TEACHERS’ BELIEF OF PEER FEEDBACK
IN ACADEMIC WRITING CLASS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Monica Yuliani Widjayanto 112010018
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
TEACHERS’ BELIEF OF PEER FEEDBACK
IN ACADEMIC WRITING CLASS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Monica Yuliani Widjayanto 112010018
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
Teachers’ Belief of Peer Feedback in Academic Writing Class
ABSTRACT
In thecontext of Academic Writing as a course, the need for peer feedback is important since the students need the feedback not only from teacher. According teachers, problem may arise when peer feedback has been applied in Academic writing class is the implementation is sometimes difficult to do for students. One
crucial issue related to this is the teachers’ beliefs towards peer feedback for the
course, which this study attempts to find out about the way teachers think about peer feedback in Academic Writing course. The instrument used was a semi-structured interview with eight participants writing teachers. Throughout the study the researcher obtained three findings and those were (i) participants viewed peer feedback as a way to motivate students, (ii) peer feedback implementation is difficult to do, and (iii) the advantages after peer feedback applied is greater than disadvantages.
Key words : Academic Writing, teachers’ beliefs, peer feedback, implementation
INTRODUCTION
Peer feedback is a form of peer assessment that used in writing class and the
purpose is to improve students’ writing skills. Students have to read their friends’
paper and give comments. It is true that the process of peer feedback is formative and
has the aim of improving student learning while it is happening, in order to increase
understanding of the work involved and hence improve the quality of the final product
(Somervell, 1993; Topping et al.,2000). Peer feedback is also referred to as
peerreview, peer editing and peer response (Lundstrom&Baker, 2009; Liu & Hansen,
2002). Peer feedback which involves commenting on each other’s work seems to have
several benefits. Providing an overview of the advantages of peer feedback, Liu and
Hansen (2002) state that peer feedback creates an awareness of the needs of the
audience by ensuring a collaborative drafting process and in this way, the learners are
In order to understand the meaning of teachers’ belief, we have to know what
beliefs are. Beliefs are mind-sets and directions people present to what they know
about the surrounding world (Lorduy et.al, 2009). On the other hand, Borg (2001)
defined that “a belief is a proposition which may be consciously or unconsciously
held, is evaluative in that it is accepted as true by the individual. Further, it serves as a
guide to thought and behavior.” From these definitions, we can conclude that beliefs
determine or guide people’s thinking and actions. Furthermore, the meaning of
teachers’ beliefs can be regarded as the information that the teachers hold which is
true in teaching. The information will affect their behavior and action in the classroom
as a teacher (Luft&Roehrig, 2007). Teachers’ beliefs mostly come from their own
experience (Richards & Lockhart, 2005) so that the role of the beliefs in teaching and
learning are more influential than a teacher‘s knowledge in the classroom’s activities.
It is widely accepted that experiences are the best teacher. Through experience, people
can learn something new that is different than before.
The idea of students receiving peer feedback in writing class is intended to
help improving writers’ draft and developing readers’ understanding of good writing
(Hylan,2003; Shulin, 2013;Rollinson, 1998; Caulk, 1994) also said that peer feedback
in writing class is useful because of peer feedback can make students’ improves their
writing skill. According to Maarof, Yamat and Li (2011), ESL writing is a difficult
skill to acquire as it involves more than just putting correct grammatical forms
together. Second language writers (L2) have less language knowledge and confidence
compared to writers writing English as a first or native language. I think that peer
feedback also can make students think about the writers’ and readers’ grammatical
they gain experience in using the criteria to read their own writing (Cho &
MacArthur, 2010; Lundstrom&Baker, 2009).
