National Exam, and help the students


48

pass their exam. By giving suggestion about a conclusion that possible to use, he

or she could help his or her peer to make the compositions more coherent than

before.

In giving feedback for their peers’ content area, the students commonly

suggested their peers to provide more additional information and evidences to

support their peers’ argument or idea. It could be seen in the students’ answer of

question number 2 (What is the writer’s main idea?), number 3 (Does the writer

support that idea with evidence? What is that evidence?), number 4 (What

evidence is missing, or incomplete?), number 5 (What questions do you have

about this composition?), for example: In paragraph 3, maybe you can relate

water resources with drought disaster. For example, the tree’s root absorbs the

rain water. The root keeps the water under the land, so it can’t be the cause of

drought. Thus, peer feedback then could help the students to provide more

complete details that were relevant to the assigned topic.

Students’ answer of questions number 7 (Do you notice any grammar,

spelling, and punctuation or word choice errors?) revealed that the students could

give peer feedback on language use, vocabulary and mechanic of the

compositions. There were a lot of students who committed errors on language

use. Mostly, the students gave feedback in form of correction which dealt with

grammar, for example: “…unofficial marriage should be ban because…

……unofficial marriage should be banned…”. The feedback was clear although in

the questionnaire they confessed that they were afraid to give feedback because of

their incapability in grammar.


49

Meanwhile, in giving feedback in vocabulary area, the students commonly

provided feedback by giving suggestion on word choice, for example: But

however. They gave another option of words that were better to use. The last area

was mechanic. The students provided correction on capitalization and spelling to

their peers’ composition although there were a few students who committed with

mechanical errors, for example: In that story, the writer always writes a little

word (huruf kecil) as a beginning of sentence. I think it is false.

However, not all of the students gave the feedback for their peers

optimally. Some of them only give the feedback in surface level. It could be seen

from some examples of feedback. In answering question number 1 (Is the

introduction effective? Explain your answer!), some students only answered

whether the introduction is effective or not without giving any explanation on it.

The other example was the answers of question number 3 (Does the writer

support that idea with evidence? What is that evidence?). Some students did not

give the example of evidences in their peers’ composition. They did peer feedback

activity as an obligation or task which had to be done. In this case, this kind of

peer feedback was not clear. The students could not get feedback in form of

additional suggestions for the improvement of their composition.

3. How should peer feedback be implemented in writing class?

There were some considerations when the teacher planned to implement

peer feedback in writing class. The researchers proposed some suggestion for the

implementation of peer feedback in writing class. In order to have effective peer


50

feedback, firstly, the students should be trained. Teacher might apply self

correction before coming to peer feedback. This is for exposing the students to

peer practice so that they would not be confused how to give feedback to their

peer. Besides, during the implementation of peer feedback, the teacher still should

be involved in the process of peer feedback in class. The teacher should control

the whole class so that the process of peer feedback would run efficiently. The

students needed feedback from the teacher after getting feedback from their peers.

Hence, peer feedback should be done before the composition would be submitted

to the teacher. Moreover, the teacher should provide a kind of checklist to help

them correct the composition.

Although peer feedback should be applied in writing class, it could be

boring if it is applied in every meeting or every assignment. In other words, peer

feedback should not be implemented in every meeting or assignment. Peer

feedback is an alternative technique for the teacher in order not to make the

student bored with the same technique all the time. In addition, in order not to

make peer feedback monotonous, peer feedback should not only be done in pairs,

but also in small groups. Teachers may create more interesting procedure of peer

feedback in writing class. The students may read aloud their compositions in a

group or in front of the class and other students give feedback orally. This kind of

procedure is suitable for short writing assignment. It is possible to be applied in

writing classes for beginners. However, if the students are in higher level, and

they are asked to write more complex and longer compositions, the procedure of

peer feedback should be changed appropriately.


51

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions which summarize the research

results discussed in the previous chapter and suggestions which provide possible

results of the implementation of peer feedback as well as directions for further

researches.

A. Conclusions

Based on the discussion in the previous chapter, the students of writing

class gain positive perception toward peer feedback. They respond all the benefits

of peer feedback positively. It is believed that peer feedback encourages them to

work cooperatively with their peers in giving comments on each other’s draft of

writing instead of only depending on teacher’s feedback. The students have a

greater variety of suggestions in improving their writing quality. Thus, they agree

of the implementation of peer feedback in writing class. The students obtain the

awareness of the importance of peer feedback not only just a task but also an

activity that can improve their writing quality. By sharing in the process of peer

feedback, they obtain more points of view and learn from their peers’ mistakes.

The students do provide detail feedback to their peer in all aspects of

writing namely organization area, content area, language use area, vocabulary

area, and mechanic area. It is found that, they do not only focus on grammatical

errors but also the content which was very important in composition itself. The


52 students even provide some suggestions to their peers related to the composition

to improve the quality of the composition. There are only a few students who do

not provide clear explanation or suggestion about feedback they gave in their

peers’ compositions.

B. Suggestions

Teachers may use peer feedback to train the students to seek out their own

mistakes. Yet, it is better not to carry out peer feedback in every meeting or every

assignment of writing. Peer feedback is an alternative technique for the teacher in

order not to make the student bored with the same technique all the time. In

addition, in order not to make peer feedback monotonous, peer feedback should

not only be done in pairs, but also in small groups. The students may read aloud

their compositions in a group and other students give feedback orally. However, if

the students are in higher level, and they are asked to write more complex and

longer compositions, the procedure of peer feedback should be changed

appropriately.

The use of peer feedback checklist as the guidelines for the students about

what they should correct is needed. If there is no checklist, the teacher can write

some important points of what should be corrected on the board. The teacher,

then, can ask the students to give peer feedback directly on the composition. In

addition, the teacher can provide a blank sheet for the students so that they can

write any criticism or suggestions about their friends’ compositions.


53

During the implementation, the teacher has to control the whole class so

that the process will run efficiently. The teacher should always be available when

the students get confused in giving feedback to their peers. The teacher feedback

is needed after the feedback from peer.

Finally, the last suggestion is given for to anyone who wants to conduct

research on peer feedback. The researcher suggests that the future research should

be truly prepare the questionnaire and use additional research instruments such as

interview in order to gain more detail information from the participants. Besides,

the main point of this research was simply to discuss the students’ perception

toward peer feedback. The researcher expects that future research would discuss

more on the outcomes of implementation of peer feedback than only on the

students’ perception.


