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
In general, the aim of this research is to discover the eleventh grade students’ perception on the implementation of peer feedback in writing report texts. The aim of
this research can be made more specific into three. First, the researcher intends to discover the factors influencing the eleventh grade students’ perception on the
implementation of peer feedback in writing report texts. Second, the researcher intends to discover the benefits of the implementation of peer feedback in writing
report texts. Third, the researcher also intends to discover the limitations of the implementation of peer feedback in writing report texts. In this research, the
researcher implements the theories of writing skill, perception and peer feedback. In order to explain the contribution of each theory in conducting the research, the
researcher describes the theoretical framework as follows. This research is concerned with the eleventh grade students’ perception on the
implementation of peer feedback in writing report texts. The researcher includes theories of writing skill and perception in this research. Theory of writing skill
implemented in this research is the theory of advantages of learning writing in EFL classes proposed by Raimes 1983. As the researcher intends to discover the
27 eleventh grade students’ perception on the implementation of peer feedback in
writing report texts, the theory of perception proposed by Gibson et al. 1985 is also implemented in this research.
For the first research problem, the researcher implements the theory of perception proposed by Gibson et al. 1985. The theory of perception proposed by
Gibson et al. 1985 is implemented in order to discover the factors influencing the students’ perception on the implementation of peer feedback in writing report texts.
For the second research problem, the theory of peer feedback proposed by Hyland 2003 is implemented in this research to discover the benefits of the
implementation of peer feedback in writing report texts. The researcher also implements the theories proposed by Mcgroarty 1989 and Zhang 1995 in order to
support the theory proposed by Hyland 2003 in finding the answer. For the third research problem, the researcher implements the theory of peer
feedback proposed by Hyland and Hyland 2006. The theory of peer feedback proposed by Hyland and Hyland 2006 is implemented in order to discover the
limitations of the implementation of peer feedback in writing report texts. The researcher also implements the theory of peer feedback proposed by Horowitz 1986
in order to support the findings.
28
CHAPTER III METHODOLOGY
This chapter discusses the methodology applied in conducting the research. In this chapter, the researcher presents the research method, research setting,
research participants, research instruments, data gathering techniques, data analysis, and research procedure.
3.1 Research Method
As this research intends to discover the eleventh grade students’ perception on the implementation of peer feedback, the researcher conducted a survey. Ary et
al. 2002 state that survey is a kind of research method for gathering data ranging from physical counts and frequencies to attitudes and opinions by asking
questions of a group of individuals called respondents. In addition, they also state that there are two ways in which the data are gathered in a survey namely by
distributing questionnaire and conducting interviews. In this research, the researcher conducted a survey in order to discover individuals’ perception or
attitudes on certain phenomenon, namely the implementation of peer feedback in writing report texts.
In order to conduct the research, the researcher implemented both a questionnaire and face-to-face interviews to discover the answers to research
problems. First, the researcher distributed the questionnaire consisting of close- ended questions and open-ended questions in order to gain data. Then, the
