T1 112010018 Full text

TEACHERS’ BELIEF OF PEER FEEDBACK IN ACADEMIC WRITING CLASS

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Monica Yuliani Widjayanto 112010018

ENGLISH TEACHER EDUCATION PROGRAM FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA 2015

TEACHERS’ BELIEF OF PEER FEEDBACK IN ACADEMIC WRITING CLASS

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Monica Yuliani Widjayanto 112010018

ENGLISH TEACHER EDUCATION PROGRAM FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA 2015

Teachers’ Belief of Peer Feedback in Academic Writing Class ABSTRACT

In thecontext of Academic Writing as a course, the need for peer feedback is important since the students need the feedback not only from teacher. According teachers, problem may arise when peer feedback has been applied in Academic writing class is the implementation is sometimes difficult to do for students. One

crucial issue related to this is the teachers’ beliefs towards peer feedback for the

course, which this study attempts to find out about the way teachers think about peer feedback in Academic Writing course. The instrument used was a semi-structured interview with eight participants writing teachers. Throughout the study the researcher obtained three findings and those were (i) participants viewed peer feedback as a way to motivate students, (ii) peer feedback implementation is difficult to do, and (iii) the advantages after peer feedback applied is greater than disadvantages.

Key words : Academic Writing, teachers’ beliefs, peer feedback, implementation

INTRODUCTION

Peer feedback is a form of peer assessment that used in writing class and the purpose is to improve students’ writing skills. Students have to read their friends’ paper and give comments. It is true that the process of peer feedback is formative and has the aim of improving student learning while it is happening, in order to increase understanding of the work involved and hence improve the quality of the final product (Somervell, 1993; Topping et al.,2000). Peer feedback is also referred to as peerreview, peer editing and peer response (Lundstrom&Baker, 2009; Liu & Hansen, 2002). Peer feedback which involves commenting on each other’s work seems to have several benefits. Providing an overview of the advantages of peer feedback, Liu and Hansen (2002) state that peer feedback creates an awareness of the needs of the audience by ensuring a collaborative drafting process and in this way, the learners are able to learn English as a Second Language in a meaningful context.

In order to understand the meaning of teachers’ belief, we have to know what beliefs are. Beliefs are mind-sets and directions people present to what they know about the surrounding world (Lorduy et.al, 2009). On the other hand, Borg (2001) defined that “a belief is a proposition which may be consciously or unconsciously held, is evaluative in that it is accepted as true by the individual. Further, it serves as a guide to thought and behavior.” From these definitions, we can conclude that beliefs determine or guide people’s thinking and actions. Furthermore, the meaning of

teachers’ beliefs can be regarded as the information that the teachers hold which is

true in teaching. The information will affect their behavior and action in the classroom as a teacher (Luft&Roehrig, 2007). Teachers’ beliefs mostly come from their own experience (Richards & Lockhart, 2005) so that the role of the beliefs in teaching and learning are more influential than a teacher‘s knowledge in the classroom’s activities. It is widely accepted that experiences are the best teacher. Through experience, people can learn something new that is different than before.

The idea of students receiving peer feedback in writing class is intended to help improving writers’ draft and developing readers’ understanding of good writing (Hylan,2003; Shulin, 2013;Rollinson, 1998; Caulk, 1994) also said that peer feedback in writing class is useful because of peer feedback can make students’ improves their writing skill. According to Maarof, Yamat and Li (2011), ESL writing is a difficult skill to acquire as it involves more than just putting correct grammatical forms together. Second language writers (L2) have less language knowledge and confidence compared to writers writing English as a first or native language. I think that peer feedback also can make students think about the writers’ and readers’ grammatical form. Besides that, peer feedback also develops students’ self-assessment abilities, as

they gain experience in using the criteria to read their own writing (Cho & MacArthur, 2010; Lundstrom&Baker, 2009).

Academic writing class is a challenging writing course. This is one of the classes which we can apply peer feedback system.Mostly the teachers use peer feedback in academic writing class to gain students’ self reflection. In this condition, teacher will be a facilitator. Some of the teachers have another beliefs about peer feedback. Their beliefs are something that I want to know further. And the reason I choose academic writing class because it teaches essential skill required todo the writing for all kinds of university courses. The instructors may have different names for academic writing assignments (essay, paper, research paper, term paper, argumentative paper/essay, analysis paper/essay, informative essay, position paper), but all of these assignments have the same goal and principles (Whitaker, 2009). The

goal in here is to improve students’ writing skill to be more academic. Here, academic

writing is one step before the students reach their proposal. In academic writing there is peer feedback. Thus, peer feedback makes me wonder what is the beliefs of the

teachers’ about peer feedbackin academic writing.