54

REFERENCES

Altman, S., Valenzi, E., & Hodgetts, R. M. 1985. Organizational Behavior: Theory and Practice. Florida: Academic Press, Inc.

Ary, D., Jacobs, L. C., & Razavieh, A. 2002. Introduction to Research in Education 6th ed. Belmot: Wadsword Thomson Company.

Brown, J. D., & Rodgers, T. S. 2002. Doing Second Language Research. Oxford: Oxford University Press.

Cohen, A. D. 1990. Language Learning. New York: Newburg House Publisher.

Cohen, L., Marion, L., & Marrison, K. 2000. Research Methods in Education. Fort Worth: Holt, Rinehart and Winston.

Evans, S. S. & Evans, W. S. 1986. Assesments for Instruction. Boston: Allyn and Bacon.

Gall, M. D., Gall, J. P., & Borg, W. R. 2007. Educational Research: An Introduction. Boston: Pearson Education Limited.

Hyland, K. 2003. Second Language Writing. Cambridge: Cambridge University Press.

Hornby, A. S. 1995. Oxford Advanced Learners’ Dictionary. Oxford: Oxford University Press.

Huffman, K., Vernoy, M., & Vernoy, J. 2000. Psychology in Action. New York: John Wiley and Sons, Inc.

Kauchack, D. P., & Eggen, P. D. 1989. Learning and Teaching Based Method. Boston: Allyn and Bacon, Inc.

Kessler, C. 1992. Cooperative Language Learning. New Jersey: Prentice Hall Regents, Inc.

Lewis, M. 2002. RELC Portfolio Series 1: Giving Feedback in Language Classes. Singapore: SEAMEO Regional Language Centre.

Richards, J. C. 1990. The Language Teaching Matrix. Cambridge: Cambridge University Press

Rina. 2007. Students’ Perception on Peer Feedback in Writing. Unpublished Thesis. Yogyakarta: Sanata Dharma University.


55 Rollinson, P. 2005. Using Peer Feedback in the ESL Writing Class. English

Language Teaching Journal, 59 (1), 23-30.

Seow, A. 2002. The Writing Process and Process Writing. In J. C. Richards & W. A. Renandya (Eds). Methodology in Language Teaching. Cambridge: Cambridge University Press.

Sokolik, M. 2003. Writing. In D. Nunan (Ed.). Practical Language Teaching (pp. 87-108). New York City: McGraw Hill.

Tiedt, I. M. 1989. Writing from Topic to Evaluation. Needham Heights: Allyn and Bacon.

Wiersma, W. 1995. Research Methodology in Education 6th ed. Massachussetts: A Simon and Schuster Company.


56

APPENDICES


57

QUESTIONNAIRE Students’ Perception toward Peer Feedback in Writing Class

This questionnaire is set to find out the students’ opinion about peer feedback in writing class. Put a tick ( ) to the degree of agreement which corresponds to the statements related to peer feedback that you have experienced in Paragraph Writing Class. No Statements Strongly

Agree Agree Disagree Strongly

Disagree1 Revision is needed in

writing process

2 Feedback is needed in writing process

3 You always give correction, suggestion and comments in doing peer feedback

4 You feel confident when you are giving feedback to your peer

5 You feel confident if your peer read your composition

6 You feel free to do peer feedback with your peer

7 You and your peer always ask questions each other every time you and your peer do not understand the comments or suggestions

8 You find difficulty in giving feedback to your peer

9 The feedback checklist helps you to correct your peer’s draft

10 You trust your peer’s feedback

11 You also need feedback from the teacher

APPENDIX 1 QUESTIONNAIRE


58

No Statements Strongly Agree

Agree Disagree StronglyDisagree

12 Your peer provides useful feedback in your composition

13 You can solve your writing problems with your peer

14 Doing peer feedback makes you learn from your peer’s mistakes

15 You are motivated to learn something from your peer

16 Doing peer feedback encourages you to work cooperatively with your peers in giving comments on each other’s draft of writing instead of only depending on teacher’s feedback.

17 Doing peer feedback makes you more independents as learner

18 You can improve your critical reading skill by doing peer feedback

19 Peer feedback makes you aware of making mistakes

20 Peer feedback needs less time than teacher feedback

21 Feedback from your peer is clear to you

22 You are satisfied with your peer’s feedback

23 You use your peer’s comments, suggestions and correction as your considerations to revise your draft

24 Feedback from your peer gives significant influence to the improvement of your writing quality

25 Peer feedback should be implemented in writing class


59 Answer the following questions briefly and clearly.

26. Please give comments on your experience in doing peer feedback in writing?


Thank you


60

Adapted from Sokolik (2003)

Peer Feedback Checklist Peer feedback from:__________________to:________________ Day/ Date :____________________________ Read your friend’s composition. Then, answer the questions below!

1. Is the introduction effective? Explain your answer!

2. What is the writer’s main idea? Restate it here:

3. Does the writer support that idea with evidence? What is that evidence?

4. What evidence is missing or incomplete?

5. What questions do you have about this composition?

6. Is the conclusion effective? Explain your answer!

7. Do you notice any grammar, spelling, and punctuation or word choice errors? Mention and correct them here:

Discuss your feedback with your peer!

APPENDIX 2 PEER FEEDBACK CHECKLIST


61

Questionnaire Blueprint

Item number Features 1, 2, 3, 4, 5, 6, 7, 8, 9 the process of peer feedback 12, 13, 14, 15, 16, 17, 18, 19, 20 benefits of peer feedback 10, 21, 22, 23, 24 feedback from their peer 11, 25, 26, 27 the implementation of peer feedback

APPENDIX 3 QUESTIONNAIRE BLUEPRINT


62

The result of questionnaire of students' perception toward peer feedback in writing class

No Statements Degree of agreement

SA % A % D % SD %

1 Revision is needed in writing process 41 83.7% 8 16.3% 0 0.0% 0 0.0%

2 Feedback is needed in writing process 39 79.6% 10 20.4% 0 0.0% 0 0.0%

3

You always give corrections, suggestions, and comments in doing peer feedback

14 28.6% 35 71.4% 0 0.0% 0 0.0%

4

You feel confident when you are giving feedback to your peer

8 16.3% 31 63.3% 10 20.4% 0 0.0%

5 You feel confident when your peer read your composition

7 14.3% 34 69.4% 8 16.3% 0 0.0%

6 You feel free to do peer feedback with your peer

9 18.4% 35 71.4% 4 8.2% 1 2.0%

7

You and your peer always ask questions each other every time you and your peer did not understand the comments or suggestions

