THE INFLUENCE OF PEER-FEEDBACK IN WRITING AT TENTH GRADE

STUDENTS OF SMAN 1 BLAHBATUH

By:
KOMANG BAYU WIDHYASMARA PUTRA
NIM 1512021207

ENGLISH LANGUAGE EDUCATION

FACULTY OF LANGUAGE AND ART
GANESHA UNIVERSITY OF EDUCATION
2019
A. Background
Teaching writing is tended becoming a challenging job for a teacher. The writing
itself follows a complexity process, such as learning to write an interesting topic, a
chronological order of text, a suitable of word’s diction, and a well-grammar text. Within
this complexity of writing, the students will be not easy to write their own texts. Before
going further, it is needed to know the definition of writing.
Based on Bell and Burnaby (1984) as cited in Nunan (1989), writing is a complex
activity in which the writer should pay attention for the variables or rules of writing. In
this case, the controls include the content, format, sentence structure, vocabulary, spelling
and letter formation. In writing, the writer must be able to structure and integrate the
information into a coherent and unity paragraph or text.
Based on White and Arndt (1991), writing is far from being a simple matter of
transcribing language into written symbols. It is a thinking process in its own right and a
permanent record. It roles as a form of expression and as a means of communication.
From those citations, writing can be defined as a complex process that requires the
psychological, cognitive of the writer in applying their own thinking in a literary passage.
In writing, the writer need processes to make his writing is more understandable. The
processes are revising, editing, and correcting the written work in order to make it clearer
and better.
In Indonesia, the writing is being challenging for the teachers, in which English
itself is taught as Foreign Language (EFL). It is also regarded as challenging job for them
which relate to the complexity of writing. This complexity appears in the aspect of the
language, grammar, and vocabulary. According to Hidayati (2018), challenges in writing
are complex which caused by internal factor and external factor. In internal factor, the
challenge is related to the native language and linguistic competence. For the external one,
it is becoming as a challenge for the teachers in Indonesia where they should accommodate
the writing itself in their teaching at large number of students. The availability of aids and
time also become the external factor of it.
Based on those challenges, it suggests the teacher to choose appropriate strategy to
be used in their teaching, for writing. Based on Zacharias (2007), the use of feedback in
writing class, there were 30 students were interviewed. It is admitted the feedback from the
 teacher influencing their writing, in which depending on the amount of feedback. Too much
feedback would make the students depressed.
From the statement above, regarding to the implementation of curriculum 2013, the
students should be responsible for their learning. One type of feedback that can
accommodate the characteristic of curriculum 2013 is peer-feedback. Moreover, according
to Alnasser (2018), peer-feedback is useful to employ in writing related to the students
entering higher education institutions. Using this kind of feedback will emphasize students-
centered learning rather than on the teacher itself.
According to Bijami, Kashef, & Nejad (2013), peer feedback provides opportunity
for the students to think critically and learn autonomy. It takes an important part in writing
because it helps the students writing practice.
Based on the statement above, the researcher is interested in doing the research
about the influence of peer correction in writing at tenth grade students of SMAN 1
Blahbatuh. Therefore, it is valuable to do the experimental study about peer-feedback by
doing quantitative research.
B. Identification
The several studies stated that the peer-feedback is effective than the other
techniques. But, in here there are still some problems on it. So, the researcher is interested
to check the relevance of the technique, of course the influence of peer-feedback in writing
at tenth grade students of SMAN 1 Blahbatuh.
C. Limitation of the problem
The limitation of this research is only to verify the influence of peer-feedback in
writing at tenth grade students of SMAN 1 Blahbatuh.
D. Research problem
Is there any significant difference taught by using peer-feedback in writing at tenth
grade students of SMAN 1 Blahbatuh?
E. Purpose of the study
The purpose is to know if there is significant difference between the students who
taught using peer-correction and not using it.
F. Significance of the study
This study of this research is expected to have significance in theoretical and practical.
 1. Theoretical benefit
This study is expected to help the other researchers who have similar topic in
providing guidance and useful information. So, they can use it as references.
2. Practical benefit
- For English teacher
It is expected the result of the study can help the English teacher in teaching
and learning process by providing a reference of peer-feedback.
- For Students
It is expected that the result of the study can be applied to the students, so it can
increase the students’ achievement in writing.
G. Empirical Review
There are some literatures in the form of articles that used in this research to help
the writer in providing the other useful findings. It will be described below.
In the study from Altstaedter & Doolittle (2014) entitled students’ perception of
peer-feedback has the purpose to investigate the perceptions of American students of peer-
feedback in college foreign language course. The survey instrument is used to collect this
quantitative research. The result of this study showed that peer-feedback has the benefits
in enhancing the quality of the students’ essays, included both global and local aspects.
Based on this study, peer feedback could enhance the quality of writing. It differs