This paper is aimed to investigate teachers’ belief towards peer feedback in academic writing class.It also serves a guidance for writing teachers to consider the methods used in their teaching. Moreover, this paper will definitely answer the main question as follow: What are the teachers’ belief regarding peer feedback in Academic Writing class? The significance of the study in this paper is to create awareness about

LITERATURE REVIEW

A good peer feedbackis descriptive feedback

Peer feedback is a fundamental part of the learning process as it can motivate students as they have a sense of audience, and improve their learning (Mogahed, 2009; Liu and Carless, 2006; Tsui and Ng, 2000; Zhang, 1995; Tang and Tithecott, 1999). Thus, can be concluded that peer feedback is helpful and it will be necessary when the feedback has words which can be as motivator. So that the learners can do their self-assessment after they read peer feedback towards their writing.

In writing class we use peer feedback as to develop students’ self-assessment

abilities, as they gain experience in using the criteria to read their own writing (Cho & MacArthur, 2010; Lundstrom& Baker, 2009). However, there are two kinds of peer feedback and according to William (1999), those are evaluative feedback and descriptive feedback. Evaluative feedback provides: judgements of value or appropriateness of response and judgements of correctness or incorrectness.

Evaluative feedback is categorized as ego related (William, 1999). I think because of evaluative feedback is only judging without giving any reasons. Evaluative feedback aims to provide a judgment on the learners’ performance. The readers judge the appropriateness of the writer’s writing skill such as the topic sentence is not appropriate in this part and this part is correct and the readers is not give any opinion or reasons why this part is not appropriate.

In the other hand, descriptive feedback provides: descriptions of why a response is appropriate,descriptions of what students have achieved, suggestions of a better way of doing something and prompts to suggest ways students can improve.

Descriptive feedback is categorized as task related (William, 1999). Thus, descriptive feedback is not only giving inappropriate or appropriate judgment. Descriptive feedback will describe how the writing could be better and give the motivation such as: “this part is good, you can add some more information about this.”

It is very vivid that descriptive feedback is better than evaluative feedback especially for academic writing class. Black, Harrison, Lee &Wiliam (2003) said that descriptive feedback is the most powerful tool for improving student learning. Thus means that descriptive peer feedback can be ideal peer feedback because of the descriptive feedback is kind of descriptions and suggestions from the readers which will make writers reflect on their own writing. Because of descriptive feedback can give more information why some parts need to be fixed and why some part is need to be explained. Liu and Hansen (2002) also defined peer feedback as “the use of learners as sources of information and interact for each other in such a way that learners assume roles andresponsibilities normally taken on by formally trained teacher, tutor, oreditor in commenting on and critiquing each other’s drafts in both written and oral formats in the process of writing” (p.75).

Teacher’s role and students’ role in writing class during peer feedback

According to Shulin (2013), teachers who have used peer feedback in their classes, play multiple roles in the implementation of peerfeedback activities. In general, the words multiple roles mean that teacher worked as trainer, organizer, demonstrator and model, as well as checkers and commentators.

After teacher distribute the paper of peer feedback, teacher as a trainer will explain briefly how to fill the peer feedback form to the students and give the students time to discuss their paper towards peer feedback which they are gotten. Teacher also an organizer will organize the students to make a group or maybe in pairs. Teacher as a demonstrator and model in class will give a simple explanation about how to fill peer feedback paper. And the last as commentators and checkers, in this condition the teacher is going to look around the class and ask the students’ about their peer feedback for their friends. For example which is the part of your friend’s paper that make you do not understand.

Teacher is as a facilitator in academic writing class. The teacher will guide the students to make their writing skill better. The teacher will give some instructions and ask the students to change their paper with their friends so that they will learn from each other about their writing. After that, the teacher will distribute peer feedback to

the students and they will give comments towards their friend’s writing. The teacher

will explain what they should write on peer feedback paper and what the reason is they suggest that to their friends.

Besides that, teacher also has to motivate their students in class. According to Barkaoui (2007), teachers need to: a) motivate students, b) model effective revision strategies, c) raise students’ awareness about the importance of (re)seeing their texts

from the reader’s perspective, d) encourage students to reflect on and self-assess their

own writing, and e) use appropriate writing tasks and activities for teaching and assessment.

