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b. Sources of Feedback
There are some sources are available for the students to receive feedback for their writing. The students may receive feedback from their teacher, their
peers, and even from themselves.
1. Teacher Feedback
Traditionally, the feedback comes from the teacher. The process of giving feedback from teacher is usually done by correcting one by one student’s writing
then discussing face to face with each student. This technique is called conferencing feedback. Moreover, teacher might use other variation of giving
feedback for instance collective feedback. Teachers summarize the comments of students’ writing in front of the class.
However, Cohen 1990 states that the teacher commonly gives comments on grammar or mechanics rather than on content and organization. This argument
is presented by Cohen 1990 as followed. It has been observed that a learner’s motivation to write can be negatively
affected by a teacher’s untimely or exclusive focus on surface issues of form e.g. grammatical concern, spelling and punctuation.
2. Peer Feedback
It might be monotonous if feedback only comes from the teacher in every meeting of writing class. It will lead the students’ boredom in writing class. The
students need another variety of suggestion for their writing. Hyland 2003 states that the idea of students receiving feedback from their peers become an important
alternative in writing class. Students learn how to write by writing, and they also
14 learn how to write by reading. Students learn how to write by reading the writing
of their peers Tiedt, 1989: 188. It means that peer feedback can be used to help students to learn how to write. The students can improve their own writing after
reading and correcting their peers’ draft. One writer can find what he does not have in his paper in his peer’s composition and vice versa. In addition,
proofreading other people’s work prepares the students for proofreading their own work. Lewis 2002 adds that the process of peer feedback can be fun and useful.
This becomes one of the many ways students can learn to improve their writing. According to Richards 1999, in the process of peer feedback the students
cooperatively work in groups, read, criticize, and the proofread their own writing. Based on that definition, it can be concluded that peer feedback in writing class
refers to the process of reading and responding of friend’s composition. The students read their peers’ work. The compositions are, then, given comments by
the students. Peer feedback might take a number of different forms. Hyland 2003 describes that typically, peer feedback consists of assigning students to
groups of two or three who exchange the first draft and then give comments on each other’s writing before they revise them. It commonly occurs during class
time. In order to make peer feedback effective for the students, teacher should follow certain guideline. Sokolik 2003 confirms that teacher should provide
some kind of structured feedback form. Teachers may employ a kind of peer feedback guideline to help the students focus on particular aspects of the writing
or even the conventions of the genre. It might avoid the students’ confusion on what to give comments.
15 Lewis 2002 suggests ten ways the teachers can try implementing peer
feedback in writing class. They are as followed. a
Exchange Papers The students exchange their composition and report to each other on the aspect
that could be improved. This way of peer feedback is often applied by the teacher. b
Role-Play The students can work in groups of three. Each student takes role as a ‘student’,
‘teacher’, and ‘judge’. Here, the teacher comments on the student’s work then the judge gives comment on the quality of teacher’s feedback.
c Pair work in moving circle
A half part of the class stay seated in a U-shape while the other half move around inside the U-shape. For example, every five minutes they have different partner.
Students give feedback on the writing orally. d
Pass papers round The students pass their compositions round three places. Then, they have to write
comments on the compositions in front of them. It is continued with another three places for different students to write comments.
e Feedback Questions
The questions could be clarification questions based on pre-writing task of brainstorming, for example, ‘What does this term mean?’ of ‘How’ and ‘Why’
questions leading to new ideas. f
Multiple feedback
16 The draft of the students is rounded so that each student reads several examples.
They note suggestions and or commendations on the compositions. Then, every student reports orally in front of the class on one good feature and what could be
improved without mentioning the writer’s name. g
Readlistenrespond One student reads aloud their composition and other students comment on it. This
way really works for short pieces of writing. h
Compare writing The teacher should give question to start and help the discussion for the students
to work in pairs to compare their compositions, for instance, what is the main idea of the paragraph?
i Summarise and photocopy advice
At first, the students exchange their compositions and evaluate other’s work. Then on a piece of paper they write down one suggestion or one commendation. These
slips are then compiled and photocopied so that each student has a record of all the comments.
j Sentence on board
Every student generates a given topic sentence then moves to the board to write their works. Finally, other students give feedback on the works.
From the description, it means that peer feedback can be implemented in many varieties of activities. It can minimize students’ boredom in writing class.
The teachers should choose the best way in implemented peer feedback so that peer feedback can be optimally done.
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3. Self-Correction
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