Academic writing class is a challenging writing course. This is one of the
classes which we can apply peer feedback system.Mostly the teachers use peer
feedback in academic writing class to gain students’ self reflection. In this condition,
teacher will be a facilitator. Some of the teachers have another beliefs about peer
feedback. Their beliefs are something that I want to know further. And the reason I
choose academic writing class because it teaches essential skill required todo the
writing for all kinds of university courses. The instructors may have different names
for academic writing assignments (essay, paper, research paper, term paper,
argumentative paper/essay, analysis paper/essay, informative essay, position paper),
but all of these assignments have the same goal and principles (Whitaker, 2009). The
goal in here is to improve students’ writing skill to be more academic. Here, academic
writing is one step before the students reach their proposal. In academic writing there
is peer feedback. Thus, peer feedback makes me wonder what is the beliefs of the
teachers’ about peer feedbackin academic writing.
This paper is aimed to investigate teachers’ belief towards peer feedback in
academic writing class.It also serves a guidance for writing teachers to consider the
methods used in their teaching. Moreover, this paper will definitely answer the main
question as follow: What are the teachers’ belief regarding peer feedback in Academic
Writing class? The significance of the study in this paper is to create awareness about
LITERATURE REVIEW
A good peer feedbackis descriptive feedback
Peer feedback is a fundamental part of the learning process as it can motivate
students as they have a sense of audience, and improve their learning (Mogahed,
2009; Liu and Carless, 2006; Tsui and Ng, 2000; Zhang, 1995; Tang and Tithecott,
1999). Thus, can be concluded that peer feedback is helpful and it will be necessary
when the feedback has words which can be as motivator. So that the learners can do
their self-assessment after they read peer feedback towards their writing.
In writing class we use peer feedback as to develop students’ self-assessment
abilities, as they gain experience in using the criteria to read their own writing (Cho &
MacArthur, 2010; Lundstrom& Baker, 2009). However, there are two kinds of peer
feedback and according to William (1999), those are evaluative feedback and
descriptive feedback. Evaluative feedback provides: judgements of value or
appropriateness of response and judgements of correctness or incorrectness.
Evaluative feedback is categorized as ego related (William, 1999). I think because
of evaluative feedback is only judging without giving any reasons. Evaluative
feedback aims to provide a judgment on the learners’ performance. The readers judge
the appropriateness of the writer’s writing skill such as the topic sentence is not
appropriate in this part and this part is correct and the readers is not give any opinion
or reasons why this part is not appropriate.
In the other hand, descriptive feedback provides: descriptions of why a
response is appropriate,descriptions of what students have achieved, suggestions of a
Descriptive feedback is categorized as task related (William, 1999). Thus,
descriptive feedback is not only giving inappropriate or appropriate judgment.
Descriptive feedback will describe how the writing could be better and give the
motivation such as: “this part is good, you can add some more information about
this.”
It is very vivid that descriptive feedback is better than evaluative feedback
especially for academic writing class. Black, Harrison, Lee &Wiliam (2003) said that
descriptive feedback is the most powerful tool for improving student learning. Thus
means that descriptive peer feedback can be ideal peer feedback because of the
descriptive feedback is kind of descriptions and suggestions from the readers which
will make writers reflect on their own writing. Because of descriptive feedback can
give more information why some parts need to be fixed and why some part is need to
be explained. Liu and Hansen (2002) also defined peer feedback as “the use of
learners as sources of information and interact for each other in such a way that
learners assume roles andresponsibilities normally taken on by formally trained
teacher, tutor, oreditor in commenting on and critiquing each other’s drafts in both
written and oral formats in the process of writing” (p.75).
Teacher’s role and students’ role in writing class during peer feedback
According to Shulin (2013), teachers who have used peer feedback in their
classes, play multiple roles in the implementation of peerfeedback activities. In
general, the words multiple roles mean that teacher worked as trainer, organizer,
After teacher distribute the paper of peer feedback, teacher as a trainer will
explain briefly how to fill the peer feedback form to the students and give the students
time to discuss their paper towards peer feedback which they are gotten. Teacher also
an organizer will organize the students to make a group or maybe in pairs. Teacher as
a demonstrator and model in class will give a simple explanation about how to fill
peer feedback paper. And the last as commentators and checkers, in this condition the
teacher is going to look around the class and ask the students’ about their peer
feedback for their friends. For example which is the part of your friend’s paper that
make you do not understand.
