title

"The Implementation of Peer Feedback in Enhancing Writing Skills Among EFL Students".

Background

Developing writing proficiency remains one of the most significant challenges for English as
a Foreign Language (EFL) students. Writing requires not only a firm grasp of grammar and
vocabulary, but also the ability to organize ideas coherently and express them effectively.
Many EFL learners struggle to improve their writing skills due to limited exposure to
authentic writing contexts and insufficient feedback from instructors. According to Liang et
al. (2025), feedback is an integral component of the writing process, as it enables learners to
reflect on their performance and make meaningful revisions. However, traditional teacher-
centered feedback may not always be adequate to meet the needs of diverse learners. This has
prompted researchers and educators to explore alternative feedback strategies, such as peer
feedback, to enhance writing instruction.

Peer feedback, or peer assessment, is widely recognized as a pedagogical tool that empowers
students to take an active role in the learning process. It involves learners providing
constructive comments on their peers’ written work with the aim of improving both the
giver's and the receiver’s writing performance. As highlighted by Quintuña Barrera and
Villavicencio Gordon (2023), peer feedback not only facilitates the acquisition of writing
skills but also promotes metacognitive awareness and reflective thinking. In their study on
B1-level EFL learners in Ecuador, participants reported increased confidence and improved
revision practices after engaging in structured peer feedback sessions. The collaborative
nature of this practice fosters a supportive learning environment in which students become
more responsible for their own learning while developing critical skills such as self-
assessment and communication.

Recent research has also emphasized the potential of online peer feedback (OPF) as a
technology-mediated extension of traditional feedback practices. Liang et al. (2025)
conducted a systematic review of 24 studies and found that OPF consistently improved EFL
students' writing outcomes across various educational contexts. Key principles for effective
OPF implementation include the use of structured guidelines, comprehensive training, and
the provision of multiple opportunities for revision. Although some studies have reported
inconsistent findings regarding the relative effectiveness of OPF compared to face-to-face
feedback, the majority concur that OPF offers unique advantages such as flexibility,
asynchronous interaction, and increased student engagement. These findings indicate that
peer feedback—both in-person and online—can serve as a powerful tool to enhance students'
writing proficiency.

Despite these promising developments, some challenges remain in the implementation of

peer feedback, especially in EFL settings. Research by Quintuña Barrera and Villavicencio
Gordon (2023) underscores the importance of adequate training to ensure that students can
provide meaningful and constructive feedback. Without such training, students may feel
uncertain about their evaluative abilities or may offer feedback that lacks depth. Nonetheless,
with proper scaffolding and teacher facilitation, students are able to overcome these initial
difficulties and engage effectively in the feedback process. Furthermore, as demonstrated by
Liang et al. (2025), the integration of peer feedback into writing instruction must be carefully
designed to align with pedagogical objectives and student needs.
In conclusion, peer feedback has emerged as an effective strategy to enhance writing skills
among EFL students, offering both cognitive and affective benefits. It shifts the instructional
focus from teacher-centered correction to student-driven revision and collaboration. As
writing remains a critical skill for academic and professional success in English, the present
study aims to investigate how the implementation of peer feedback contributes to the
development of writing abilities among EFL learners. By exploring students' experiences and
measuring the impact of peer feedback, this research seeks to provide practical insights for
improving EFL writing pedagogy in diverse educational settings.

Research Questions

Based on the background above, the following research questions are formulated to guide this
study:

1. How does the implementation of peer feedback influence the writing skills of EFL
students?
2. What are the students' perceptions of using peer feedback in the writing process?
3. What challenges do EFL students face when engaging in peer feedback activities?
4. How does training in peer feedback techniques affect the quality of feedback provided
by students?

Research Objectives

The primary objectives of this study are as follows:

1. To analyze the impact of implementing peer feedback on the writing skills of EFL
students.
2. To explore students' perceptions of using peer feedback during the writing process.
3. To identify the challenges faced by EFL students when participating in peer feedback
activities.
4. To evaluate the effect of peer feedback training on the quality of feedback provided
by students.

Significance of the Study

Theoretical Significance

This research is expected to contribute to the growing body of literature on English as a

Foreign Language (EFL) writing instruction. It will offer a deeper understanding of how peer
feedback, as a collaborative learning strategy, can support the development of students’
writing skills. Furthermore, it adds to theoretical discussions surrounding formative
assessment and learner autonomy in language learning.

