22 her goal, which is to get that thing. Therefore, need is categorized as one
of the factors influencing perception. 5.
Emotion Someone’s emotion also affects the way he or she thinks about certain
context. If someone is happy, he or she will have positive perception on something that is being asked to her or him. Therefore, emotion is
considered as the factor influencing perception.
Based on those definitions, the researcher concludes that perception is the way a person views or interprets reality that happens in his or her surroundings. In this
research, the researcher finds that the factors influencing someone’s perception proposed by Gibson et al. 1985 influence the students’ perception on the
implementation of peer feedback in writing report texts. The way the students stereotype feedback given to them, how they feel about themselves, the situation
during the implementation of peer feedback, the students’ need for having their report texts checked by their peers, and the students’ emotion affect their perception on the
implementation of peer feedback in writing report texts.
2.1.4 Peer Feedback
According to Brown 2007, peer feedback is one of the cooperative learning strategies through which students learn from each other by giving comments or
feedback to their peers. Richards 1990 points out the process of peer feedback,
23 namely the students work cooperatively in groups, read, criticize, and then proofread
their own writing. From the previous definitions, it can be concluded that the students will have to work with each other cooperatively by giving comments on their peers’
writings. The presence of peer feedback is essential in learning writing in a foreign
language Hyland, 2003. In writing classes, especially in EFL classes, the students have to read and give comments to their peers’ writings. The readers have important
roles in giving response and encouragement to the researcher Hyland Hyland, 2006. It means that peer feedback has an important role in writing classes. Feedback
provides the researchers with a sense of readers and leads them to the awareness of the needs of the readers Hyland, 2003.
There are some processes of implementing peer feedback in writing classes. Lewis 2002 suggests ten ways that the teacher can try to implement peer feedback
in writing class namely exchange papers, role play, pair work in moving circle, pass paper round, feedback questions, multiple feedback, readlistenrespond, compare
writing, summarize and photocopy advice, and sentence on board. Practically, the most common process of implementing peer feedback in writing class is to assign the
students to work in group. Hyland 2003 states: Most typically it consists of assigning students to groups of two, three, or four
who exchange completed first drafts and give comments to each others’ work before they revise them…L2 learners typically work with a set of peer review
guidelines to help them focus on particular aspects of the writing and the conventions of the genre p. 200.
24 In their groups, the students work together to give feedback to their peer’
writings. The ways the students give feedback to their peers’ writings are different from each other. Some students may correct the errors by rewriting, or even
reformulating, the correct ones Hammer, 2007. Other students may simply put symbols near or under the errors, for example by underlining the errors. By giving
feedback to their peers’ writings and receiving feedback from their peers, the students will get some advantages during the teaching and learning process.
There are some advantages of implementing peer feedback in writing classes. Hyland 2003 mentions that there are eight advantages of implementing peer
feedback in writing classes. First, the students in class will participate actively during the teaching and learning process. Second, peer feedback makes use of authentic
communicative context that can help the students a lot in learning the materials. Next, the environmental while doing peer feedback is non-judgmental that make the
students enjoy and relax during the teaching and learning process. Then, the audience in doing peer feedback is alternative and authentic, the students’ peers in their own
classes. Peer feedback also improves the students’ understanding of readers’ needs. It also helps to reduce the students’ apprehension of writing as the one who checks their
writing is their peers. Next, peer feedback develops students’ critical reading skill as each student will have to read and give comments to their peers’ writings. Last, peer
feedback helps the teacher to reduce his or her workloads. Zhang 1995, as cited in Hyland, 2003 states that peer feedback not only
develops students’ critical reading skill, but also gains students’ skill necessary to
25 critically revise their own writings. According to Lewis 2002, students can save
their time revising their writings based on the feedback given by their peers, as a teacher usually spends more time giving feedback. It means that by implementing
peer feedback in writing classes, the students can improve their critical thinking in both reading and writing skills.
Furthermore, peer feedback creates an authentic social context for interaction and learning Hyland, 2003. Mcgroarty 1989, in Kessler, 1992 states that peer
feedback in writing class can give opportunities to act as sources for each other, hence assuming a more active role in their learning. It means that the students can
learn from each other and also work together cooperatively. It also means that at the same time, they will improve their social and communicative skills.
However, there are still some weaknesses of implementing peer feedback in writing classes. Hyland and Hyland 2006 argue that even though students
themselves are positive about written feedback and appear to value comments and corrections on all aspects of their texts, its contribution to students’ writing is still
unclear. The students will still expect to get feedback from their teacher rather than their peers as teacher feedback is more accurate. Furthermore, they also state that the
EFL students greatly value teacher written feedback and consistently rate it more highly than alternative forms, such as peer feedback.
Based on the previous explanations, the researcher concludes that peer feedback is a cooperative learning strategy in which the students give comments or feedback to
their peers’ writings. In this research, the students receive and give feedback in form
26 of written feedback. Although the EFL students greatly value teacher written
feedback and consistently rate it more highly than peer feedback Hyland Hyland, 2006, peer feedback is still important and beneficial to be implemented in writing
classes, especially as it can improve both students’ critical reading and writing.
2.2 Theoretical Framework