Teacher also must train students by preparing students for peer feedback and conduct effective peer feedback activities is a time-intensive task if done correctly,

and therefore the benefits it brings must outweigh the difficulties that come in implementing it. There are still many questions to be answered, such as the most effective like how to train students effectively (Hansen & Liu, 2005; Schaffer, 1996). Students need to be trained before peer feedback will be applied, thus would make peer feedback more useful and does not waste time. Ching (1991) opined that unless we offer our students proper training on giving feedback.

And the role of students’ in academic writing class is they have to make a group of two (pairs). After that, they change their paper with their friend. But, the group in class sometimes depends on the teacher, the teacher can ask the students to make a group consist of more than two students. Teacher will give the students time

to read their friends’ works and fill the peer feedback for their pair. Students will also

have discussion time after they get their peer feedback. Thus, each of students will get a peer feedback from their pair and they will reflect peer feedback towards their paper.

Benefitsof peer feedback

Al-Jamal (2009) examined the impact of peer feedback on improvingwriting skills and building positive attitudes among English language learners. And thus, can be conclude that there are some benefits of peer feedback like increase students’ awareness of their writing and make them to be more critical. According to Rollins (2005) there are advantages using per feedback in class:

It gives both readers and writers more time for collaboration, consideration, and reflection than is normally possible in the cut and thrust of oral negotiation and debate; it avoids time being wasted on unimportant issues, and reduces possible

friction, defensiveness, or negative interactions; it also provides the reader with a written record for later consideration (p.27).

Collaboration, consideration, and reflections which are normally in oral

negotiation and debate will make students’ change their ideas by negotiate their

writing paper. Both of the readers and writers will exchange their opinion and point of view. For example, the writer will ask each other why this or that part does not clear enough and how if this part is removed. Thus,make writer reflects on his or her writing after get reader’s ideas. By negotiation, writer and will collaborate his or her

with reader’s idea and writer will consider which idea that she or he will taken while

the writer revising his or her paper.

Tang and Tithecott (1999) explored the value of peer feedback groups in English as second language writing classes on 12 international students from Asia. They investigated the perceptions of students and whether their perceptions about peer feedback changed over time. Findings revealed that the students gave positive comments about peer feedback and that became something more positive as the semester progressed. Moreover, the students engaged in “a variety of social, cognitive, and linguistic activities as they worked to accomplish the assigned task” (p.19). Al-Jamal (2009) examined the impact of peer feedback on improving writing skills and building positive attitudes among English language learners.

Thus, the readers and writers can socialize each other while teacher give their time to discuss after they fill the peer feedback for their friends. In their socialization, they can give advices and suggest each other. Some of the students also change their references when they do oral negotiation. Martin Guardado and Ling Shi (2007)said

that peer commenting on each other’s writing has been an important and useful instructional process in writing classes. Peer feedback gives students chances to

exchange students’ ideas when the teacher give the students time to discuss their

paper (in this discussion time, they will socialize each other) in class.

THE STUDY

Context of the study

The setting of the study was in English Language Teaching Education Program in Faculty of Language and Literature in a university named Satya Wacana Christian University, Salatiga, Central Java, Indonesia. Satya Wacana Christian University is located in the small town of Salatiga, Central Java, Indonesia. The researcher chose English Language Teaching Education Program of Satya Wacana Christian University, because English is actively used in communication activities in the program, especially for teaching and learning activities. The program offers an Academic Writing course for students in fifth semester and it is a required course.

Academic Writing course in this department is a course writing skill to take proposal writing for thesis in this education program. This academic writing course has four hour credit prepares for the students to practice their academic skills before they go on proposal writing. Teachers who had been teaching or maybe who are teaching academic writing and usually give peer feedback paper for the students to exchange their writing with their friends’ writing. Here, the students will be grouped and after that the students will exchange their writing paper and correct the peer feedback for their friends. Each of students may give peer feedback to more than one

of friends in that group (it depends on teacher whether teacher wants the students give peer feedback from one of their groups or maybe more).

Participants

The participants of this study were 8 English Teacher Education Program teachers, especially those who used to teach Academic Writing and who were teaching Academic Writing. There were eight participants selected for the study, two males and six females, who are active users of English, both orally and written. From 8 participants, there were two native speaker teachers and six non-native speaker teachers.