9 18.4% 33 67.3% 6 12.2% 1 2.0%

8 You find difficulty in giving feedback to your peer

3 6.1% 28 57.1% 15 30.6% 3 6.1%

9

The feedback checklist helps you to correct your peer's draft

16 32.7% 32 65.3% 1 2.0% 0 0.0%

10 You trust your peer's feedback 3 6.1% 41 83.7% 5 10.2% 0 0.0%

11 You also need feedback from the teacher

39 79.6% 10 20.4% 0 0.0% 0 0.0%

APPENDIX 4 RESULT OF CLOSE ENDED QUESTIONS


63

No. Statements Degree of Agreement

SA % A % D % SD %

12 Your peer provides useful feedback in your composition

13 26.5% 36 73.5% 0 0.0% 0 0.0%

13 You can solve your writing problems with your peer

8 16.3% 35 71.4% 6 12.2% 0 0.0%

14

Doing peer feedback makes you learn from your peer's mistakes

17 34.7% 31 63.3% 1 2.0% 0 0.0%

15 You are motivated to learn something from your peer

17 34.7% 30 61.2% 2 4.1% 0 0.0%

16

Doing peer feedback encourages you to work cooperatively with your peers in giving comments on each other’s draft of writing instead of only depending on teacher’s feedback

14 28.6% 33 67.3% 2 4.1% 0 0.0%

17

Doing peer feedback makes you more independent as learner

7 14.3% 39 79.6% 2 4.1% 1 2.0%

18

You can improve your critical reading skill by doing peer feedback

10 20.4% 39 79.6% 0 0.0% 0 0.0%

19 Peer feedback makes you aware of making mistakes

15 30.6% 30 61.2% 4 8.2% 0 0.0%

20 Peer feedback needs less time than teacher feedback

3 6.1% 26 53.1% 19 38.8% 1 2.0%

21 Feedback from your peer is clear to you 3 6.1% 33 67.3% 13 26.5% 0 0.0%

22 You are satisfied with you peer's feedback

1 2.0% 35 71.4%

13

26.5% 0 0.0%


64

No. Statements Degree of Agreement

SA % A % D % SD %

23

You use your peer's comments, suggestions, and corrections as your considerations to revise your draft

15 30.6% 34 69.4% 0 0.0% 0 0.0%

24

Feedback from your peer gives significant influence to the improvement of your writing quality

8 16.3% 40 81.6% 1 2.0% 0 0.0%

25

Peer feedback should be implemented in writing class

19 38.8% 28 57.1% 2 4.1% 0 0.0%


65

RAW DATA OF OPEN-ENDED QUESTIONS

26. Please give comments on your experience in doing peer feedback in writing!

Respondents

Answers

1 They also give me the honest feedback in my writing, and they give it with clearly so I can understand how can I revise my writing.

2 I can revise my draft based on my friends’ feedback. 3 I can know where is my mistakes and I can repair it. 4 I like peer feedback because it can improve my writing skill 5 I think for doing peer feedback in writing is good. But I can’t

to explain it. 6 Doing peer feedback to other friend more effective. 7 Doing peer feedback makes me aware of mistakes. 8 Peer feedback make me aware to my mistake. 9 By give comment in doing peer feedback can help me to be

more aware when I make an article. It can improve my critical and I can learn from my peer’s critical.

10 - Make our science develop to give comments - We can know our mistakes so we can revise again.

11 I little bit confused to check the grammar because I actually didn’t too aware and didn’t know if it was correct or incorrect. With peer feedback can improve my skill in writing.

12 Doing peer feedback can improve my writing skill and make me aware of making mistakes.

13 From my feedback, I know my mistakes and I can revise my writing based on my feedback.

14 In the paragraph writing class, we often make a peer feedback. it is useful to improve our skill in writing, by giving and receiving the feedback. we can learn and develop our writing skill.

15 Give comment to other friends is helping them to know the mistakes that they do not know before.

16 Peer feedback in writing can improve my skills because I can learn the mistakes from my peer.

APPENDIX 5 RAW DATA OF OPEN ENDED QUESTIONS


66

Respondents

Answers

17 Give feedback to another friends make me aware of making mistakes when I do my writing.

18 Peer feedback in writing can improve my skill in stating my argument and giving correction.

19 I think we should aware with any mistakes. Doing peer back writing makes me to be good writer.

20 It’s very useful.21 I can realize that I have many mistakes in writing. so, I’m

really need it. 22 I agree with peer feedback because it can improve our

writing skills although sometimes I find difficulty when correcting my friend’s assignment.

23 I am happy when I do peer feedback. - I try and learn to give correction to my peer - I know my mistakes in writing by my peer feedback

so, it can help me to be better in writing class. 24 When I do peer feedback in writing, I can find my peer’s

mistakes, and I can use my peer’s feedback to revise my writing.

25 The feedback checklist helps me to correct my mistakes. 26 I like giving peer feedback to others, but I’m still learning

and sometimes I feel doubt with my peer feedback because I don’t have much knowledge about writing.

27 I think peer feedback is important as long as the peer do it in maximum quality, I mean that he/she does it with strong willingness (seriously). In my experience, sometimes the peer couldn’t get the mistakes that I made, so I really need the feedback from teacher.

28 It helps me a lot in improving my writing skill and critical reading.

29 Well I can correct the wrong grammars from my friend’s story.

30 It is better to apply this kind of activity in writing class. it is very helpful!

31 It is helpful to improve my draft. 32 I enjoy doing peer feedback. I can learn from my friends’

mistakes. 33 Sometimes, I feel that I can judge whether I’m doing it right

or wrong.


67

Respondents

Answers

34 Doing peer feedback in writing is very useful. I can learn more from my peer’s mistakes and my peer’s comments and suggestions. It helps me being more understand in my grammar or writing skill. However, sometimes I find any difficulties in giving my peer the feedback. sometimes her writing is misunderstanding and else. But it’s okay because we learn together.

35 I sometimes confuse give comments in writing because I have to understand the writing.

36 I ever get peer feedback from my friends, but the revises are uncorrect. So, I more believe get peer feedback from my lecturer.

