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in revising their writing are well aware that the objective of peer feedback is to improve their writing and to practice cooperating with others. The students, then,
build a positive perception toward the use of peer feedback. In contrast, when the students do not know that peer feedback is beneficial for them, they will
automatically build negative perception. As additional information, an individual’s motivation is highly determined by
his perception. This statement is supported by Herbert as quoted below: Motivation is also strongly affected by perception, as we noted in
examining expectancy theory. The force of motivation is directly related to the perceived probability that effort and success are related,
as well as the linkage between success and rewards Herbert, 1976: 262
When the students perceive peer feedback negatively, they will not be motivated to use peer feedback to revise their writing. On the opposite, when they perceive peer
feedback positively, they will be motivated to revise their writing based on the feedback from their peers.
B. Theoretical Framework
Enhancing students to improve their writing ability does not simply have a free-error final product as the major concern. It is best to consider the process that
the students go through in achieving the final product. The whole stages of writing involve pre-writing, drafting, and revising. Apparently, revising has been considered
the core of the writing process. Providing meaningful and beneficial feedback is crucial to support the success of revision step. Exposing the students to cooperative
learning, the teacher may utilize peer feedback as a special means of getting feedback.
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Considering the ideas above, the writer is interested in finding out whether the feedback from peers makes significant difference of the students’ writing quality
and also the students’ perceptions toward the implementation of peer feedback. The expectation is that the students have a positive perception toward the implementation
of peer feedback so that they revise their writing based on the feedback for their peers.
From the brief discussion in the theoretical description above, it can be tentatively concluded that peer feedback improves the students’ writing. Evidently,
the students revise their writing based on the feedback from their peers. Hence, it is tentatively concluded that the students hold positive perception toward the
implementation of peer feedback in their writing class.
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CHAPTER III METHODOLOGY
This chapter deals with the methodology the writer used in this study. Thus, this chapter presents the method, research participants, setting, research instrument,
data gathering technique, and data analysis as well as research procedure.
A. Research Method
In this study, the writer employed descriptive research. The work of Ary et al 1990: 381 reveals that this sort of research is designed to obtain information about
the current status of phenomena. It means that descriptive research is designed to describe a certain phenomenon. On the face of it, in analyzing the data the writer
experienced the use qualitative research method. The work of Ary et al 2002: 22 points out that qualitative research method deals with understanding social
phenomena from the perspective of the human participants in the study. One major characteristic of this research method is the use of narrative description and
interpretation. This characteristic differentiates this research method from the
quantitative one in terms of data analysis Ary et al, 2002: 23.
B. Research Participants