Here is some data about participants:

Participants Native Speaker /

Non-Native Speaker

Length of Teaching Academic Writing

Male/Female

A Non-Native Speaker Three semesters Female

B Non-Native Speaker Four semesters Male

C Non-Native Speaker Since 2004 Female

D Non-Native Speaker Since 2004 Female

E Non-Native Speaker Three semesters Female

F Native Speaker Three semesters Female

G Native Speaker One semester Male

H Non-Native Speaker One semester Female

Instrument of data collection

The instrument of data collection for this study was semi-structured interview. A semi-structured type was similar with a structured interview, but the difference was located on its greater flexibility. Saunders, Lewis and Thornhill (2009) said that the flexibility of semi-structured interview includes add some questions to provide an

opportunity for follow-up questions. Semi-structured interview also give the opportunity for a researcher to get more detail information by asking the interviewees to give more explanation to their answer. The order of questions may also be varied depending on the flow of the conversation.

The interview used Bahasa Indonesia and English. For the native teachers, the interview used English in interview section. And for the non-native teachers, the interview used Bahasa Indonesia to avoid misunderstanding. However, the researcher allowed non-native teachers answered in English if they wanted to do so.

The first part of the interview involved some general questions to gain background knowledge about Academic Writing. Some questions such as how long participant taught Academic Writing and did the participant think Academic Writing was hard to be taught for teachers in this phase. The next part included questions that

sought the teachers’ beliefs regarding peer feedback in academic writing class. The

questions below were the questions that the researcher used in interview section:

1. Do you usepeer feedback in your academic writing class?

2. Why do you use peer feedback? (If the questions from number one is no, researcher may ask why you do not use peer feedback?).

3. How often do you use peer feedback in your academic writing class?

4. How do you conduct or apply peer feedback in your academic writing class?

5. How do you make guideline of peer feedback?

6. How do you apply your guideline in peer feedback towards your students when they fill it in academic writing class?

8. When peer feedback is delivered in your academic writing class?

9. What are the teacher’s roles when you use peer feedback?

10.What are the students’ roles when you use peer feedback?

11.So, there are advantages or disadvantages of using peer feedback in academic writing class? Why?

Procedure of data collection

The data for study were collected using semi-structured interview involving a relatively fixed interview schedule. The interviewees also could elaborate on the particular issue. The interviews took 10-20 minutes on average and were recorded and transcribed.

Before the first interview, the researcher did a piloting with a participant who has been teaching Academic Writing. The purpose of it was to check whether the questions for the interview session were adequate and could be used for the subsequent interviews. The piloting was also used to prepare the researcher to fix the problem if in the future during the interview session met the difficulties. When the piloting session took place, the researcher had a difficulty to follow-up questions and it caused the interview’s duration relatively short and the answers from the participant were not enough. Based on the piloting result, the researcher had learned that on the 11 following interview session, questions for follow-ups are necessary, especially when the interviewee only gave some short or unclear answers. Researcher also asked to interviewees toexplain which was unfamiliar for researcher.

To collect the data, the researcher contacted the participants (which were teachers who used to teach and were teaching Academic Writing) and if they were

willing to be a respondent for a recorded interview. After getting their permission, the interviewer made an appointment with the participants to do the interview. The researcher has contacted about eleven lecturers who had been teaching Academic Writing. However, three of the lecturers declined to be interviewed because they had not teaching Academic Writing more than four years.

Data analysis

For the data analysis, after the interview process with the participants the researcher transcribed the interview recordings one by one. The transcription model was clean (clear transcribing), which means that the focus was on the content of the interview. After the transcription process was finished, the researcher did a coding process based on the transcription result. From the coding, three headings or emerging themes came up, which are as follows :

1. Participants viewed peer feedback as a way to motivate students 2. Peer feedback implementation is sometimes difficult to do

3. The advantages after peer feedback appliedis greater than disadvantages.

FINDINGS

Participants viewed peer feedback as a way to motivate students

Most of the participants think that peer feedback give positive effects to their writing students. The common reason they use peer feedback is because peer feedback helps students to reflect on their own writing. After do peer feedback, the students will read their mistakes and they will read again their writing which is will make them reflect about their mistakes and comparing with their friends’ writing.

However, all the participants agreed that peer feedback is good thing in writing class. In addition to mentioning their opinion, the participants also implicitly mentioned the reason of using peer feedback. Here is what participant C viewed about peer feedback:

“Supaya membantu mahasiswa untuk meningkatkan kualitas writingnya.”

