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It was apparent that the students rarely gave comments on mechanics. It was perhaps due to the fact that they did not possess sufficient knowledge on good
mechanics in writing. It was considered less important as the main focus of writing is not the mechanics. Yet, it would be better for the students to be exposed to have
better knowledge on mechanics.
2. Students’ Responses to the Questionnaire
This part deals with the students’ responses on each statement of the questionnaire. The data presentation is presented as follows.
Table 4.3 The Frequency and Percentage of the Students’ Responses on Each Statement on the Questionnaire
Degree of Agreement No Statement
4 3 2 1
1 Koreksi dibutuhkan dalam membuat suatu tulisan.
15 48.4
14 45.2
2 6.4
- 2
Anda menyukai tugas memberi koreksi pada tulisan teman anda. 1
3.2 24
77.4 6 19.4
- 3
Anda senang ketika teman anda memberi koreksi untuk tulisan anda.
2 6.4
19 61.3
9 29 1
3.2 4
Anda percaya diri ketika teman anda membaca tulisan anda. -
12 38.7
19 61.3
- 5
Anda percaya pada koreksi yang diberikan teman anda. 4
12.9 21
67.7 5
16.2 1
3.2 6
Koreksi yang diberikan teman anda dapat membantu anda dalam memperbaiki tulisan anda.
6 19.4
21 67.7
4 12.9
- 7
Koreksi yang diberikan teman anda jelas dan mudah dimengerti.
- 19
61.3 11
35.5 1
3.2 8
Koreksi yang diberikan teman anda lebih menghemat waktu dalam memperbaiki tulisan anda daripada koreksi yang
diberikan oleh guru. 4
12.9 19
61.3 8
25.8 -
9 Dengan saling memberi koreksi, anda menjadi lebih kritis
dalam menganalisa karangan anda sendiri. 8
25.8 18
58.1 4
12.9 1
3.2 10
Dengan saling memberi koreksi, anda menjadi lebih kritis dalam membaca karangan orang lain.
9 29
16 51.6
6 19.4
- 11
Dengan saling memberi koreksi, anda menjadi lebih percaya diri pada kemampuan anda.
5 16.2
14 45.2
10 32.3
2 6.4
12 Dengan saling memberi koreksi, anda dapat belajar dari teman
anda. 4
12.9 20
64.5 7
22.6 -
13 Dengan saling memberi koreksi, anda menjadi lebih akrab
dengan teman anda. -
7 22.6
12 38.7
12 38.7
14 Dengan saling memberi koreksi, anda melatih kemampuan
membaca anda dalam bahasa Inggris menjadi lebih baik. 9
29 19
61.3 3
9.7 -
15 Anda memperbaiki tulisan anda berdasarkan koreksi yang
diberikan oleh teman anda. 7
22.6 23
72.2 1
3.2 -
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Responding to the first statement, “Correction is crucially needed in producing a piece of writing translation: koreksi dibutuhkan dalam membuat suatu
tulisan”, 15 students 48.4 stated that they totally agreed, other 14 students 45.2 stated that they agreed and the rest two students 6.4 stated that they
disagreed. It shows that almost all of the students recognize the importance of feedback or correction in composing a good writing, while the other two students
who disagreed with the idea might not be aware of the importance of feedback in writing. In other words, they might only put emphasis on the quality of final writing
without noticing the stages to reach the final writing. There are 24 students 77.4 who selected “agree”, one student 3.2 who
selected “totally agree” and 6 students 19.4 who selected “disagree” in responding to the second statement, “You enjoy the task of giving
feedbackcorrection on your peer’s writing translation: anda menyukai tugas memberi koreksi pada tulisan teman anda”. Obviously, most of the students 20
students enjoyed the task of giving feedback to their peers. They might think that they would be exposed to be independent learners by giving feedback to each other.
Unfortunately, there are 11 students who admitted that they did not like the task. It was possibly due to their preference on teacher’s feedback. The feedback from the
teacher was probably considered more reliable and valid. The third statement, “You are excited when your peer gave
feedbackcorrection on your writing translation: anda senang ketika teman anda memberi koreksi untuk tulisan anda”, was responded well. Twenty one students
two students totally agreed and 19 students agreed proved to be excited when they were given feedback from their peers and eleven students 10 students disagreed and
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one student totally disagreed proved that they were unexcited when they were given the peer feedback. Obviously, most of the students were excited with their friends’
giving them feedback. From the students’ responses on the fourth statement, “You are confident
when your peer read your writing translation: anda percaya diri ketika teman anda membaca tulisan anda”, it is known that more than half of the samples possessed
low confidence in their own writing. 19 students 61.3 stated that they disagreed with the fourth statement. There are 12 students 38.7 who stated that they agreed.
The students’ being unconfident might have been the result of their doubt when they dealt with English grammar. They considered that they did not compose their writing
in good structure. The assumption that they did not deal with English grammar very well is also proved by the fact that the number of the students doing revision on
language use was more that those doing revision on content and organization see page 36.
Responding to the fifth statement, “The feedback from your peer is well- trusted translation: anda percaya pada koreksi yang diberikan teman anda”, four
students 12.9 stated that they totally agreed, 21 students 67.7 stated that they agreed, five students 12.2 stated that they disagreed and two students 6.4
stated that they totally disagreed. It is obvious that most of the students 25 students considered peer feedback to be reliable and valid. Meanwhile, there are only six
students who were doubtful about the use of peer feedback. It is believed that due to the fact they considered peer feedback reliable and valid; they must revise their
writing based on the feedback from their peers.