Teacher is as a facilitator in academic writing class. The teacher will guide the
students to make their writing skill better. The teacher will give some instructions and
ask the students to change their paper with their friends so that they will learn from
each other about their writing. After that, the teacher will distribute peer feedback to
the students and they will give comments towards their friend’s writing. The teacher
will explain what they should write on peer feedback paper and what the reason is
they suggest that to their friends.
Besides that, teacher also has to motivate their students in class. According to
Barkaoui (2007), teachers need to: a) motivate students, b) model effective revision
strategies, c) raise students’ awareness about the importance of (re)seeing their texts
from the reader’s perspective, d) encourage students to reflect on and self-assess their
own writing, and e) use appropriate writing tasks and activities for teaching and
assessment.
Teacher also must train students by preparing students for peer feedback and
and therefore the benefits it brings must outweigh the difficulties that come in
implementing it. There are still many questions to be answered, such as the most
effective like how to train students effectively (Hansen & Liu, 2005; Schaffer, 1996).
Students need to be trained before peer feedback will be applied, thus would make
peer feedback more useful and does not waste time. Ching (1991) opined that unless
we offer our students proper training on giving feedback.
And the role of students’ in academic writing class is they have to make a
group of two (pairs). After that, they change their paper with their friend. But, the
group in class sometimes depends on the teacher, the teacher can ask the students to
make a group consist of more than two students. Teacher will give the students time
to read their friends’ works and fill the peer feedback for their pair. Students will also
have discussion time after they get their peer feedback. Thus, each of students will
get a peer feedback from their pair and they will reflect peer feedback towards their
paper.
Benefitsof peer feedback
Al-Jamal (2009) examined the impact of peer feedback on improvingwriting
skills and building positive attitudes among English language learners. And thus, can
be conclude that there are some benefits of peer feedback like increase students’
awareness of their writing and make them to be more critical. According to Rollins
(2005) there are advantages using per feedback in class:
It gives both readers and writers more time for collaboration, consideration,
and reflection than is normally possible in the cut and thrust of oral negotiation and
friction, defensiveness, or negative interactions; it also provides the reader with a
written record for later consideration (p.27).
Collaboration, consideration, and reflections which are normally in oral
negotiation and debate will make students’ change their ideas by negotiate their
writing paper. Both of the readers and writers will exchange their opinion and point of
view. For example, the writer will ask each other why this or that part does not clear
enough and how if this part is removed. Thus,make writer reflects on his or her
writing after get reader’s ideas. By negotiation, writer and will collaborate his or her
with reader’s idea and writer will consider which idea that she or he will taken while
the writer revising his or her paper.
Tang and Tithecott (1999) explored the value of peer feedback groups in
English as second language writing classes on 12 international students from Asia.
They investigated the perceptions of students and whether their perceptions about
peer feedback changed over time. Findings revealed that the students gave positive
comments about peer feedback and that became something more positive as the
semester progressed. Moreover, the students engaged in “a variety of social,
cognitive, and linguistic activities as they worked to accomplish the assigned task”
(p.19). Al-Jamal (2009) examined the impact of peer feedback on improving writing
skills and building positive attitudes among English language learners.
Thus, the readers and writers can socialize each other while teacher give their
time to discuss after they fill the peer feedback for their friends. In their socialization,
they can give advices and suggest each other. Some of the students also change their
that peer commenting on each other’s writing has been an important and useful
instructional process in writing classes. Peer feedback gives students chances to
exchange students’ ideas when the teacher give the students time to discuss their
paper (in this discussion time, they will socialize each other) in class.