(In order to helps the students improve their quality of writing.) – Participant C

From participant C,peer feedback can improve students’ quality of writing

after they have read their friends’ paper. They can learn from their friends and

increase what they think with feedbacks that they got. Because of peer feedback is a fundamental part of the learning process as it can motivate students as they have a sense of audience, and improve their learning (Mogahed, 2009; Liu and Carless, 2006; Tsui and Ng, 2000; Zhang, 1995; Tang and Tithecott, 1999).

Participant E and F mention that peer feedback can make students more aware about their mistakes, she thinks that peer feedback can build students’ self-awareness. Here are the views:

“Mahasiswa sendiri bisa lebih aware dengan kesalahan yang dibuat oleh temannya. Jadi dia melihat kesalahan temannya dan dia juga sadar bahwa sayapun juga membuat kesalahan seperti itu.”

(Students can be more aware with their peer’s mistakes. Thus, students see his mistake, and also realize that I made the same mistakes.) – Participant E

Participant E mentioned that peer feedback can improve students’ awareness of writing which means that students become more aware and they would not make

the same mistakes. Cho & MacArthur (2010); Lundstrom& Baker, (2009) said that

they use peer feedback as to develop students’ self-assessment abilities, thus the

students will know about their skill and assess themselves as they gain experience in using the criteria to read their own writing (Cho & MacArthur, 2010; Lundstrom& Baker, 2009). Thus, like participant E said that from peer feedback, students can learn each other which are two ways learning process as a writer and a reader. And from that experience, it can build their awareness in writing process and avoid making same mistakes.

Similar to participant E, participant F also mentioned similar reasons why they use peer feedback in class. Here is what participant F view about peer feedback :

“I believe that sometimes students can help each other to see the things good revise or do differently or holds on their paper like kekurangan, their weaknesses or what's lacking and make it passes them to each other.” – Participant F

Liu and Hansen (2002) also defined peer feedback as “the use of learners as sources of information and interact for each other. Learners assume that process of writing is normally taken on by formally trained teacher in commenting on and

critiquing each other’s drafts in both written and oral formats” (p.75). By using peer

feedback, students can learn each other and give feedback to make a better writing.

Peer feedback implementation is sometimes difficult to do

Some of the students who are familiar with peer feedback would trust their

friends’ comments. But the rest of them sometimes would not trust their friends’

comments on their paper. Moreover, academic writing is the highest and most difficult writing level. One of the participants, who said that teacher feedback is better than peer feedback, is participant B. Here is participant B’s opinion :

“It is difficult for students to give peer feedback in academic writing. Because of the essays usually very long and students seem don’t trust their

friends.” – Participant B

Thus, participant B believes that their students trust more and rely on teacher’s feedback rather than their peer feedback because of it is difficult to do peer feedback in academic writing class. Some studies have shown that even after training and practice in peer review, students generally still prefer teacher feedback when given the choice (Paulus, 1999). In academic writing class there will be essay(s) which is long and difficult to do. Zhang (1995) found that nearly 94% of the participants indicated preference for the teacher feedback over peer feedback. Ching (1991) also questioned whether students are capable of providing a high-quality feedback similar to that offered by their teachers.

The teacher will give explanation before peer feedback applied in writing class. The explanation includes give theories, give handout about peer feedback and give training. One of the participants said that she gave handout as a guideline about peer feedback to the students before she applied peer feedback in class, here is the statement of participant D:

”Mahasiswa juga bilang membingungkan. Karena mereka bilang satu bilang ini, satu bilang ini lha aku harus bilang apa. Kayak gitu. Jadi itu menurutku butuh training sih.”

(Students say it is confusing. Because they say one of friend say this, other say that and what I must say. Like that. So, I think it is need training.” – Participant D

Thus, participant D explained that some of her students think that peer feedback is confusing for students. And participant D thinks that need training first to know how far the students understand peer feedback and how to use it. Ching (1991) opined that unless we offer our students proper training on giving feedback, they are likely to keep on giving comments on syntactic errors and avoid semantic or textual ones that are concerned with the development of ideas and the content itself. Sufficient training was the concern of several studies. Thus, it means that peer feedback need to be trained to the students before peer feedback is applied in class.