37 Difficult, because my knowledge about correcting so writing is less.

38 Sometimes, I make feedback up to me. If I am lazy, I can write anything, even not important thing.

39 I get confused when I read my peer’s work. 40 As stated in No. 21-24, depends whether the peers master the

subject or not. Sometimes, peers do not know either about the subject then how can they be giving significant and improvement in writing.

41 I am still confused in doing peer feedback. Sometimes, I don’t feel confidence in giving some correction or some comments to my peer.

42 Sometimes I confuse to check the right correction. 43 I found some difficulties when I check my friend’s writing

because I have had some problems in writing too. But I always try to give some feedbacks as good as possible to my friend or my partner.

44 It’s rather difficult for me because my peer and I are students and we still learn how to make a good composition. It makes me become doubt to give comments/ corrections because I don’t know whether it’s correct or incorrect.

45 Sometimes I’m disagree about my friends exercise. I comments what I feel need for add. But, my friend sometimes disagree with me.

46 Sometimes, I feel so confused to give my feedback to my friend because I know I am not expert so I’m worry that I’m wrong when I give him/her a comment.

47 - Difficult to analyze the mistakes - I have doubt feeling

48 Sometimes I feel confuse when I give feedback to my friend’s work/writing because I’m not confidence with my grammar.


68

Respondents

Answers

49 Sometimes some friends are afraid/ shy to give the feedback and even some are doing it just for the sake of doing it without checking it first.


Respondents Answers

1 With remembering which part that I often make mistakes, then try to minimize my mistakes.

2 Peer feedback should be implemented before teacher feedback.

3 It must be practice more often than before. 4 It should be implemented in every assignment. 5 We should be write our revise. 6 Every time we do writing 7 Give comments, suggestions 8 Peer feedback is given after writing an article. 9 It’s better if after we write, with make peer feedback with

other friend. 10 More useful in class 11 Peer feedback should be given at we finished the writing. 12 Peer feedback is given after writing activity. 13 It should be implemented in any time. 14 It is important by giving the comments and help the peer to

revise the written. 15 Peer feedback should be implemented in every practicing

writing. 16 In every task, students should make feedback for their

friends. 17 Students do peer feedback for another friends’ writing every

meeting. 18 The teacher should give peer feedback in every task. 19 Just give comments to each others 20 In the first draft 21 It should be from students and teacher that can support it

because it is useful for writing. 22 I think it should be implemented in every assignment in the

class and we have to aware when doing the correction. 23 Because it can improve ability in writing class. Because I am

given some correction by my peer. It really helps me to be better.


69

Respondents

Answers

24 No suggestion. 25 Anytime 26 I think the lecturer should be involved in peer feedback.

maybe the teacher can check either writing or peer feedback. 27 It can be done after the class and giving the revision to the

lecturer. 28 Frequently 29 It should be implemented at any time. 30 Every time the teacher gives task, peer feedback is needed to

make our task in a correct grammar, composition, etc. 31 It should be done before the composition is submitted. 32 Use checklist 33 It should be use as a score too. Because we try to look for a

better writing. 34 The teacher should give a draft of feedback so students can

know how to give feedback well. 35 It should done after teacher give some peer feedback because

the students know how to give comment. 36 Students give peer feedback to their friends. They shoul give

the best revise. After that, give the revise to the lecturer to make sure that our writing is correct.

37 They should study more in writing class. 38 It correct our writing in first draft. 39 Dunno… 40 In the way of exchanging the writing to be read but still need

the lecturer as final especially the early writers. 41 By practicing do peer feedback well. Try to give some

correction better and correctly. 42 Maybe we should more consider to check the correction. 43 In my opinion, peer feedback should be implemented in

every assignment in order to have a good final draft. 44 Peer feedback shouldn’t be implemented in every writing

assignment but it can be done for one or two only. 45 Peer feedback is needed. 46 After we get a assignment to write we also get a feedback so

we know our fault and we can revise it. 47 Share together and give comments by teacher 48 Peer feedback is very useful for us to improve our skill in

writing with the right grammar. 49 It should be done each time we do the writing, so that we’ll

get use to it. And by doing this we can learn more and better.


70

RAW DATA OF PEER FEEDBACK CHECKLIST

1). Is the introduction effective? Explain your answer!

Respondents Feedback 1 Yes, the introduction is effective. It is effective because the

explanation matches with the idea. It means that the writer describes the idea well.

2 Yes, he has introduced some points that lead to the supporting arguments.

3 Yes, it is. 4 Yes, the introduction explains what will she explains. 5 The introduction is not too effective because there is no list of

supporting arguments. 6 Yes, it is. The introduction can make the reader sure about the

topic. 7 No, it is not. The writer has to give her own statement to

support the introduction so that the reader gets some point from the introduction.

8 The introduction is effective, but I have a suggestion. “The reasons are……economy aspect”, I found two ‘and’s; . the first ‘and’ could be deleted, so the phrase become social-economy aspect

9 Yes, she gives clear introduction, but she didn’t write the general reason. She should write her three general reason.

10 Yes, it is. Because she mentions the reason of her main idea and clear enough.

11 No, it isn’t because in introduction paragraph, the writer just write two sentences. I think it is need more sentence for making or for describing a problem/ idea first, so, the introduction is not interesting.

12 It has been effective, because the writer has stated his position whether he agrees or disagrees.

13 Yes, it is. Because in my opinion, the writer has described the situation or the topic clearly. And he also mentioned or listed the three supporting ideas at the introduction part. But in the other hand, the writer’s position isn’t strong enough.

14 Yes, it is. Because there are some reasons to support the main idea.

APPENDIX 6 RAW DATA OF PEER FEEDBACK CHECKLIST


71

Respondents Feedback 15 Yes, it is. The writer can state her position of her argumentative

writing whether she is pro or contra. 16 Yes, it’s effective enough. 17 Yes, it is. The introduction is effective and the reasons are

related to this statement. 18 No, isn’t it. It’s too dramatic. 19 The introduction is effective. The introduction is interesting.

The introduction related to the title. But in introduction, the writer uses past tense and the third reasons in introduction should be written because the writer gives 3 reasons in explanation.

20 Not yet effective. Try to find a sentence that will invite/will catch your readers’ curiosity t read your work. Your introduction is sound a statement.

