discuss their texts and discover other’s interpretations of them Hyland and Hyland, 2006: 6
3 Self Correction
Self correction means that the students can correct and evaluate their own work. It can increase the students’ independence from the
teacher as the students have to find their own mistakes in their writing by themselves. By finding their own mistakes independently, the
students are expected to remember better that hopefully the will not do the same mistakes again.
3. Peer Feedback a. Benefits of Peer Feedback
Peer Feedback is believed to provide some advantages. Hyland 2003 argues that peer feedback both improve writers’ drafts and develop readers’
understanding of good writing. Moreover, peer feedback not only can improve students’ critical reading skill but also gain the skills necessary to critically
analyze and revise their own writing Zhang, 1995, as cited in Hyland, 2003: 198. Therefore the advantages of peer feedback can be felt by both the readers
and the writers. Peer feedback with its potentially high level of response and interaction
between readers and writers can enhance a collaborative dialogue in which two- way feedback is established and meaning negotiated between two parties
Rollinson, 2005; 26. Thus, it gives the students an opportunity to learn from each other As Macgroarty 1989 says in Kessler 1992 that peer feedback in
writing gives opportunity to the students to act as resources to each other, thus assuming more active role in their learning p.3. This statement is supported by
Mittan 1989 as cited in Hyland 2003, peer feedback can create authentic social context for interaction and learning p.3. In other word, peer feedback
will create a cooperative learning in which the will be forced to be active in teaching learning activities.
B. Theoretical Framework
Considering that writing is very important not only in an educational sector but also in a real world when we work later, from now a student should produce a
good piece of writing. There are three processes on producing a good writing which are prewriting, writing, and revising. In this study, the researcher concerns
with the prewriting process. On the prewriting process, the students determine the objectives of their writing and generate the ideas. On prewriting process, the
students write the writing’s draft which can be revised to improve the writing’s result. Writing’s feedback is one of some ways that can help the students to revise
their first draft so that they can have a better final draft. There are three sources of giving feedback on students’ writing; they are
teacher feedback, peer feedback, and self correction. This research concerns with giving feedback on students’ writing through peer feedback activity. What will be
mainly discussed in this thesis is the ability of second and fourth semester students in giving feedback to their peer’s writing. The idea of peer feedback is
