11 students’ learning process that intends to guide them for improvement. He
explains in his book Giving Feedback in Language Classes that there are different definitions of feedback in point of view of teacher and students. For teacher,
feedback means giving them information and also “a form of evaluation on their own teaching” Lewis, 2002: 3. While in student’s point of view, feedback is a
continuing form of assessment, which is more focused on the progress than marks.
b. The purpose of feedback
By highlighting strengths and weaknesses, the feedback provides information about students’ individual progress and also whole class’ learning
process. Besides providing information for both teacher and students, Lewis 2002: 4 also states that the purpose of feedback is motivational. “Feedback is a
form of motivation, and feedback can lead students towards autonomy” is Lewis argument about purposes of feedback. Receiving useful feedback motivates
students. Feedback can be more motivating than grade and it can encourage students to study better. It is supported by Richards and Lockheart 1996: 188
who said, “Feedback can be either positive or negative and may serve not only to let learners know how well they have performed but also to increase motivation
and build a supportive classroom climate.”
12
c. Peer feedback as cooperative learning
Specifically, peer feedback is one kind of assessments that is based on cooperative learning. Peer assessment is formative types of assessment Brown,
2004. Cooperative learning refers to a kind of teaching methods where student work in groups to help their peers to learn the subject or content Slavin, 1995.
Brown explains in his book, Language Assessment, according to principle of assessment, the evaluation of selfpeer assessment is practical and has high
potential on content validity and washback because it is effective and give useful feedback. However, the evaluation of selfpeer assessment has low reliability
because the students may have bias toward their peers about standard of good and bad students Brown, 2003: 278.
d. Benefits of peer feedback
Learning activities in group and taking assessment in peer involvement give some benefits. Gaies 1985: 131 explained that there are four benefits of
peer involvement in socio affective aspect. The benefits are increased motivation, strengthened cross-cultural understanding, strengthened self-concept and sense of
self-direction and reduced inhibition. Since students enjoy variety in the classroom and have the opportunity to interact with peers, peer involvement can
relieve the monotony of whole class, teacher-directed work. Students come to rely on their peers and develop a sense of responsibility to their peers. It increases
students respect and tolerance toward the others. Peer involvement in giving
13 feedback also helps the students who are uncomfortable in the large class and who
have lack of confidence.
e. The use of observation sheets as peer feedback
