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?