THE STUDY
Context of the study
The setting of the study was in English Language Teaching Education
Program in Faculty of Language and Literature in a university named Satya Wacana
Christian University, Salatiga, Central Java, Indonesia. Satya Wacana Christian
University is located in the small town of Salatiga, Central Java, Indonesia. The
researcher chose English Language Teaching Education Program of Satya Wacana
Christian University, because English is actively used in communication activities in
the program, especially for teaching and learning activities. The program offers an
Academic Writing course for students in fifth semester and it is a required course.
Academic Writing course in this department is a course writing skill to take
proposal writing for thesis in this education program. This academic writing course
has four hour credit prepares for the students to practice their academic skills before
they go on proposal writing. Teachers who had been teaching or maybe who are
teaching academic writing and usually give peer feedback paper for the students to
exchange their writing with their friends’ writing. Here, the students will be grouped
and after that the students will exchange their writing paper and correct the peer
of friends in that group (it depends on teacher whether teacher wants the students give
peer feedback from one of their groups or maybe more).
Participants
The participants of this study were 8 English Teacher Education Program
teachers, especially those who used to teach Academic Writing and who were
teaching Academic Writing. There were eight participants selected for the study, two
males and six females, who are active users of English, both orally and written. From
8 participants, there were two native speaker teachers and six non-native speaker
teachers.
Here is some data about participants:
Participants Native Speaker /
Non-Native Speaker
Length of Teaching Academic Writing
Male/Female
A Non-Native Speaker Three semesters Female
B Non-Native Speaker Four semesters Male
C Non-Native Speaker Since 2004 Female
D Non-Native Speaker Since 2004 Female
E Non-Native Speaker Three semesters Female
F Native Speaker Three semesters Female
G Native Speaker One semester Male
H Non-Native Speaker One semester Female
Instrument of data collection
The instrument of data collection for this study was semi-structured interview.
A semi-structured type was similar with a structured interview, but the difference was
located on its greater flexibility. Saunders, Lewis and Thornhill (2009) said that the
opportunity for follow-up questions. Semi-structured interview also give the
opportunity for a researcher to get more detail information by asking the interviewees
to give more explanation to their answer. The order of questions may also be varied
depending on the flow of the conversation.
The interview used Bahasa Indonesia and English. For the native teachers, the
interview used English in interview section. And for the non-native teachers, the
interview used Bahasa Indonesia to avoid misunderstanding. However, the researcher
allowed non-native teachers answered in English if they wanted to do so.
The first part of the interview involved some general questions to gain
background knowledge about Academic Writing. Some questions such as how long
participant taught Academic Writing and did the participant think Academic Writing
was hard to be taught for teachers in this phase. The next part included questions that
sought the teachers’ beliefs regarding peer feedback in academic writing class. The
questions below were the questions that the researcher used in interview section:
1. Do you usepeer feedback in your academic writing class?
2. Why do you use peer feedback? (If the questions from number one is no,
researcher may ask why you do not use peer feedback?).
3. How often do you use peer feedback in your academic writing class?
4. How do you conduct or apply peer feedback in your academic writing class?
5. How do you make guideline of peer feedback?
6. How do you apply your guideline in peer feedback towards your students
when they fill it in academic writing class?
8. When peer feedback is delivered in your academic writing class?
9. What are the teacher’s roles when you use peer feedback?
10.What are the students’ roles when you use peer feedback?
11.So, there are advantages or disadvantages of using peer feedback in academic
writing class? Why?
Procedure of data collection
The data for study were collected using semi-structured interview involving a
relatively fixed interview schedule. The interviewees also could elaborate on the
particular issue. The interviews took 10-20 minutes on average and were recorded and
transcribed.