from the writer’s study where using experimental design in order to collect the data.
According to Parthasarathy (2014), wrote an article journal entitled peer-feedback
in the English as Foreign Language (ESL) writing classroom. This article gave account of
how the hypothesis about the efficacy of peer-feedback as tool for learning and a viable
alternative to teacher feedback. Then, the participants were all the 699 students of the
second-year General English course at Andhra Loyola College. They were divided into 79
groups to be volunteered as peer-reviewers on the projects. As the results, peer-feedback
could be taught as the alternative to the students in ESL contexts although the absence of
feedback from their teacher itself.
Based on this article, it is shown that peer-feedback can be an alternative technique
to teach writing for ESL teacher. In contrast, it has the differences with the writer’s study
where it focuses on EFL writing class.
 According to Sultana (2009), the study has the purpose to find out the effectiveness
of the technique in the classroom of Bangladesh’s ESL students. It is conducted by
spreading questionnaire in order to get the data by providing agree and disagree statement.
Then, Sultana found that most of the students choose teacher-correction after the teacher
asked them about which technique of correction they were liked with.
The study from Sultana is contributed in providing the further information about
the correction itself. The differences with the writer’s study are on the subject and also the
technique where she was choosing the ESL’s students.
Based on those several articles, the writer assumes that peer-feedback is becoming
the consideration for a teacher in writing course. It arises the attention of the writer to do
further research on the influence of peer-feedback in writing at tenth grade students of
SMAN 1 Blahbatuh. Moreover, the definition of writing and peer-feedback will be
described below.
1. Definition of Writing
Writing is a process of applying out the idea by writing it down on the paper in a
meaningful and understandable form. It is also known as a complex skill that requires
the writer to express the idea in order to communicate to each other. Based on Bell and
Burnaby (1984) as cited on Nunan (1989), writing is a complex activity in which the
writer should pay the attention for the variables or rules of writing. In this case, the
controls include the content, format, sentence structure, vocabulary, spelling and letter
formation. In writing, the writer must be able to structure and integrate the information
into a coherent and unity paragraph or text.
Based on Rivers (1968), writing is referred to the expression of several ideas in a
systematic way. It also to organize the graphic conventions of the language itself. The
key here is to be able to express it literary.
It is said that also by other researcher, based on White and Arndt (1991), writing is
far from being a simple matter of transcribing language into written symbols. It is a
process of thinking which roles as the expression of someone.
From of those citation, the point of the writing itself is on the production of ideas
on the paper literary. It is created by paying attention to the form of text and should be
communicated the meaning itself.
2. Definition of Peer-Feedback
According to Rollinson (2005), the feedback can be defined as a term which trains
the students to be critical readers on their own writing. In here, they have to figure out
with their work, then giving a feedback as following activity.
Based on Williams (1957), the feedback allows the students to deal with their
strength and weakness, then making negotiation of ideas, comments, corrections, and
suggestions. It will generate positive impact if the students are ready and well-prepared
by the teacher.
These are definition of peer-feedback from the researchers. In here, the writer
perception about the peer-feedback is the activity where the students take the
responsibility to their own writing. They should give feedback and correction one each
another to improve their writing.
3. Process of Writing
Based on Harmer (2004), writing is a process that includes several steps. The steps of
writing are generating ideas, drafting, revising, editing, and publishing. These steps
will be described below regarding with the importance of every steps to be considered.
a. Generating ideas
In this first step, the students will be given the opportunity to do preparation
before starting to write. Here, the students encourage to plan what should they
write in the form of ideas.
b. Drafting
In this second step, the students will make their own drafts without giving much
attention to the accuracy of their works. Here, they will focus on the meaning
of their writing and generate their ideas into sentences or paragraphs.
c. Revising
During this step, the students revise their writing to find out possible mistakes
which relate to the content and the accuracy of the writing.
d. Editing
It is focused on the language itself, such as the spelling, punctuation, and
structure. The use of dictionary and other reference material are needed to help
the students in editing their writing.
 e. Publishing
In this final step, the students learn how to present their writing. It can be
presented orally in the classroom or in a written form which can be displayed
in the library.
H. Research Design
1. Research Draft
The research design is used an experimental study using quantitative method in
order to know the influence of peer-feedback in writing at tenth grade students of
SMAN 1 Blahbatuh.
2. Subject of the Study
This research will be held at tenth grade students of SMAN 1 Blahbatuh. It is chosen
because there are two groups for the subject of the study. Then, the groups will be
chosen randomly.
3. Object of the Study
The object of the study is the influence of peer-feedback in writing at tenth grade
students of SMAN 1 Blahbatuh.

