writing gives opportunity to the students to act as resources to each other, thus assuming more active role in their learning p.3. This statement is supported by
Mittan 1989 as cited in Hyland 2003, peer feedback can create authentic social context for interaction and learning p.3. In other word, peer feedback
will create a cooperative learning in which the will be forced to be active in teaching learning activities.
B. Theoretical Framework
Considering that writing is very important not only in an educational sector but also in a real world when we work later, from now a student should produce a
good piece of writing. There are three processes on producing a good writing which are prewriting, writing, and revising. In this study, the researcher concerns
with the prewriting process. On the prewriting process, the students determine the objectives of their writing and generate the ideas. On prewriting process, the
students write the writing’s draft which can be revised to improve the writing’s result. Writing’s feedback is one of some ways that can help the students to revise
their first draft so that they can have a better final draft. There are three sources of giving feedback on students’ writing; they are
teacher feedback, peer feedback, and self correction. This research concerns with giving feedback on students’ writing through peer feedback activity. What will be
mainly discussed in this thesis is the ability of second and fourth semester students in giving feedback to their peer’s writing. The idea of peer feedback is
expected to help the students to improve their writing’s skill and keep the writing class interesting.
The students have different ability in giving feedback to their friends’ writing. Some of them just focus on the surface error of the writing and other focus on the
information that they can get from the writing.Theory of feedback proposed by Fathman and Whalley 1990, William 2003 and Park 2006 can help to
identify the feedback focus given by the students. Based on Park 2006, there are two categories of writing feedback focus, they are form and content. Feedback on
forms concern on grammar and mechanic errors while feedback on content concerns on organization, ideas, and amount of detail.
Conducting the study, the researcher adapts document analysis. To obtain the detailed data, a feedback categorization checklist was used as the main instrument
in this study. There is a procedure for gathering the data of this study. The researcher distributed the writing feedback checklist to the second semester
students of Paragraph Writing and fourth semester students Critical Reading and Writing.