Before the first interview, the researcher did a piloting with a participant who
has been teaching Academic Writing. The purpose of it was to check whether the
questions for the interview session were adequate and could be used for the
subsequent interviews. The piloting was also used to prepare the researcher to fix the
problem if in the future during the interview session met the difficulties. When the
piloting session took place, the researcher had a difficulty to follow-up questions and
it caused the interview’s duration relatively short and the answers from the participant
were not enough. Based on the piloting result, the researcher had learned that on the
11 following interview session, questions for follow-ups are necessary, especially
when the interviewee only gave some short or unclear answers. Researcher also asked
to interviewees toexplain which was unfamiliar for researcher.
To collect the data, the researcher contacted the participants (which were
willing to be a respondent for a recorded interview. After getting their permission, the
interviewer made an appointment with the participants to do the interview. The
researcher has contacted about eleven lecturers who had been teaching Academic
Writing. However, three of the lecturers declined to be interviewed because they had
not teaching Academic Writing more than four years.
Data analysis
For the data analysis, after the interview process with the participants the
researcher transcribed the interview recordings one by one. The transcription model
was clean (clear transcribing), which means that the focus was on the content of the
interview. After the transcription process was finished, the researcher did a coding
process based on the transcription result. From the coding, three headings or emerging
themes came up, which are as follows :
1. Participants viewed peer feedback as a way to motivate students
2. Peer feedback implementation is sometimes difficult to do
3. The advantages after peer feedback appliedis greater than disadvantages.
FINDINGS
Participants viewed peer feedback as a way to motivate students
Most of the participants think that peer feedback give positive effects to their
writing students. The common reason they use peer feedback is because peer
feedback helps students to reflect on their own writing. After do peer feedback, the
students will read their mistakes and they will read again their writing which is will
However, all the participants agreed that peer feedback is good thing in writing class.
In addition to mentioning their opinion, the participants also implicitly mentioned the
reason of using peer feedback. Here is what participant C viewed about peer
feedback:
“Supaya membantu mahasiswa untuk meningkatkan kualitas writingnya.”
(In order to helps the students improve their quality of writing.) – Participant C
From participant C,peer feedback can improve students’ quality of writing
after they have read their friends’ paper. They can learn from their friends and
increase what they think with feedbacks that they got. Because of peer feedback is a
fundamental part of the learning process as it can motivate students as they have a
sense of audience, and improve their learning (Mogahed, 2009; Liu and Carless,
2006; Tsui and Ng, 2000; Zhang, 1995; Tang and Tithecott, 1999).
Participant E and F mention that peer feedback can make students more aware
about their mistakes, she thinks that peer feedback can build students’ self-awareness.
Here are the views:
“Mahasiswa sendiri bisa lebih aware dengan kesalahan yang dibuat oleh temannya. Jadi dia melihat kesalahan temannya dan dia juga sadar bahwa sayapun juga membuat kesalahan seperti itu.”
(Students can be more aware with their peer’s mistakes. Thus, students see his mistake, and also realize that I made the same mistakes.) – Participant E
Participant E mentioned that peer feedback can improve students’ awareness
the same mistakes. Cho & MacArthur (2010); Lundstrom& Baker, (2009) said that
they use peer feedback as to develop students’ self-assessment abilities, thus the
students will know about their skill and assess themselves as they gain experience in
using the criteria to read their own writing (Cho & MacArthur, 2010; Lundstrom&
Baker, 2009). Thus, like participant E said that from peer feedback, students can learn
each other which are two ways learning process as a writer and a reader. And from
that experience, it can build their awareness in writing process and avoid making
same mistakes.
Similar to participant E, participant F also mentioned similar reasons why
they use peer feedback in class. Here is what participant F view about peer feedback :
“I believe that sometimes students can help each other to see the things good revise or do differently or holds on their paper like kekurangan, their weaknesses or what's lacking and make it passes them to each other.” – Participant F
Liu and Hansen (2002) also defined peer feedback as “the use of learners as
sources of information and interact for each other. Learners assume that process of
writing is normally taken on by formally trained teacher in commenting on and
critiquing each other’s drafts in both written and oral formats” (p.75). By using peer
feedback, students can learn each other and give feedback to make a better writing.