The advantages after peer feedback applied is greater than disadvantages

There are advantages and disadvantages of using peer feedback in academic writing class. Many studies have demonstrated that the possibilities of overcoming these challenges are very real, however (Bell, 1991; Hansen & Liu, 2005; Schaffer, 1996). For example, a study conducted by Paulus (1999) clearly illustrates one instance in which peer review was used successfully in the second language writing classroom.

After using peer feedback, students can get more constructive feedback which can improve their writing skill and awareness. Besides that, by reading on friends’ paper students will learn something new. Moreover, the students will improve each

other’s work. It is like sharing knowledge but in writing product. Many studies

support the idea that peer review in the traditional sense can be extremely effective for a variety of reasons when used correctly (Bruffee, 1978; Lockhart & Ng, 1995;

Paulus, 1999). Participant F mentioned that peer feedback can make students help each other:

“I think students do help each other. I think that when they do take peer review seriously and try. And really try to help each other.” – Participant F

Peer feedback is believed can make students think critically because of the

process when students have to receive friends’ feedback or not. In this condition,

students have to think more critical to accept feedback as reference or not. Two of the participants who have been interviewed said that peer feedback can make students think more critical. Here are the participants who believe that peer feedback can make students more critical:

“Tujuan peer feedback itu menimbulkan apa ya. Supaya mereka lebih critical, mereka sendiri lebih critical.”

(The aim of peer feedback is for gain.. it is aimed so that they can be more critical)- Participant D

“Dengan dilakukan peer feedback sepertiini, mereka berlatih lebih aware,

lebih kritis.”

(By doing peer feedback, students train to be more aware, more critical.)- Participant E

As participant D and E have said can be concluded that peer feedback can make students think more critical. Students will be more aware of their mistakes and their critical thinking will develop than before. Further, it makes the students think more critical and they writing skill will increase.

Some researchers in both L1 and L2 writing suggest that peer review teaches students critical thinking by forcing them to question the effectiveness of their peers’ writing and defend or explain their own (Bell, 1991; Ferris, 2004; Sager, 1973). For example, Rollinson (2005) argues that as students gain practice in becoming critical

readers of their peers’ papers, they will progress toward becoming writers more capable of evaluating and editing their own written work.

If the students can think more critical, it means that they will know which feedback that they will use to revise on their writing paper. Because sometimes feedback from peer is only about grammatical mistake, not about the content. When peer feedback is applied in writing class next time, the writer will ask their peer to give feedback about the content.

CONCLUSION

This study aimed to find out the teachers’ view toward peer feedback in Academic Writing. The significance of the study was to increase awarenessabout

teachers’ belief toward peer feedback in Academic Writing class. The question for

this study was: “What is the teachers’ belief toward peer feedback in Academic Writing class?”

From the study, the researcher found out the teachers’ view toward assessment in Academic Writing. First, teachers view peer feedback as a way to motivate students. The students will know their mistakes and try tonot make the same mistakes on their writing. Thus teachers have to explain and train students what peer feedback is. Peer feedback also needs to be trained first before it is applied in Academic Writing course because of students have to understand about peer feedback. Otherwise, peer feedback will waste the time.

Second, the teachers had a view that peer feedback implementation is sometimes difficult to do, because some of the students prefer feedback from the

teacher. However, the teachers also had a view that peer feedback raises students’ awareness of their mistakes in writing. The more the students get feedback from their peer, the more critical they will be.

Third, the teachers mentioned some possibility challenges of students’ writing using peer feedback. By helping each other when doing peer feedback, the students will be more critical. And students prefer to do descriptive feedback rather than evaluative feedback. It because of the students want to get clear explanation on their paper about their mistakes. Furthermore, the teachers mentioned some advantages and disadvantages in using peer feedback. Some of the students prefer teachers’ feedback rather than peer feedback because of students’ mindset if teacher always right. But when peer feedback works well and students can be more think critically, the students can accept the feedback from their peer which means that students ready to go on real life. Besides that, students will capable of their mistakes in writing.

During the research, the limitation of the study came from the number ofparticipants. The researcher only successfully gathered eight participants. The number of lecturers in English Teacher Education Program was eight participants, their answers could not be generalized into broader areasuch as educational area, teaching area, and so on. Therefore, the result may be different if the study is conducted in other faculties and universities. For further research, the researcher hopes that the study can discuss about the effectiveness of peer feedback in Academic Writing course.

In addition, this study revealed that students always want their teacher to help them to improve their understanding about Academic Writing, but still students need

their peer to reflect in themselves. As such students understand and can use peer feedback to make students more critical, not only focus on grammatical mistakes.