21 Yes, the introduction is effective, because the writer mention about the main idea first.

22 Yes, it is. We can know about the…. 23 Yes, it is. In this paragraph the writer explain about National

Exam, and introduce what he will explain. 24 Yes, it shows about of them like to smoking about the fact that

men or women in the world 25 The introduction is effective. It is enough thesis. 26 Yes, the introduction is about the important thing of three

planting. 27 It is effective enough. 28 Yes, it is. It has good support sentences. 29 Yes! the writer explain about National Exam and explain that

from general to the specific one. 30 Yes, it is. He hives the problem and background information. 31 Yes. the writer gives the introduction why we should do tree

planting. The introduction is explained from general one to the specific one.

32 Yes, it is effective because the writer gives the background and the problem why tree planting should be done.

33 Yes, then introduction can explain the problem clearly. 34 Not really, because in my opinion she doesn’t explain the thesis

clearly. She doesn’t give some evidences too. 35 Yes, it is. In the introduction, she has explained ehat the

polygamy (the basic of having polygamy). She also give a statement that the polygamy can make the human in unlucky condition. It is related to the topic.

36 Yes, it is. Because the introduction can make us understanding the topic sentence.

37 Yes, it is. It explains the topic sentence clearly.


72

Respondents Feedback 38 There is no introduction at the text. 39 I think you have the introduction is effective because you

explain about tree planting is important so in the reasons you explain the mean of her introduction.

40 Yes, it is, because it shows the background of the problem. 41 Yes, the introduction is effective. 42 No, because the introduction can’t introduces the problem. 43 The introduction is effective, because he mentions the

arguments. 44 No. it has no restatement of the argument. 45 Yes, because the writer has presented the reasons why

unofficial marriage can happen. 46 Yes. it can cover the whole reason but it is only like main idea.

Why don’t you use like a sentence. 47 Yes, it is. Because it has mentioned the reason. 48 Yes, it is. There are mention about environment and writer’s

comment writer will explain many advantages from her comment.

49 No, it isn’t. I think the introduction is not effective. Because in that paragraph the writer write something common and it is poor idea.

2). What is the writer’s main idea? Restate here:

Respondents Feedback 1 Smoking is unhealthy. 2 National Examination brings misery. 3 National Exam has negative sides. 4 The negative sides of National Exam. 5 Smoking should be banned by the government. 6 Classical music should be introduced to children. 7 Smoking has a lot of bad effects for smokers and society. It is

related to health, economic, and society. 8 The writer’s main idea is that he doesn’t agree if Indonesia use

National Exam, so National Exam should be abolished. 9 She said that National Exam should be abolished because the

students can get stress, not proportional, not effective. 10 National examination should be abolished. 11 National examination should be abolished. 12 People should plant the idle land. 13 Idle land should be planted at this recent in order to save the

earth.


73

Respondents Feedback 14 Music is very important for children and music must be

included in the school subject. 15 National examination should be abolished. 16 The idle land should be planted by plants or trees because it can

give many advantages for the earth. 17 National examination should be abolished by government. 18 It’s so unfair if the six subjects in National Exam for the

students have to decide to pass or not in Senior High School. 19 The main idea is National Examination should be abolished. 20 Smoking: it is very general statement. 21 For smoker, smoking can make their body become bad and

make their age be shorter. 22 Smoking can kill the people. 23 The negative sides of National Exam. 24 Smoking should be forbidden because has some negative sides. 25 The writer’s main idea is to restate that tree planting is

important. 26 Tree planting can prevent our earth from global warming. 27 Tree planting is very important. 28 Society’s life, religion value, growth of the children. 29 National Exam. 30 Facebook should be banned for children. 31 The writer’s main idea is the reasons why tree planting is

important. 32 The writer’s main idea is the reasons why tree planting should

be done. There are several reasons that related to freshness, water resources, and global warming.

33 Facebook should be banned. 34 She doesn’t agree about unofficial marriage. She explain 3

reasons which are related to support the argument. Unofficial marriage should be banned because of religious value, social value and the bad effect of it. Unofficial marriage will bring many problems.

35 She doesn’t agree with the polygamy. That’s why, she states 3 reasons why polygamy should not be supported. They are about injustice in dividing money, time, and love.

36 Facebook should be banned. 37 Facebook should be supported. 38 Tree planting is important because tree has several functions

for our world. 39 About why tree is important for our life. 40 The writer is not agree with unofficial marriage because it

decrease the woman’s and her children’s right. 41 About the reason why we should plant trees


74

Respondents Feedback 42 Facebook should not be banned in Indonesia. 43 1. Today we are very difficult to find trees.

2. The first reason is the tree can help for reducing CO2. 3. The first reason is the tree can help for producing O2. 4. The first reason is the tree can help for saving water. 5. We must do tree planting.

44 Tree planting is very important because the trees are the place for animal to live. It has a lot of function and it can reduce global warming’s effects.

45 Unofficial marriage should be banned. 46 Why National Exam should be abolished. 47 She against to the government program. it is national

Examination. She thinks that National Examination should be abolished.

48 About idle land should be planted. 49 National Examination should be abolished.

3). Does the writer support that idea with evidence? What is that evidence?

Respondents Feedback 1 Yes, the writer supports the idea with evidence. The evidences

are smoking causes cancer, heart attack, and impotent, affects pregnancy and the embryo, makes a person coughs and leads to bronchitis, and cigarette contains of some poison.

2 Yes. - Students got food achievements in the last 2 years of

their studies but just because one subject they fail in exam, affecting their achievements.

- There is cheating by getting the answers beforehand. - There is unhealthy competition.

3 - They study for years but this exam will determine the students’ grade.

- Many students do cheating. 4 Yes. Many students don’t pass the exam. 5 Yes, he does. The evidences are:

- Smoke causes a trouble with the blood circulation. - Smoke can lower the energy. - Smoke decreases oxygen for the brain.

6 No, doesn’t. 7 No, she does not. She does not give evidences in her

composition. she only make explanation in her composition.


75

Respondents Feedback 8 Yes, the writer supports the idea with evidences. The first

evidence is students are tired with their extra lessons. Next, government only focuses their decision in grading point on the cognitive aspect. The last evidence is about spending too much money in national exam.

9 No, she doesn’t. 10 Yes, she does. But in the second reason, in the last paragraph

she said “It’s better if the money is used for other importance”. May be can be added by example important things. Her evidence about time, money and dishonesty. She supports the main idea with by other reasons in each importance.

