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activities, and the peer-feedback for the main activities. Those activities had successfully improved the students’ writing abilities.
B. Implication
From the research findings, it can be implied that the use of peer- feedback activities can help the students improve their writing abilities. They
improved in several aspects of writing such as content, organization, vocabulary, language use, and the mechanic. The peer-feedback activities
allowed the students to get feedback such as correction, comment, and suggestion from their friends. The feedback was expected to help the students
to make their draft better and the students could learn from the feedback as well.
It can also be implied that the peer-feedback activities can be useful for the teacher in order to help the students improve their writing abilities.
Besides that, the peer-feedback activities can strengthen the teamwork between the students since the students will get used to give and to get
feedback from their friends. Hence, the students will be more open-minded. They will also appreciate their friends’ opinion or suggestion. Finally, it can
also help the students to be more autonomous in learning.
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C. Suggestion
The researcher gives several suggestions to whom this research is related. The suggestions are given by considering the conclusion and the implication
of the research. 1.
For the English teacher It is suggested for the teacher especially in SMP N 1 Mlati to use peer-
feedback activity since this activity is student-centered which allows the students to learn on their own and improve themselves. The peer-feedback
activity can also motivate the students to learn writing and improve their writing abilities. Besides that, the teacher can also use peer-feedback in
teaching the other English skills. 2.
For the other researchers For other researchers who are interested in improving the students
writing abilities, they can employ the peer-feedback activity. Besides that, they have to continue and make this activity even better in order to get
more satisfying results. Furthermore, the other researchers can use this activity and method for other higher grades so they can make the best out
of this method.
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References
Brown, H. D. 2004.
Language Assessment: Principles and Classroom Practice
. White Plains, NY: Pearson Education. Brown, H. D. 2001.
Teaching by Principles: An Approach to Language Pedagogy Second Edition.
New York: Longman. Burns, Anne. 1999. Collaborative Action Research for English Language
Teachers. London: Cambridge University Press. Burns, A. 2010.
Doing Action Research in English Language Teaching
. New York: Routledge.
Byrnes, H., H. T, I., Buck, K., 1984.
The ACTFL oral proficiency interview; Tester training manual
. Yonkers, NY: ACTFL Ferris, D. R. 2003.
Response to Student Writing: Implications for Second Language Students
