A. Previous Study
2. Procedure of Peer Feedback
The procedures of peer feedback techniques according Bartel, Liu and Hansen, and Hutton cited in Candra‟s research are:41
a) The teacher explains how to do peer feedback and ensure that the student can understand it. This activity involves explaining peer feedback in which students read each other's writing and provide the feedback, demonstrating in t this activity to interaction which involves students to exchange information, and especially modeling through commenting on and critiquing each others writing on how to peer feedback via Instagram.
b) Students write the first draft of recount text based on the given topic.
c) Students are asked to conduct peer feedback in pairs, exchanging their first draft one with another. The teacher monitors the students to work in pairs. Each student reads and reviews the other friend's caption. And then the teacher moves to check it if the technique is well applied or not.
d) Students are asked to deliver a peer feedback. The students make comments and suggestion after reading and focus on
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the aspect of organization, content, grammar, vocabulary, and mechanic.
e) Students are asked to return the first draft and guidelines sheet to the owner.
f) Students are asked to rewrite their recount text based on their peer feedback.42
Peer feedback is intended for commenting between students to another student. Peer feedback has been carried out according to the material contained in this study about recount text. So the focus of independent peer feedback is following the rules of recount text such as the generic structure of recount text, the content is interesting and following the theme of recount text, and the use of the language of recount text feature (past tense). Students are also given a peer assessment in assessing their friends' writings where the peer feedback process can be done easily. So, this method or guide to peer feedback via Instagram is made in as much detail as possible so that students can understand it well.
From the explanation above, the researcher combines that procedure because they are related to each other. The combination both of strategy determines time and organization.
42 Arifiana, Candra. Improving Students Skill In Writing Recount Text By Using Peer Review Technique, A Classroom Action Research of the Eighth Graders of SMP 4 Batang, (Academic Year of 2014/2015), 5.
In this research, there are several procedures to implementation peer feedback techniques online:
a) The researcher explains about recount text along with strategies how to do peer feedback during lessons and measure the student understanding.
b) The student does pre writing before main caption in Instagram. The researcher helps the student for any question to brainstorm the recount text draft.
c) The students create outline post including the topic, generic structure, supporting sentences and choose one photo related to the story outline because it will be shared as the caption in Instagram.
d) Students are asked to return the first draft on their instagram. Here, the students submit with hastag
@perfeedbackman1jember make it easier for the students to collect their assignment. The students sending their writing to the admin.
e) Students are asked to conduct peer feedback on Instagram with underlining the false and correcting it by giving peer feedback and some explanation or notes by writing in comment columns focusing on the aspects of organization, content, grammar, vocabulary, and mechanic. The students do a minimum of peer feedback to 3 friends. The researcher
monitors to see that peer feedback technique is well applied or not.
The students are asked to rewrite their recount text based on their peer feedback and share again on Instagram.
c. The Advantages Of Peer Feedback
Peer feedback as one of the cooperative learning models has some advantages. Hyland stated that peer feedback allows students can participate more in class activities so they are less dependent on the teacher passively.43 Moreover, Peer feedback can further boost confidence as well as build social content for writing.
Yang et al, also add that peer feedback can develop critical thinking, learner autonomy and social interaction among students.44
Liu and Hansen state that in definition, peer feedback can make the interaction between students and students together to grow stronger.45 Based on theories, the students can help another student to review their mistakes because they get an idea of what they have acquired. The student can understand the strength and weakness using peer feedback. In Candra‟s research too, the students are motivated to learn as they enjoy the socializing.46
43 Hyland, P, Learning from feedback on assessment, in: A. Booth and P. Hyland (eds) ( practice of university history teaching Manchester: Manchester University Press, 2002 )
44 Yang, M., Badger, R., & Yu, Z, A comparative study of peer and teacher feedback in Chinese EFL writing class (Journal of Second Language Learning, 2006), 15(3), 179-200. http://dx.doi.
org/10.1016/j.jslw.2006. 09.004
45 Liu, J. and Hansen, J, Peer response in second language writing classrooms (University of Michigan Press: Michigan, 2002), 3.
46 Arifiana Candra, Improvin Students Sill In Writtin Recount Text By Usin Peer Review Technique (2014/2015), 84.
In conclusion, it can be implied that peer feedback gives benefits to the students. They learn how to give and get constructive comments and suggestions. The students become more confidence to when they submit their writing.
d. The Disadvantages of Peer Feedback
Apart from the perceived benefits, there is also a lack of peer feedback in teaching and learning English. According to Tsui and Ng, some students prefer teacher feedback to peer feedback.47 They consider teacher feedback to be more useful and qualified to comment. It can be concluded that peer feedback can be successful but the teacher remains a source of authority to provide appropriate comments.
47 Bijami, Maryam, Peer Feedback in Learning English Writing: Advantages and Disadvantages.
Journal of Studies In Education (Universty of Malysia. 2013), 15.
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design, research location, research subject, data collection technique, technique of data analysis, validity of data, and criteria of success (achievement indicator).