11 Yes, it does. The writer explains her reason with some support sentence.

12 Yes, he does. The evidences are that idle lands are risky because it can make landslides.

13 Yes, he does. The evidences are: - Planting idle land will provide a new habitat for plants

and animals. - The plants can reduce the emission of carbon dioxide

into the atmosphere. - The plants can preserve the ground water.

14 Yes. the evidences are playing music makes the children more creative. Music is needed for children growth and make children cheerful and confident.

15 Yes. But the evidence is still common. I think it’ll be better if she gives more specific evidence and more evidence to proof her writing.

16 Yes, for example: “if the earth doesn’t have oxygen, the people in the world will die”. It’s absolute.

17 Yes, she does. The evidence is about material in national exam, government always increases the standard of national exam for high school students, and there are many students who fail in the national exam.

18 Yes, she does. First, the materials of the national exam isn’t in accordance with the material that the students learnt. Second, the government always increase the standard of national exam. Third, nearly 50% students in Indonesia failed the national exam.

19 Yes, the writer does. - They don’t have much time to study all materials. - Many students are not ready to do the national

examination. - Many students get fail to pass the examination.

20 There is only few evidence so more research to proof your statement.


76

Respondents Feedback 21 No, because the writer doesn’t mention the evidences that

support her fact. 22 Yes, he does. Firstly, cigarette contains much toxic. It can make

someone addicted. Secondly, smoke makes our atmosphere become thin. Thirdly, smoking is wasteful.

23 Yes, he does. - National exam makes the students get stress and

sometimes the material isn’t appropriate with the syllabus that teacher have been given.

24 Yes, she does. She shows about fact what will be if we smoke. 25 Yes, it does. First, planting trees are related to the fresh air.

Second, trees can absorb water from our soil and trees can prevent flood. Third, trees can prevent landslides.

26 Yes, the evidence is from what that he feel in this earth. 27 Yes, he does. The source of the water depends on tree. 28 Yes, she does. The each reason has evidence which is

supporting the main idea. 29 Yes. The evidence are written on each reason. 30 No, he doesn’t. He should add some evidences, maybe the bad

impact of using FB for children like kidnapping. 31 Yes, the evidences are written on each reason that she wrote.

- Tree planting is important to our air. Evidence: the plant changes the carbondioxide become the oxygen. The oxygen can make our air become fresh.

- Tree planting is important to our water. Evidence: the root of the tree absorbs the water and keeps the water.

32 Yes, the writer supports that idea with evidence. The evidences are trees produce oxygen so we can feel so fresh; trees absorb rain water so it can’t be the cause of flood and trees need carbondoxide for photosynthesis. It can reduce carbondioxide which cause global warming.

33 Yes, it does. - FB has some cool features. - FB can connect government with their… - By using FB, we can meet our old friend.

34 Yes, but sometime the evidence isn’t complete. 35 Yes, she does. She support that idea with evidence in the real

life, for example in paragraph 2, she gives the example of a problem in a polygamy marriage, it is taking the poverty away by forcing.

36 Yes, he gives examples. 37 Yes, she does. She gives example of uploading status to share

feelings, about business development and facebook entertaining games.


77

Respondents Feedback 38 Yes. the tree can absorb air pollution, restrain flood, and tree is

used to reforestation process. 39 - 40 Yes, she does. Some people have a willingness to do their

marriage in an easy way. 41 No, the writer doesn’t support her idea with evidence. Because

she doesn’t give specific explanation with her argument and she doesn’t give some examples.

42 Yes, the evidence is the explanation at the reasons. 43 Yes. par. 2. CO2 can be reduced by tree. 44 Yes. In the paragraph 4, the writer’s writing is based on survey. 45 The writer directly states the example in paragraph 2.

1. The proof is very important to arrange many letters. 2. The society never accepts a family who has unofficial

marriage. 46 Yes, she does. She gives the idea which covers the whole

reason. 47 Actually, she doesn’t support that idea with evidence

completely. 48 Yes, it does. She shows four evidences. She mentions the

advantages. She said that idle land should be planted because: First, it can make beautiful. Second, it will improve the florish land. Third, it can make oxygen improve. Fourth, it can reduce the global warming.

49 Yes. I think in second paragraph, the writer mention the reasons with carefully and there are example there.

4). What evidence is missing or incomplete?

Respondents Feedback 1 There are not incomplete. But the second reason isn’t

effective. I think the last sentence in the second reason should be omitted.

2 I think it is enough for young writer. 3 - 4 Many students pay for the answer. 5 - 6 Yes. 7 - 8 There is no missing evidence, but the example on the first

aspect make the readers quite confused: it is better to make the examples as one paragraph.

9 In each three reason she didn’t give clear and real reason.


78

Respondents Feedback 10 Second reason is missing. In the last paragraph, she said “It’s

better if the money is used for the other importance”. She doesn’t explain the other importance.

11 The time connectives. 12 - 13 In my opinion, there is no missing evidence in this passage. 14 There is no missing or incomplete evidence but there is one

paragraph that is a jumping sentence. 15 In the second paragraph, she just says “It means that it doesn’t

have advantage to develop Indonesia’s quality”. I think it’s weak to support her statement. (it’s too general, need to be more describe)

16 “It will make the land can be planted with every species of the plants”.

17 No, it isn’t. 18 - 19 The time to do national examination last year. 20 Example: what are the substances contained in the cigarette

that cause the sickness. 21 all of the evidences… 22 - 23 - 24 - 25 None. 26 No missing evidence. 27 No evidence is missing. 28 I found nothing for the missing evidence. 29 There is no incomplete evidence. 30 The bad impact is only according to his argument. 31 The evidences are complete because the writer has stated the

evidences on each reason. 32 In paragraph 3, maybe you can relate water resources with

drought disaster. For example, the tree’s root absorbs the rain water. The root keeps the water under the land, so it can’t be the cause of drought.

33 The evidence is complete. 34 In the third reason, there is no evidence. It will be better if

there is an evidence what effect of unofficial marriage for the couple new family.

35 Nothing. 36 - 37 No evidence missing 38 I think that the evidence of the third reason is missing. 39 Your evidence is not missing.


79

Respondents Feedback 40 - 41 The evidence is not complete. 42 - 43 In 2nd argument, the writer explain but incomplete. 44 - 45 - 46 Nothing 47 For example: in the first reason, she doesn’t give clear

evidence. 48 I think the first and second evidence can be one reason.

Because both of them have related. 49 Nothing I think.

5). What questions do you have about this composition?

