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E. Benefits of the Study
This study is expected to give contribution to: 1. The English teachers
The result of the study helps the English teachers of senior high school in general and the English teachers of SMU N. 3 Yogyakarta in
particular to be accurately aware and realize that peer feedback improves the students’ writing quality. Having been accurately aware and realized this fact,
the teachers are expected to utilize peer feedback as an appropriate strategy in providing a way for the students to gain feedback for their writing.
2. The eleventh grade students of senior high school Knowing that peer feedback improves their writing, the students are
expected to employ peer feedback in their writing independently. Next time, in their writing class, the students are expected to be no longer dependent on
their teachers in receicing feedback. They could ask their peers to provide feedback for their writing.
F. Definition of Terms
For the sake of avoiding misunderstanding, the writer provides some definition of the terms used in this study. They are stated as follows.
1. Peer feedback Kauchack, as cited in Berewot 2001: 7, defines feedback as any
information concerning about the students’ current behavior used for improving the future performance of the students. Giving feedback means telling the
students about the progress they are making for the sake of guiding them to areas
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of improvement Lewis, 2002: ii. According to Lewis, there are three kinds of feedback. They are teacher feedback, peer feedback and self-correction.
In this study, peer feedback in writing refers to any constructive commentscriticism from peers to peers for the sake of improving the writing.
Implementing peer feedback, the students are to exchange their writing to their friends. After that, they should revise their writing based on the
comments from their peers. 2. Writing Quality
Writing quality, in this study, is outlined as the evaluation score of the students’ writing judged in its own right against some criteria, which are content,
organization, language use, vocabulary and mechanics. The quality of the students’ writing is measured by evaluating the students’ writings based on a
weighted rubric taken form the scoring system of the students’ writing see chapter III.
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CHAPTER II REVIEW OF THE RELATED LITERATURE
Chapter II is aimed at discussing the theories underlying this study. This chapter covers theoretical description and theoretical review. The theoretical
description presents a detail discussion of four key concepts in this study. Since this study deals with the use of peer feedback in writing class of eleventh grade students
of high school, the theories that will be presented cover the issue of product-focused vs. process approach in writing, the presence of feedback in writing, teaching writing
for the second year students of senior high school in Indonesia and the students’ perception on the use peer feedback.
By discussing those concepts, the problem formulation will be theoretically answered through the discussion in theoretical description and afterwards the
tentative answer of the problem formulation will be stated in the theoretical framework.
A. Theoretical Description
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