Definition of feedback Feedback in teaching writing

22 allows the teacher to give direct correction. For example, the teacher can underlined or cross out the unnecessary words written by the students and give the correct words or form. This can help the students to find out their errors or mistakes and replace them with the provided correct words or forms. Meanwhile, the indirect feedback allows the teacher to give the students indication that there are some errors or mistakes on their work without providing the correct words or forms. The teacher can simply underline, circle, and give code or other mark that indicates some errors or mistakes done by the students. The types of feedback that the teacher should give can depend on the students themselves. The students with lower level of English proficiency might find that direct feedback can help them to improve. Meanwhile, it is important for the students who have higher level of English proficiency to have indirect feedback since it can help them to build their skills to be independent self-editor. However, the teacher can employ both types of feedback.

c. Peer feedback

According to Richards and Schmidt 2002, peer feedback can be defined as an activity of the students receiving feedback from other 23 students. Peer feedback is usually conducted in small group or pair. The students receive their friends’ work and then review it and give comment on it. According to Lundstrom and Baker 2009, peer feedback is an activity which is not only giving the students to give feedback to each other but also to use the language itself in meaningful interaction. Besides that, the students who are doing peer feedback, they are getting exposed to new ideas from others. Not only getting new ideas, peer feedback can also be defined as the way to get perspectives from other people in the same age and the same level.

d. The reasons of using peer feedback

According to Rollinson 2005, there are several reasons why peer feedback should be used. First, peer feedback can provide good feedback to the students since it can give valid feedback to the students. Besides that, Caulk 1994 in Rollinson 2005 added that feedback from peer can give something which is not yet given by the teacher. Moreover, feedback given by peer can contain less bad advice. Furthermore, Rollinson added that the writers can revise more effectively when they get comment from their peers. The feedback of the peer is more specific than that of the teacher which is more general. Hence,