42 comments. The students’ responses of the open-ended questions are presented as
follows:
Table 4.1. The result of open-ended question of the questionnaire
Question Positive comments
Negative comments
Please give comments on your experience in going
peer feedback in writing 34
69.39 15
30.61
Meanwhile, question number 27 How should peer feedback be implemented in writing class? deals with the suggestions from the students about
the implementation of peer feedback. Hence, the responses cannot be counted into percentage since the answers are different each other. Analyzing the raw data, the
researcher clusters some suggestions the students gave. The students suggested that peer feedback should be done before the composition would be submitted to
the teacher. It should be done before teacher feedback. Therefore, the teacher should be involved in the process of peer feedback. They also suggested that in
the process of peer feedback, the teacher should provide a kind of checklist to help them in correcting the composition. Additionally, they suggested that peer
feedback should not be done in every assignment or every meeting.
2. Students’ Responses to the Peer Feedback Checklist
Measuring to what extent the students give peer feedback, the researcher used peer feedback checklist. The checklist consists of 7 questions. It is adapted
from the work of Sokolik 2003. The entire questions are made to guide the students to give feedback to their peers. The result can be seen from the raw data
of peer feedback checklist: see Appendix 6.
43 a.
Feedback on organization The feedback on organization can be seen in students’ answers of question
number 1 Is the introduction effective? Explain your answer and number 6 Is the conclusion effective? Explain your answer. There were two strategies that
the students employed in giving feedback on organization. They provided comments on their peers’ introduction and conclusion. Most of the students even
provided some suggestions on how to make effective introductions and logical conclusion in their compositions. Moreover, it was also found that in the first
question, the percentage of the students who gave clear explanation whether the introduction is effective was quite high namely 83.7 and 93.9 for the
conclusion. b.
Feedback on content The students’ answer of question number 2 What is the writer’s main
idea?, number 3 Does the writer support that idea with evidence? What is that evidence?, number 4 What evidence is missing, or incomplete?, number 5
What questions do you have about this composition? revealed that students could give peer feedback on content area of the composition. The students were
able to provide some comments and suggestions on how to support the argument based on logical facts and evidences. They also provided additional factual
information to support their peer’s idea or arguments. It could be seen in the high percentage of the students who gave clear information and explanation on their
feedback. in addition, it could be seen that there were 100 of the students who gave clear feedback on question number 2, 61.2 of the students who gave clear
44 feedback on question number 3, 65.3 of the students who gave clear feedback
on question number 4, and 71.4 of the students who gave clear feedback on question number 5.
c. Feedback on language use, vocabulary, and mechanics
Question number 7 Do you notice any grammar, spelling, and punctuation or word choice errors? was answered clearly. The students gave
correction and suggestion if there are any mistakes on grammar, word choice, spelling and punctuation. There were 81.6 of the students who gave suggestions
and correction on grammar, word choice, spelling and punctuation. Only 18.4 of the students did not give suggestion and correction in their composition.
B. Discussion
In this part, the researcher answers and discusses each question of the problem formulations. This part covers two main discussions since there are two
problems formulated in chapter I and one additional discussion on the implication of peer feedback in writing class.
1. What is the students’ perception toward peer feedback in writing class?
Based on the results of the questionnaire, the students gained positive perceptions toward peer feedback in writing class. This was proved by the value
of the degree of agreements that frequently occurred were “strongly agree” and “agree”. They had positive perception on the implementation of peer feedback,
the process of peer feedback and the feedback from their peer, and benefits of peer