Respondents Feedback 1 How can the poison damage human body? Could you describe

it? 2 Is there any possibility to put this topic on school debates in

all levels? 3 - 4 What will government use to change National exam? 5 Are all the evidences based on correct data? 6 - The reasons have not an evidence.

- There is a “maybe” in the second paragraph; it means that the writer feels doubt about her argument.

7 The writer confuses to build the idea of the composition. 8 For the second reason, the writer state that it is not fair for the

students if government use cognitive aspect as determiner. Actually, schools have rights to decide whether the students graduated or not based on their mark in the school.

9 What do you mean in your last sentence? 10 No questions. Good. 11 Why the writer not using some time connectives for

connecting each sentences? 12 In your opinion, how can make the people so that they can be

responsible with the idle lands? 13 Is this passage aimed for everyone? Or is it aimed for adults

only? 14 What will we do if there are some children who don’t like

music?


80

Respondents Feedback 15 - Where did you get your ideas?

- Do you have other examples/evidence that make your statement being stronger?

16 Have you planted any plants in your idle land? 17 Can you give your strong reason that government can believe

you to change it? 18 - 19 - 20 - Did you make research to explain your idea?

- Where did you get the ideas? 21 Can you make me believe about the reasons in your

argumentative? Because you just mention about the fact, not about the evidences.

22 Where is the conclusion? 23 What should the government do to help the students solve

their problem? 24 - What should we do to stop smoking?

- What activity that must do except smoking to remove stress or something like that?

25 Why did you always use this sentence “the first reason why we should planting tress”? I think you should go direct to the main point.

26 What kind of tree that we should plant? 27 No question so far. 28 If someone who want to get married but they don’t have

enough money. Is it any marriages should using money if they don’t have?

29 If the National exam be abolished, is there any other way to measure graduation standard for students?

30 - 31 I have no question. It’s quite clear. 32 I have no question. 33 Why do people disagree if FB should be banned? 34 In paragraph 4, the third reason: what can make a divorce? 35 Nothing. 36 Why facebook should be banned? 37 Why facebook should be supported? 38 a. Do the cars, motorcycles, and factories produce

carbondioxide? I think they produce carbonmonoxide. b. What do you mean about the third reason? I think that

it should be tree can prevent global warming. 39 What we should be done to protect our environment? 40 - 41 How the tree can save water?


81

Respondents Feedback 42 Does facebook also have disadvantages? 43 Par 2. Why can CO attack our lungs?2 44 - 45 - 46 - 47 Has she corrected her composition carefully? 48 Where is the environment should be planted from the writer’s

idea? 49 In the fourth reason, it mention about the students self. Why

the writer not explain more about “the students self”?

6). Is the conclusion effective? Explain your answer!

Respondents Feedback 1 Yes, the conclusion is effective. It is effective because the

writer can conclude well and clearly. It means that the writer concerns in the idea.

2 Yes. the answer is written in the last paragraph. 3 The conclusion is not effective. The government should make

a new rule to help the students get their graduation. 4 No. it just repeating the introduction. 5 The conclusion is not effective because there is no relevance

of the topic. 6 No, isn’t. The writer should has to give more suggestion to the

reader. 7 Yes, it is. The writer gives her own statement in her

composition based on the reasons that she explains. 8 Yes, the conclusion is effective. It can restate the writer’s

arguments. 9 Yes, it is. She had written the review topics. But, I don’t

understand her lat sentence. 10 Yes, it is. She mentions her main idea and her reasons then

she added related idea: “Government should give some attention”.

11 Yes, the conclusion if effective for the introduction paragraph. At the firstly. But, again maybe the writer can describe it more.

12 I think it’s not too effective because the writer only restate the thesis and he hasn’t restated the three arguments briefly, nut it’s good.

13 Yes, it is. Because the writer has mentioned or restated the thesis and also finishing it with the good relevance.


82

Respondents Feedback 14 No, because the conclusion just repeated from the

introduction. 15 It’s effective but she has mistyping. After low passing grade,

it shouldn’t be full stop but comma. Then the on the national examination, it shouldn’t be capital word.

16 Yes, it’s effective enough. 17 Yes, it is. This conclusion show and make sure to the reader. 18 No, isn’t it. It’s because there isn’t restate thesis as a

conclusion. 19 Yes, the conclusion is effective. The conclusion related to the

explanation and it conclude all of the explanation. 20 Not so effective, elaborate more. 21 Yes, the conclusion is effective, but your conclusion too brief.

Maybe you can add some sentences there. 22 There isn’t the conclusion. 23 The conclusion is not effective. The government should make

a new rule about National Exam, and help the students pass their exam.

24 Yes, it makes us/persuades us to stop smoking. 25 Not really. 26 Yes, it is. I think it is strong enough based from his reason. 27 Yes, it is. The reason is strong enough to ensure us to follow

the writer’s statement. 28 I think it’s quite effective. The conclusion is simple and

having a clear statement. 29 Yes, but the writer doesn’t give a kind of suggestion to

convince. 30 Yes, it is. It is concluding all the ideas. 31 Yes. The conclusion concludes all the arguments. 32 Yes, it is. Because in the conclusion, all of the reasons why

tree planting should be done is appeared. The argument in the conclusion is clear and cam be understand.

33 Yes, her conclusion re-state the thesis and the arguments. 34 Yes, in my opinion. The writer has told that the unofficial

marriage should be banned because marriage is so holy and if unofficial still done, it will make some bad effects.

35 Yes, it is. In the conclusion, she has concluded 3 reasons why polygamy should not be supported (she has explained before) in to one brief paragraph.

36 Yes, because he tells that facebook should be deleted or at least banned.

37 Yes, it is. It supports the writer’s main idea and the topic sentence.

38 Yes. It has improvisation and of course it’s effective.


83

Respondents Feedback 39 You have conclusion effective. 40 Yes, it is because the writer restates the reason why she

doesn’t agree with unofficial marriage. 41 Yes, the conclusion is effective. 42 Yes, because he tells why facebook should not be banned in

Indonesia. 43 Yes. 44 It’s effective because it restate the arguments. 45 Yes, because the writer restate the argument. 46 Yes, because she tells us about why National Exam should be

abolished. 47 No, it isn’t. she just said one statement. It is “Government

should abolish the National Examination for students”. She shouldn’t say just one sentence.