4. Data Collection
Procedure
The instrument of this research is by providing a test, namely post-test. The post-
test is used to know if there is effect of peer-feedback. In order to make it more specific,
there are steps or procedures of this research, as follows:
a. The first is choosing the participant, of course the population and the sample of it.
There are two group will be chosen randomly, of course the experimental group
and the control group
b. The second is arranging the material and choose it from the book relates to the
syllabus.
c. The third is giving the treatment. In here, the writer explains the material and then
ask them to make a recount text. This is the time to apply the peer-feedback. They
ask to make the text and they have to exchange their works to do the peer-feedback
 d. The fourth is conducting the post-test. In here, after the treatment, they ask to make
a text.
5. Data Analysis
The data will be analyzed by comparing the post-test between the experimental group
and the control group uses SPSS version 24.
I. Schedule of the Research
This research will be conducted within the days. It will be shown in a form of table
below.
No Research’s Schedule Time
1. Preparation
2.

J. References
Alnasser, S. (2018). Employment of the ‘Peer Feedback’ Technique in L2 Writing Classrooms:
An Introductory Guide for Novice Instructors. Universal Journal of Educational Research,
1656.

Altstaedter, L., & Doolittle, P. (2014). Students’ Perceptions of Peer Feedback. Argentinian
Journal of Applied Linguistics, Vol. 2, No. 2.

Bijami, M., Kashef, S. H., & Nejad, M. S. (2013). Peer Feedback in Learning English Writing:
Advantages and Disadvantages. Macrothink Institute: journal of Studies in Education, 95.

Harmer, J. (2004). How to Teach English. London: Longman.

Hidayati, K. H. (2018). Teaching Writing to EFL Learners: An Investigation of Challenges

Confronted by Indonesian Teachers. LANGKAWI Journal, 30.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge
University Press.

Parthasarathy, R. (2014). Peer Feedback in the ESL Writing Classroom. A Journal of Teaching
English Language and Literature(29).

Rivers, W. (1968). Teaching foreign language skills. Chicago: Chicago University.

Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.

Sultana, A. (2009). Peer Correction in ESL Classrooms. BRAC University Journal, Vol. 6, No. 11-
19.

White, R., & Arndt, V. (1991). Process Writing. London: Longman.

Williams, J. (1957). Teaching writing in second and foreign language classroom. London:
McGraw Hill.

Zacharias, N. T. (2007). Teacher and Student Attitudes toward Teacher Feedback. RELC Journal,
51.