ACKNOWLEDGEMENT

First of all I would like to say thank you to Almighty God because without His blessings, I will never complete this thesis well. Second, thank you for my thesis supervisor, Ibu Anita Kurniawati H., M.Hum. for her time, assistance, guidance, and suggestion to finish my thesis and Bapak Christian Rudianto, M.App.Ling. as mythesis examiner for the guidance and the help in completing my thesis.

This thesis would not have been completed without the support from people around me. Papa Ricky Widjajanto and Mama Endang Sumiati, thank you for the encouragement during my study and my research and also for the financial support. For my elder sister Maria Stephanie and my beloved little brother Mario Indra Widjaja, thank you for always loving me unconditionally. For my niece Valentina and my nephew Steven, thank you for your smile as my mood booster when I remember both of you. For my brother in law, Rudy thank you for giving me cute niece and nephew. Big thanks to my bestie – Odry, Chrisna and Noel who have been there during my days in English Department. A special thanks to my boy, Herry Fajar M., for the support, time, love, and motivation but please graduate soon. Thank you for

ma’am Victoria Dian Ginting for your caring and support. Thank you to my granny,

Tri Wahyuni for your love and support. I would also like to say thank you to ED Tenners for giving me unforgettable memories for the last four years. Another big thanks you to the participants for the cooperation during the data collection process. And last but not least, I also thank you for everyone who helped me directly or indirectly that might be I forget to mention. Thank you very much.

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Science Education, 38-63.

Lundstrom, K. & Baker, W. (2009). To give is better than to receive: the benefits of

peer review to the reviewer’s own writing. Journal of Second Language Writing,

18, 30-43.

Mogahed, M. (2009). “The Effectiveness of Using the Process Writing Approach in

Developing the EFL Writing”. (Retrieved January 28th. 2013)

http.//mogahedefl.blogspot.com/2009/07/effectivenessof-using-process-writing. html

Nooreiny M.N., Hamidah Y.H., & Li K. (2011). Role of Teacher, Peer and

Teacher-Peer Feedback in Enhancing ESL Students’ Writing. Bangi, Malaysia: Universiti

Kebangsaan Malaysia.

Paulus, T. M. (1999). The effect of peer and teacher feedback on student writing.

Journal of Second Language Writing. 8. 265-289.

Rollinson, P. (1998). ‘Peer response and revision in an ESL writing group: a case

study’. Unpublished PhD thesis. Universidad Autónoma de Madrid.

Richards, J. C., & Lockhart, C. (2005). Reflective Teaching in Second Language

Classroom. New York: Cambridge University Press.

Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.doi: 10.1093/elt/cci003

Sager, C. (1973). Improving the quality of written composition through pupil use of rating scale. Paper presented at the Annual Meeting of the National Council of Teachers of English, Philadelphia, PA.

Saunders, M., Lewis, P. and Thornhill, A. (2009). Research Methods for Business

Students (5th edn). Harlow: FTPrentice Hall.

Shulin, Y. (2013). EFL teachers’ beliefs and practices regarding peer feedback in L2 writing classroom. Polyglossia, 24, 74-79.

Tang, G. M. &Tithecott, J. (1999). “Peer Response in ESL Writing”. (Retrieved January 19th. 2013). TESL Canada Journaula Revue TESL du Canada Vol. 16. No. 2.Spring 1999 www.teslcanadajournal.ca/index.php/tesl/article/view/716 Tsui, A. B. M. & Ng, M. (2000). “Do secondary L2 writers benefit from peer

comments”. Journal of Second Language Writing. 9. 147 - 170. (Retrieved 24th

June 2011).

http.//www0.hku.hk/curric/amytsui/bk_reviews/docs/Do_Secondary_L2_Writers _Benefit_from_Peer_Comments.pdf.

Whitaker, A. (2009). A Step-by-Step Guide to Writing Academic Papers. Bratislava, Slovakia: City University of Seattle.

William, D. (1999). Formative Assessment in Mathematics The mathematical Association.Equals, 5(2). 227-259.

Zhang, S. (1995). “Reexamining the Effective Advantage of Peer Feedback in ESL

teacher. However, the teachers also had a view that peer feedback raises students’ awareness of their mistakes in writing. The more the students get feedback from their

peer, the more critical they will be.

