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editing the paper for grammatical and mechanical mistakes is now being gradually replaced by the so-called extended readership. Seow describes
that at the evaluating stage, students may be encouraged to evaluate their own and each other’s texts once they have been properly taught how to do
it.
B. Previous Studies
A research conducted by Yang Miao, Richard Badger, and Yu Zhen 2006 found that teacher feedback led to greater improvements in writing.
this study examines whether peer feedback may provide a resource for addressing this issue by examining two groups of students at Chinese
university writing essays on the same topic, one receiving feedback from the teacher and one from their peers. Additionally, this research also revealed
that peer feedback was associated with greater of student autonomy. Another research by BasmaMajari 2010 conducted to the 10
th
grade Secondary L2 students in one private school in Lebanon. Both qualitative and
quantitative data were obtained and triangulated. Findings showed that teacher feedback was preferred to peer feedback. No statistically significant
data was obtained concerning the impact of the teacher and peer feedback on the writing quality.
Related to those researches, this study is purposed in examining whether peer feedback has a significant effect in improving students’ writing
achievement in the country where English placed as a Foreign Language
EFL with most classes are big classes. C.
Theoretical Framework
Writing is not only a single process that result a product of writing. There are some stages that should be followed when people want to make a good
writing. These stages are pre-writing, drafting, revising, and editing. When teaching writing, the teachers can guide their students to follow these stages.
In the pre-writing, they can use free writing, brainstorming, etc, to make it easier to get the idea. Moreover, the students have to think about to whom
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they make their writing. In short, they have to think about their audience before they write something. After they have ideas, they start to arrange ideas
into a good paragraph. The paragraph should be concise and coherence. In order to find this as concise and coherent paragraphs, they have to go to the
next stage that is revising. In this stage, they start to respond to their writing about which part of their writing that must be evaluated and corrected. If they
have done this stage, it does not mean that their writing is done. They have to do the post writing to ensure that their writing is not recopying. After they
have done the rewriting of their writing, they can do the last stage, editing. At this stage, the students only correct the grammatical, lexical, and mechanical
errors before they submit it to their teacher. From this explanation, it can be concluded that check, evaluate, and correcting writing is the important thing
in writing.
By evaluate and correct students’ writing is the technique that the students use to give feedback to the writing. Feedback is the information that people
get from others; they can be your teachers, peers, or parents. Alice Oshima and Ann Hogue
said, “After you have finished writing, you read over and over what you have written.
D. Hypothesis
The hypothesis of this study is, “Students’ writing test score that is taught by using peer feedback technique is higher than those taught without peer
feedback technique”.