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There are six students 19.4 who totally agreed, 21 students 67.7 who agreed and four students 12.9 who disagreed with the statement number six, “The
feedback from your peer is helpful in improving your writing translation: koreksi yang diberikan teman anda dapat membantu anda dalam memperbaiki tulisan
anda”. Clearly, almost all of the samples 27 students admitted that peer feedback could improve their writing. Compared to the students’ responses on the fifth
statement in which seven students were said to be doubtful about the use of peer feedback, the students who considered peer feedback unreliable and invalid were
only five of them. It implies that there is one student who was doubtful about peer feedback.
From the students’ responses on the seventh statement, “The feedback from your peer is clear as well as understandable translation: koreksi yang diberikan
teman anda jelas dan mudah dimengerti”, it is found that 19 students 61.3 stated they agreed, eleven students 35.5 stated they disagreed and one student 3.2
stated that heshe totally disagreed with the statement. It means that there are 19 students who considered their peers’ feedback was clear and understandable, while
there are 12 students who considered the opposite. Those 12 students considered the opposite probably due to their felling doubt with their peers’ competence. Besides,
their peers’ unclear handwriting might also influence their opinion. Statement number eight, “The feedback from your peer helps you to save
time in revising your writing compared to that given by your teacher translation: koreksi yang diberikan teman anda lebih menghemat waktu dalam memperbaiki
tulisan anda daripada koreksi yang diberikan oleh guru”, was responded well. 12.9 of the total samples four students selected “totally agree”, 61.3 19
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students selected “agree” and 25.8 8 students selected “disagree”. It implies that more than half of the total samples agreed that peer feedback could save time
compared to teacher feedback. In other words, they believe that teacher feedback spends more time rather that peer feedback.
As stated in Chapter III, the statement number nine, ten, eleven, twelve, thirteen and fourteen are to investigate the students’ opinion on the benefits of the
use of peer feedback. The statements which show the benefits of the use of peer feedback and have high response percentage are statement number nine, “Providing
feedback to your peer’s writing, you become more critical in analyzing your own writing translation: dengan saling memberi koreksi, anda menjadi lebih kritis dalam
menganalisa karangan anda sendiri”, with eight students 25.8 totally agreed, 18 students 58.1 agreed, four students 12.9 disagreed and one student 3.2
totally disagreed; statement number ten, “Providing feedback to your peer’s writing, you become more critical in reading others’ writing translation: dengan saling
memberi koreksi, anda menjadi lebih kritis dalam membaca karangan orang lain”, with nine students 29 totally agreed, 16 students 51.6 agreed and six students
19.4 disagreed; statement number eleven,” Providing feedback to your peer’s writing, you are more confident with your writing ability translation: dengan saling
memberi koreksi, anda menjadi lebih percaya diri pada kemampuan anda”, with five students 16.2 totally agreed, 14 students 45.2 agreed, ten students
32.3 disagreed and two students 6.4 totally disagreed; statement number twelve, “Providing feedback to each other, you and your peer are able to learn to
each other translation: dengan saling memberi koreksi, anda dapat belajar dari teman anda”, with four students 12.9 totally agreed, twenty students 64.5
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agreed and seven students 22.6 disagreed; and statement number fourteen, “Providing feedback to your peer’s writing, you have developed your English critical
reading skill translation: dengan saling memberi koreksi, anda melatih kemampuan membaca dalam bahasa Inggris anda menjadi lebih baik”, with nine students 29
totally agreed, nineteen students 61.3 agreed and three students 9.7 disagreed. The previous point shows that on average the students recognized the benefits
of peer feedback. The benefits mentioned are that peer feedback teaches students to critically analyze their own writing as well as the writing of others; that peer
feedback enables the students to develop their critical reading skills; that peer feedback helps to improve the students’ self esteem; and that peer feedback creates
an authentic social context for interaction and learning. Yet, the students seemingly did not agree that peer feedback enables the
students to be closer to others for it creates an authentic social context for interaction and assigns the students to cooperate with their peers. It is clearly stated in the table
that twelve students 38.7 disagreed and other twelve students 38.7 totally disagreed with the thirteenth statement, “Providing feedback to each other, you and
your peer are able to be socially closer translation: dengan saling memberi koreksi, anda menjadi lebih akrab dengan teman anda”. It means that 24 students did not
support the idea that peer feedback helps them to be closer to their peers. They did not find themselves closer to their peers after experiencing peer feedback. During the
implementation of peer feedback, they might experience other benefits. Meanwhile, there are seven students 22.6 who stated that they agreed with the thirteenth
statement.
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Responding to the last statement, “You revise your writing based on the feedback from your peer translation: anda memperbaiki tulisan anda berdasarkan
koreksi yang diberikan oleh teman anda”, 22.6 of the total samples seven students selected “totally agree”, 74.2 23 students selected “agree” and 3.2
one student selected “disagree”. It implies that almost all of the students 30 students revised their writing based their peers’ feedback, while there is only one
student who did not revise hisher writing based on their peers’ feedback. Compared to the students’ responses on the fifth statement, “The feedback from your peer is
well-trusted translation: anda percaya pada koreksi yang diberikan teman anda”, in which there are 25 students who believed in their peers’ feedback; the students who
revised their writing were 30 of them. It entails that there were several students who did not put their trust on the feedback from their peers but they still revised their
writing based o the peer feedback. By knowing the frequency, the students’ tendency in perceiving peer
feedback could be characterized. Seemingly, the students gained positive perception on the use of peer feedback in their writing class. This tentative hypothesis of the
students’ perception was subsequently sustained by the research finding of the first problem formulation.
B. Discussion