Third, the teachers mentioned some possibility challenges of students’ writing using peer feedback. By helping each other when doing peer feedback, the students

will be more critical. And students prefer to do descriptive feedback rather than

evaluative feedback. It because of the students want to get clear explanation on their

paper about their mistakes. Furthermore, the teachers mentioned some advantages and disadvantages in using peer feedback. Some of the students prefer teachers’ feedback rather than peer feedback because of students’ mindset if teacher always right. But when peer feedback works well and students can be more think critically, the students

can accept the feedback from their peer which means that students ready to go on real

life. Besides that, students will capable of their mistakes in writing.

During the research, the limitation of the study came from the number

ofparticipants. The researcher only successfully gathered eight participants. The

number of lecturers in English Teacher Education Program was eight participants,

their answers could not be generalized into broader areasuch as educational area,

teaching area, and so on. Therefore, the result may be different if the study is

conducted in other faculties and universities. For further research, the researcher

hopes that the study can discuss about the effectiveness of peer feedback in Academic

Writing course.

their peer to reflect in themselves. As such students understand and can use peer

ACKNOWLEDGEMENT

First of all I would like to say thank you to Almighty God because without His

blessings, I will never complete this thesis well. Second, thank you for my thesis

supervisor, Ibu Anita Kurniawati H., M.Hum. for her time, assistance, guidance, and

suggestion to finish my thesis and Bapak Christian Rudianto, M.App.Ling. as

mythesis examiner for the guidance and the help in completing my thesis.

This thesis would not have been completed without the support from people

around me. Papa Ricky Widjajanto and Mama Endang Sumiati, thank you for the

encouragement during my study and my research and also for the financial support.

For my elder sister Maria Stephanie and my beloved little brother Mario Indra

Widjaja, thank you for always loving me unconditionally. For my niece Valentina and

my nephew Steven, thank you for your smile as my mood booster when I remember

both of you. For my brother in law, Rudy thank you for giving me cute niece and

nephew. Big thanks to my bestie – Odry, Chrisna and Noel who have been there during my days in English Department. A special thanks to my boy, Herry Fajar M.,

for the support, time, love, and motivation but please graduate soon. Thank you for ma’am Victoria Dian Ginting for your caring and support. Thank you to my granny, Tri Wahyuni for your love and support. I would also like to say thank you to ED

Tenners for giving me unforgettable memories for the last four years. Another big

thanks you to the participants for the cooperation during the data collection process.

And last but not least, I also thank you for everyone who helped me directly or

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Luft, J. A., &Roehrig, G. H. (2007). Capturing Science Teachers’ Epistemological Beliefs: The Development of the Teacher Beliefs Interview. Electronic Journal of Science Education, 38-63.

Lundstrom, K. & Baker, W. (2009). To give is better than to receive: the benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18, 30-43.

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Paulus, T. M. (1999). The effect of peer and teacher feedback on student writing. Journal of Second Language Writing. 8. 265-289.

Rollinson, P. (1998). ‘Peer response and revision in an ESL writing group: a case study’. Unpublished PhD thesis. Universidad Autónoma de Madrid.

Richards, J. C., & Lockhart, C. (2005). Reflective Teaching in Second Language Classroom. New York: Cambridge University Press.

Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.doi: 10.1093/elt/cci003

Sager, C. (1973). Improving the quality of written composition through pupil use of rating scale. Paper presented at the Annual Meeting of the National Council of Teachers of English, Philadelphia, PA.

Saunders, M., Lewis, P. and Thornhill, A. (2009). Research Methods for Business Students (5th edn). Harlow: FTPrentice Hall.

Shulin, Y. (2013). EFL teachers’ beliefs and practices regarding peer feedback in L2 writing classroom. Polyglossia, 24, 74-79.

Tang, G. M. &Tithecott, J. (1999). “Peer Response in ESL Writing”. (Retrieved January 19th. 2013). TESL Canada Journaula Revue TESL du Canada Vol. 16. No. 2.Spring 1999 www.teslcanadajournal.ca/index.php/tesl/article/view/716 Tsui, A. B. M. & Ng, M. (2000). “Do secondary L2 writers benefit from peer

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Whitaker, A. (2009). A Step-by-Step Guide to Writing Academic Papers. Bratislava, Slovakia: City University of Seattle.

William, D. (1999). Formative Assessment in Mathematics The mathematical Association.Equals, 5(2). 227-259.

Zhang, S. (1995). “Reexamining the Effective Advantage of Peer Feedback in ESL Writing Class”. Journal of Second Language Writing 4. 3. 209-222.