Peer feedback implementation is sometimes difficult to do
Some of the students who are familiar with peer feedback would trust their
friends’ comments. But the rest of them sometimes would not trust their friends’
comments on their paper. Moreover, academic writing is the highest and most
difficult writing level. One of the participants, who said that teacher feedback is
better than peer feedback, is participant B. Here is participant B’s opinion :
“It is difficult for students to give peer feedback in academic writing. Because of the essays usually very long and students seem don’t trust their
friends.” – Participant B
Thus, participant B believes that their students trust more and rely on teacher’s
feedback rather than their peer feedback because of it is difficult to do peer feedback
in academic writing class. Some studies have shown that even after training and
practice in peer review, students generally still prefer teacher feedback when given
the choice (Paulus, 1999). In academic writing class there will be essay(s) which is
long and difficult to do. Zhang (1995) found that nearly 94% of the participants
indicated preference for the teacher feedback over peer feedback. Ching (1991) also
questioned whether students are capable of providing a high-quality feedback similar
to that offered by their teachers.
The teacher will give explanation before peer feedback applied in writing class.
The explanation includes give theories, give handout about peer feedback and give
training. One of the participants said that she gave handout as a guideline about peer
feedback to the students before she applied peer feedback in class, here is the
statement of participant D:
”Mahasiswa juga bilang membingungkan. Karena mereka bilang satu bilang ini, satu bilang ini lha aku harus bilang apa. Kayak gitu. Jadi itu menurutku butuh training sih.”
Thus, participant D explained that some of her students think that peer
feedback is confusing for students. And participant D thinks that need training first to
know how far the students understand peer feedback and how to use it. Ching (1991)
opined that unless we offer our students proper training on giving feedback, they are
likely to keep on giving comments on syntactic errors and avoid semantic or textual
ones that are concerned with the development of ideas and the content itself.
Sufficient training was the concern of several studies. Thus, it means that peer
feedback need to be trained to the students before peer feedback is applied in class.
The advantages after peer feedback applied is greater than disadvantages
There are advantages and disadvantages of using peer feedback in academic
writing class. Many studies have demonstrated that the possibilities of overcoming
these challenges are very real, however (Bell, 1991; Hansen & Liu, 2005; Schaffer,
1996). For example, a study conducted by Paulus (1999) clearly illustrates one
instance in which peer review was used successfully in the second language writing
classroom.
After using peer feedback, students can get more constructive feedback which
can improve their writing skill and awareness. Besides that, by reading on friends’
paper students will learn something new. Moreover, the students will improve each
other’s work. It is like sharing knowledge but in writing product. Many studies
support the idea that peer review in the traditional sense can be extremely effective for
Paulus, 1999). Participant F mentioned that peer feedback can make students help
each other:
“I think students do help each other. I think that when they do take peer review seriously and try. And really try to help each other.” – Participant F
Peer feedback is believed can make students think critically because of the
process when students have to receive friends’ feedback or not. In this condition,
students have to think more critical to accept feedback as reference or not. Two of the
participants who have been interviewed said that peer feedback can make students
think more critical. Here are the participants who believe that peer feedback can make
students more critical:
“Tujuan peer feedback itu menimbulkan apa ya. Supaya mereka lebih critical, mereka sendiri lebih critical.”
(The aim of peer feedback is for gain.. it is aimed so that they can be more critical)- Participant D
“Dengan dilakukan peer feedback sepertiini, mereka berlatih lebih aware,
lebih kritis.”
(By doing peer feedback, students train to be more aware, more critical.)- Participant E
As participant D and E have said can be concluded that peer feedback can
make students think more critical. Students will be more aware of their mistakes and
their critical thinking will develop than before. Further, it makes the students think
more critical and they writing skill will increase.
