Students’ Responses to Peer and Teacher Feedbacks in The Academic Writing Class

Abstract

Feedback plays an important role in writing development in the Academic Writing class. This study is conducted to investigate the responses of peer feedback and teacher feedback in the Academic Writing class on English Language Education (ELE) program in Universitas Kristen Satya Wacana and also to find out the students’ views about which feedback was more effective in the classroom. This study used a qualitative method. The instrument used was a semi-structured interview with ten participants of ELE students. The findings showed that there were many positive responses to teacher feedback than peer feedback, such as improving their writing skill, helping them revise the draft, making students’ writing become more advance, make students directed. In spite of this, students also saw peer feedback positively such as to improve their writing skill; help students revise their drafts; find drawbacks in the draft; help organize ideas and exchange ideas with the peer. The result of the study also found that teacher feedback was effective in the classroom.