48 No, it isn’t. maybe it can be added by her arguments. She just said “Therefore, the plant should be planted in the land even in local environment. So, it…..(nothing)

49 Yes. I think the conclusion effective because the writer write the conclusion more specific.

7). Do you notice any grammar, spelling, punctuation or word choice errors? Mention and correct them!

Respondents Feedback 1 - 2 Yes, any few mistakes like:

- Students pass students who pass - …exam is expected …exam which is expected or

the expected abolished of national exam - These failure this failure or these with were not was - …achievement is are - National exam has been become has become

3 - In conclusion, governments should…(government) - National exam is a test to proof the students’ skill. But

it has many negative sides. ( use comma) - But it has many negative sides. (it what??)

4 Years yearly Students student Sites sides Do not to haven’t to

5 Trouble = problem By having 2 trouble = if there is a problem In doing their job = when they are working The energy = human energy/body energy


84

Respondents Feedback 6 - Many psychiatrists ask some parents to introduce

classical music to children. - There are three reasons why classical music should be

introduced to children. - Maybe, later children will be able to play some

classical instruments since they were still young. 7 Breathe: breath 8 (correction is in the task) 9 - The students were studied without were

- They will be succeeded without be - Students just given it should gave not given - Question is countable noun some questions - For three years ago without ago (past perfect) - The school which know the school which knows - The government didn’t know why does she use V2?

10 Usud: used But most of their time are: but most of their time is

11 It will be better if the writer using some time connectives for making a good paragraph and it will be not a jumping paragraph

12 But the amount of them have decreased have been decreased

13 - 14 - Conclution conclusion

- There is a jumping sentence - There is a confusing sentence - Be able to is/am/are able to

15 - Althoug although - …students are fail… students fail - …the second national examination which it will ..

the second national examination which will.. - 3 three - 5 five

16 - Doesn’t have plant should be doesn’t have any plants

- It is possible too should be it also possible - The idle land is planted should be the idle land is

planted with - For example: for example, bla, bla, and bla. - If there is no plants, there is no oxygen if there are

no any plants, yhere is no… - It will make it will makes


85

Respondents Feedback 17 - National exam should be abolish: it should be national

exam should be abolished - Government. It should be government - Incrase. It should be increase - Achieve. It should be echieve - Nearly 65% of students in Indonesia failed the national

exam. It should be nearly 65% of students in Indonesia fail the national exam

18 National exam become becomes Some of the material materials Goverment government

19 Grammar: didn’t don’t is not are not just given are just given got failed get fail failed fail we can’t use “and” at the beginning of the sentence

20 People surrounding them people around them 21 Yes. example:

- Smoking can make their age to be shorter - It causes to have miscarriage

22 Theirself themselves Nicotine can makes make If it touch us touches We spent spend

23 Yes, I do. - …senior high school also also senior high school - Many students in Indonesia got stress many

students in Indonesia get stress - …the syllabus that teacher has been given (without

full stop) the syllabus that teacher has been given. - Developt develop

24 Like this like that thing Smoke of cigarette from Have get Just for relax just for relaxing Who smoking smoking

25 Yes, I do. - The first reasons, etc the first reason - Planting tress is planting trees are

26 No errors 27 No grammar is error according to me. 28 I think there is no mistakes in the grammar, spelling. 29 No. The grammar is very perfect.


86

Respondents Feedback 30 - FB is very useful if we right to use and FB is very

unuseful if we wrong ti use FB is very useful if we use it right way and useless if we use it wrong way..?

31 - We can start movement to save our world with small thing that is tree planting. by tree planting

- The oxygen can make our air become fresh the oxygen can make our air fresh

32 Paragraph 3. - Trees needs carbondioxyde for photosynthesis trees

need or tree needs… - Carbondioxyde carbondioxide

33 - With our old friend, relatives with our old friend and relatives

- What do you choose citizenry or citizen? Pelase be consistent

34 - Two different persons - but however - is no problem isn’t a problem - happens happened - get gets - married marry - the relationship… a bad relationship of the couple

and their society 35 In paragraph 2

- the husbands usually don’t divide it unjustly the husbands usually divide it unjustly

- he will hive his wife to manage he will give the trust to his wife to manage

- in their marriage such as… in their marriage, such as..

In paragraph 3 - it makes most of the wives become feeling

uncomfortable it make most of the wives become uncomfortable

- with justness justly In paragraph 4

- Many wives who this polygamy will have many wives who in this polygamy will have

In paragraph 5 - ..and for accompanying him for life to accompany

him for life - That if

36 - 37 -


87

Respondents Feedback 38 a. Several function several functions

b. Tree absorb it tree absorbs it c. Change…become change…into d. Will decreases will decrease e. Prevent it become flood prevent the flood f. There is a flood the flood happened g. The water has to pass tree the water pass the tree

39 I think you have good. 40 …unofficial marriage should be ban because…

……unofficial marriage should be banned… 41 1. Why we should be plant tree why we should plant

tree? 2. Many trees in the earth have been taken more for their

need have been taken more than they need 3. So, in the earth has not had protection so, in the

earth doesn’t have protection 4. Sun is direct to penerat sun is directed to penerat 5. …to penerat some reasons …to penerat. There are

some reasons… 6. The first reason is tree… The first reason is that

tree… 7. The second reason is the tree… The second reason

is that tree… 8. To happen to happened 9. The third reason is most important The third reason

is the most important… 10. So, we must be care with our environment so, we

must care our environment 42 - 43 Yes, I do.

Par 1. - Dificult difficult - Par 2, 3, 4. The reason is that the the reason is the..

44 Par 1. Trees is… tree are/ tree is …is decreasing are decreasing Par 2 Will be lost will lose

45 - Unofficial marriage is increase is increasing - …marriage for may reason, for many reasons - There are many reason many reasons - The society is disagree the society disagrees..


88

Respondents Feedback 46 Par 1. Nastional National

Par 2. If Par 3. On in Par 4. Depends depend Par 4. Depend depends

47 - It make students it makes - Chunning cunning - It damage it damages - They thinks they think - They will cheat in each other They will cheat each

other - Students feels students feel - Goverment should be abolished UAN government

should abolish 48 - Environmen Environment

- Which isn’t has which doesn’t have - The global warming can be reduce reduced

49 In that story, the writer always writes a little word (huruf kecil) as a beginning of sentence. I think it is false.


plagiat merupakan tindakan tidak terpuji · education study program of sanata dharma university....

Documents