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Andrea H. Penaflorida, in her paper Nontraditional Forms of assessment and Response to Student Writing: A Step Toward Learner
Autonomy, quoted Kroll’s statement that “because ESL students lack the language competence of native speakers of English who can react
instructively to their classmates’ papers, peer responding in the ESL classroom must be modeled, taught, and controlled in order for it to be
valuable activity.” Controlling peer response, just like self-feedback, can be done through the use of checklist.
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5. Feedback in Writing
Feedback and writing cannot be separated. Writing needs feedback to make it becomes a good writing. Feedback is given to the students
writing in order to make them aware about their writing whether there are errors in it.
Feedback is most useful when it is included as the process of writing not as the final evaluation of the writing. It has been found that
students who receive feedback and self-correct their mistakes during revision are more likely to develop their linguistic competence than those
who receive no feedback and those who are not asked to do re-writes. Therefore, revision in the form of re-writes is a must if we want any
improvement.
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6. The Effect of Peer Feedback Responding to student writing by the teacher or by peers has a
central role to play in the successful implementation of process writing. Peer responding can be effectively carried out by having students respond
to each other’s texts in small groups or in pairs. After the respond have been given, the students can start to evaluate the written. Andrea H.
Penaflorida stated that the traditional way of evaluating papers where the teacher is the only reader for whom the students write and that the
teacher’s role is to assume responsibility for reading through errors and
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Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching - An Anthology of Current Practice, Cambridge: Cambridge University Press, 2002, P.351
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ZelihaGulcat and OyaOzagac September, Correcting and Giving Feedback to Writing, 2004
