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B. Theoretical Framework
Writing does not merely focus on the product. It more focuses on the process. There are several stages the students engage in the process of writing.
Revision is an important stage in writing. In making a revision, the students certainly need feedback from their reader. Traditionally, the students should make
a revision based on the teacher’s feedback only. Yet, it can be monotonous if the feedback only comes from the teacher. Hence, peer feedback is one alternative
that can be done by the students before making the revision of their writing. Peer feedback encourages students to work cooperatively with their peers
in giving comments on each other’s draft of writing instead only depending on teacher’s feedback. Hence, the students might have a greater variety of
suggestions in improving their writing quality. The work of Rollinson in 1998 reveals that 80 of feedback or comments from peers were considered valid.
Moreover, it was found that only 7 feedback or comments were considered damaging. It entails the fact that the students can revise their writing effectively
based on the feedback from their peers. To find out students’ perception toward peer feedback in writing class,
some theories are taken into account. The researcher uses the theories of the implementation of peer feedback which are suggested by Hyland, theories on the
process of peer feedback suggested by Hyland, Lewis, and Richards, and the theories on the benefits of peer feedback by Hyland, Rollinson, and Lewis as main
references to investigate the students’ perception toward peer feedback. To investigate to what extent the students give peer feedback, the researcher uses peer
21 feedback checklist. It is adapted from feedback checklist suggested by Hyland and
Sokolik. Meanwhile, to investigate students’ perception toward peer feedback in writing class, the researcher employs perception measuring instrument adopted by
Brown and Rogers. Based on the brief discussion in theoretical description above, it can be
concluded that peer feedback is beneficial to be implemented in writing class. It can improve the students’ writing quality. Because peer feedback is beneficial in
improving the students’ writing quality, they will build good perception on the uses of peer feedback.
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CHAPTER III METHODOLOGY
This chapter deals with the methodology that the writer used in this study. It covers research method, research participants, research instruments, data
gathering technique, data analysis technique, and research procedure.
A. Research Method
The researcher used survey research. According to Wiersma 1995, surveys are used to measure attitudes, opinions, or achievement or any number of
variables in natural setting. It can be done by means of observation, questionnaire, and interview. This idea is supported by Ary, Jacobs and Razavieh 2002 who
state that survey is used for gathering data ranging from physical counts and frequencies to attitudes and opinions. The data gathered from survey is responses
of questions that are asked to participants. Thus, this research used survey research as research method since it dealt
with investigating students’ opinion of peer feedback in writing class. The researcher interpreted the students’ perception about the use of peer feedback
based on the questionnaire.
B. Research Participants
The participants of the study were the students of the English Education Study Program who were taking Paragraph Writing class in the academic year
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