Some researchers in both L1 and L2 writing suggest that peer review teaches
students critical thinking by forcing them to question the effectiveness of their peers’
writing and defend or explain their own (Bell, 1991; Ferris, 2004; Sager, 1973). For
readers of their peers’ papers, they will progress toward becoming writers more
capable of evaluating and editing their own written work.
If the students can think more critical, it means that they will know which
feedback that they will use to revise on their writing paper. Because sometimes
feedback from peer is only about grammatical mistake, not about the content. When
peer feedback is applied in writing class next time, the writer will ask their peer to
give feedback about the content.
CONCLUSION
This study aimed to find out the teachers’ view toward peer feedback in
Academic Writing. The significance of the study was to increase awarenessabout
teachers’ belief toward peer feedback in Academic Writing class. The question for
this study was: “What is the teachers’ belief toward peer feedback in Academic
Writing class?”
From the study, the researcher found out the teachers’ view toward assessment
in Academic Writing. First, teachers view peer feedback as a way to motivate
students. The students will know their mistakes and try tonot make the same mistakes
on their writing. Thus teachers have to explain and train students what peer feedback
is. Peer feedback also needs to be trained first before it is applied in Academic
Writing course because of students have to understand about peer feedback.
Otherwise, peer feedback will waste the time.
Second, the teachers had a view that peer feedback implementation is
teacher. However, the teachers also had a view that peer feedback raises students’
awareness of their mistakes in writing. The more the students get feedback from their
peer, the more critical they will be.
Third, the teachers mentioned some possibility challenges of students’ writing
using peer feedback. By helping each other when doing peer feedback, the students
will be more critical. And students prefer to do descriptive feedback rather than
evaluative feedback. It because of the students want to get clear explanation on their
paper about their mistakes. Furthermore, the teachers mentioned some advantages and
disadvantages in using peer feedback. Some of the students prefer teachers’ feedback
rather than peer feedback because of students’ mindset if teacher always right. But
when peer feedback works well and students can be more think critically, the students
can accept the feedback from their peer which means that students ready to go on real
life. Besides that, students will capable of their mistakes in writing.
During the research, the limitation of the study came from the number
ofparticipants. The researcher only successfully gathered eight participants. The
number of lecturers in English Teacher Education Program was eight participants,
their answers could not be generalized into broader areasuch as educational area,
teaching area, and so on. Therefore, the result may be different if the study is
conducted in other faculties and universities. For further research, the researcher
hopes that the study can discuss about the effectiveness of peer feedback in Academic
Writing course.
In addition, this study revealed that students always want their teacher to help
their peer to reflect in themselves. As such students understand and can use peer
ACKNOWLEDGEMENT
First of all I would like to say thank you to Almighty God because without His
blessings, I will never complete this thesis well. Second, thank you for my thesis
supervisor, Ibu Anita Kurniawati H., M.Hum. for her time, assistance, guidance, and
suggestion to finish my thesis and Bapak Christian Rudianto, M.App.Ling. as
mythesis examiner for the guidance and the help in completing my thesis.
This thesis would not have been completed without the support from people
around me. Papa Ricky Widjajanto and Mama Endang Sumiati, thank you for the
encouragement during my study and my research and also for the financial support.
For my elder sister Maria Stephanie and my beloved little brother Mario Indra
Widjaja, thank you for always loving me unconditionally. For my niece Valentina and
my nephew Steven, thank you for your smile as my mood booster when I remember
both of you. For my brother in law, Rudy thank you for giving me cute niece and
nephew. Big thanks to my bestie – Odry, Chrisna and Noel who have been there
during my days in English Department. A special thanks to my boy, Herry Fajar M.,
for the support, time, love, and motivation but please graduate soon. Thank you for
ma’am Victoria Dian Ginting for your caring and support. Thank you to my granny,
Tri Wahyuni for your love and support. I would also like to say thank you to ED
Tenners for giving me unforgettable memories for the last four years. Another big
thanks you to the participants for the cooperation during the data collection process.
And last but not least, I also thank you for everyone who helped me directly or
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