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This idea implies that peer feedback could be considered as the implementation of cooperative learning. The emphasis of the using of peer feedback
is that it assigns the students to cooperate with their peers in revising their writing. The steps in conducting the peer feedback would be grouping several students in the
same group and then having them read their peers’ writing and give constructive criticism. Having finished giving feedback, all of them discuss together about
feedbackcomment they have given. Apparently, the successful implementation of peer feedback is determined by the successful cooperation among the group
members.
3. Teaching Writing for the Eleventh Grade Students of Senior High School
According to Curriculum at the School Level or KTSP, the basic competence in writing skill for the eleventh grade students of senior high school requires the
students to express meanings and rhetoric development in essays by making use of written language fluently and accurately on the context of daily life in form of report,
narration, and analytical exposition mengungkapkan makna dan langkah retorika dalam essei dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: laporan, narasi dan eksposisi analitis Model Pengembangan Silabus dan RPP SMA, 2006:
18-19. In line with the syllabus development, in this study, the writer assigned the students to write essays in form of analytical exposition. The writer assigned the
students to write argumentative writing. In writing analytical exposition or argumentative writing, the students are to state their thesis statement and then their
supportive arguments. At last, they are supposed to restate their basic idea.
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Both in Competencies-based Curriculum KBK and Curriculum at the School Level KTSP, writing is considered as both a product and process. Based on
the teaching learning presented in the syllabus development, the students are to do some revision before coming to the final product. It means that the students are
assigned to follow the stages of writing process. Following the stages of writing process, the students are supposed to produce good writing. It implies that the
students must also notice the quality of their writing.
4. The Students’ Perception on the Use of Peer Feeback
Before theoretically discussing the students’ perception on the use of peer feedback, the definition of perception should be presented first. Perception is defined
as a process of organizing the information that an individual gains from his environment to make it logical and sensible Gibson, 1997: 97. Supporting this
definition, Robbins defines perception as one’s process to organize and interpret impressions from environment to make them meaningful for the environment
Robbins, 1997: 39. Another definition is presented by Altman and Hodgetts 1985: 85, who define perception as an individual’s view of reality. Further, they state that
the process of perception makes people possible to understand the environment where they live. Based on the definitions above, it can be concluded that perception
involves organizing and interpreting information coming from the environment so that the information can be meaningfully interpreted.
The students’ perception will lead them to different behavioral attitude or response. Accordingly, when the students perceive peer feedback positively, they
will consider that peer feedback is a beneficial source to revise their writing and be
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likely to revise their writing based on the peer feedback. On the other hand, when they perceive peer feedback negatively, they will not consider peer feedback is
beneficial for the improvement of their writing and therefore they will not revise their writing based on the peer feedback. This notion is supported by this following
figure.
Figure 2.1. The perceptual process Source: Gibson, 1997: 61
In spite of the fact that people see the same thing, they may perceive them in different ways. In other words, the way people see things depends on how the
available information is processed Altman and Hodgetts, 1985: 85. There are several factors that can influence an individual’s perception. According to Robbins
1997: 39, perception is commonly influenced by the perceiver and the characteristics of the target being observed.
Basically, when an individual tries to interpret his environment, the interpretation is influenced by personal characteristics of the individual perceiver
Robbins, 1997: 39. These characteristics involve attitude, interest, expectation, past experience and needs as well as emotion Robbins, 1997: 40.
The characteristics of target being observed can also influence interpretation, as the relationship between the target and its background heavily influences the
forming of perception. For example, the students who utilize the use of peer feedback Stimuli
Observation of the stimuli
The evaluation and
interpreting of reality
A response behavior
Attitude formed
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in revising their writing are well aware that the objective of peer feedback is to improve their writing and to practice cooperating with others. The students, then,
build a positive perception toward the use of peer feedback. In contrast, when the students do not know that peer feedback is beneficial for them, they will
automatically build negative perception. As additional information, an individual’s motivation is highly determined by
his perception. This statement is supported by Herbert as quoted below: Motivation is also strongly affected by perception, as we noted in
examining expectancy theory. The force of motivation is directly related to the perceived probability that effort and success are related,
as well as the linkage between success and rewards Herbert, 1976: 262
When the students perceive peer feedback negatively, they will not be motivated to use peer feedback to revise their writing. On the opposite, when they perceive peer
feedback positively, they will be motivated to revise their writing based on the feedback from their peers.
B. Theoretical Framework
Enhancing students to improve their writing ability does not simply have a free-error final product as the major concern. It is best to consider the process that
the students go through in achieving the final product. The whole stages of writing involve pre-writing, drafting, and revising. Apparently, revising has been considered
the core of the writing process. Providing meaningful and beneficial feedback is crucial to support the success of revision step. Exposing the students to cooperative
learning, the teacher may utilize peer feedback as a special means of getting feedback.
