The Impact of Feedback in The Process of Peer Assessment on Students Recount Writing


  • Nur Laili Indasari Universitas Negeri Surabaya
  • Oikurema Purwati Universitas Negeri Surabaya



Providing feedback to peers writing is not an easy task. It is required an ability to deliver the feedback or comment critically and a competence to master the knowledge of writing. Therefore, the present study is going to explore the impact of giving feedback to the students writing and to acknowledge what the students challenge while giving feedback to their peers writing. There are 10 students as the participants of this study. Qualitative study assists the researchers to get the data. The results revealed that the comparison between students first draft and the last draft had improvements mainly on the aspect of the language use. Meanwhile, most students challenges while giving feedback to the peers writing were they had to have knowledge about the grammar mainly the use of simple past tense before giving feedback to their peer.   

Keywords: writing, peer assessment, feedback, challenge


Azarnoosh, M. 2013. Peer Assessment in an EFL Context: Attitudes and Friendship Bias. Language Testing in Asia, 3 (11), 1-10.
Birjandi, P & Siyyari, M. 2010. Self-Assessment and Peer-Assessment: A Comparative Study of Their Effect on Writing Performance and Rating Accuracy. IJAL, 13 (1), 23-42.
Bogdan, R. C. & Biklen, S. K. 2007. Qualitative Research for Education: An Introduction to Theory and Method (5th ed.). USA: Pearson.
Brown, S. et al. 1996. 500 Tips on Assessment. London: Kogan Page.
Eksan, R. 2004. Improving Writing Ability of the Second Year Students of SLTPN 18 Malang through Process Writing. Thesis Unpublished. Malang: Postgraduate Program of State University of Malang.
Falchikov, N. 2007. The Place of Peers in Learning and Assessment. New York: Routledge.
Faudi. 2016. The Implementation of Peer Assessment Technique in Teaching Writing. English Education Journal (EEJ), 7 (3), 402-414.
Harmer, J. 2004. How to Teach Writing. England: Pearson Longman.
Heaton, J.B. 1991. Writing English Language Test. New York: Longman.
Klimova, B. F. 2014. Constraints and Difficulties in The Process of Writing Acquisition. Procedia-Social and Behavioral Sciences, 122, 433-437.
Knapp, P. & Watkins, M. 2005. Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Australia: A UNSW Press book.
Lin G.-Y., Anonymous versus identified peer assessment via a Facebook-based learning application: Effects on quality of peer feedback, perceived learning, perceived fairness, and attitude toward the system, Computers & Education (2017), doi: 10.1016/j.compedu.2017.08.010.
Misianto. 2014. Improving Students Ability in Writing an Essay through Peer-Assessment Strategy at the Fifth Semester in Cipta Wacana Christian University of Malang. Jurnal Ilmiah Bahasa dan Sastra, 1 (1), 37-48.
Myles, J. 2002. Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts. TESL-EJ, 6 (2).
Puegphrom & Chiramanee. 2011. The Effectiveness of Implementing Peer Assessment on Students Writing Proficiency. Proceedings of the Third International Conference on Humanities and Social Sciences. Songkla UniversityPutra, Kristian A. (2014). The Implication of Curriculum Renewal on ELT in Indonesia. Parole, 4 (1), 63-75.
Suzuki, M. 2008. Japanese Learners Self Revisions and Peer Revisions of Their Written Compositions in English. TESOL Quarterly, 42 (2), 209-233.
Weigle, S. C. 2002. Assessing Writing. UK: Cambridge University Press.
Xiao, Y. & Lucking, R. 2008. The Impact of Two Types of Peer Assessment on Students Performance and Satisfaction within a Wiki Environment. Internet and Higher Education, 11, 186-193.
Salah Satu Ragam Sastra Lisan Gorontalo. Jakarta: Intermasa.






Abstract views: 136 , PDF Downloads: 172