Practical Significance

This study holds several practical implications:

 For Teachers and Lecturers: The findings may guide educators in implementing
effective peer feedback strategies in writing classrooms, allowing for more student-
centered learning environments.
  For Students: By engaging in peer feedback, students may enhance not only their
writing performance but also their ability to self-evaluate, communicate
constructively, and collaborate effectively.
 For Future Researchers: This study may serve as a reference for further
investigations into collaborative and feedback-based writing instruction in various
EFL settings.

Tentu! Berikut adalah penjelasan singkat untuk setiap poin kelebihan dan kekurangan
metode peer feedback, berdasarkan Bijami et al. (2013), lengkap dengan kutipan dalam
bahasa Inggris akademik:

✅ Advantages of Peer Feedback

1. Mendorong pembelajaran aktif dan mengurangi ketergantungan pada guru

Peer feedback memungkinkan siswa menjadi lebih aktif dalam proses belajar dan
tidak hanya bergantung pada guru.

“Peer feedback encourages students to participate in classroom activity and

makes them less passively teacher-dependent.” (Hyland, 2000, as cited in
Bijami et al., 2013, p.94)

2. Meningkatkan keterlibatan, berpikir kritis, dan kemandirian belajar

Melalui peer feedback, siswa lebih terlibat dalam tugas menulis, menetapkan tujuan,
dan menjadi lebih mandiri.

“Peer feedback plays a pivotal role in increased engagement and time spent
on task, goal specification, and developing learner autonomy.” (Yarrow &
Topping, 2001, as cited in Bijami et al., 2013, p.94)

3. Mengurangi kecemasan dalam menulis dan meningkatkan rasa percaya diri

Kegiatan ini dapat menciptakan suasana yang lebih santai dan mendukung, sehingga
siswa merasa lebih nyaman dan percaya diri.

“Using peer feedback can lead to less writing apprehension and more
confidence.” (Bijami et al., 2013, p.94)

4. Mendukung interaksi sosial dan kolaborasi dalam menulis

Siswa memiliki kesempatan untuk berkolaborasi, berdiskusi, dan merefleksikan
tulisan mereka dalam lingkungan sosial.

“Peer feedback provides a social context for writing and allows students to
interact, reflect, and improve their writing collaboratively.” (Yang et al.,
2006; Liu & Hansen, 2002, as cited in Bijami et al., 2013, p.93)
 5. Melatih berbagai keterampilan bahasa secara terpadu
Proses memberi dan menerima umpan balik juga melatih keterampilan membaca,
menilai, dan menulis secara bersamaan.

“The practice of peer feedback allows students to receive more individual

comments and gives reviewers the opportunity to develop various language
skills.” (Lundstrom & Baker, 2009, as cited in Bijami et al., 2013, p.94)

❌ Disadvantages of Peer Feedback

1. Siswa cenderung fokus pada kesalahan permukaan (grammar) daripada isi

Dalam praktiknya, banyak siswa hanya mengoreksi ejaan dan tata bahasa, bukan ide
atau struktur tulisan.

“Many students in L2 contexts focused on sentence-level errors (local errors)

rather than on content and ideas (global errors).” (Storch, 2004, as cited in
Bijami et al., 2013, p.94)

2. Kurangnya kepercayaan terhadap otoritas teman dibandingkan guru

Beberapa siswa menganggap bahwa hanya guru yang bisa memberi komentar yang
benar dan layak dipercaya.

“Students preferred teacher feedback over peer feedback because they

considered teachers as more qualified to give accurate comments.” (Tsui &
Ng, 2000, as cited in Bijami et al., 2013, p.94)

3. Adanya potensi bias dalam evaluasi oleh teman

Penilaian oleh teman bisa dipengaruhi oleh faktor non-akademik, seperti kedekatan
atau keinginan untuk menjaga hubungan.

“Peer feedback can be influenced by various biases such as friendship,

collusion, or the purpose of the feedback (e.g., formative vs. summative).”
(Saito & Fujita, 2004, as cited in Bijami et al., 2013, p.94)

4. Komentar yang diberikan terkadang dangkal atau tidak bermanfaat

Tidak semua siswa mampu memberi saran yang mendalam, sehingga revisi yang
dilakukan tidak berdampak besar.

“Some peer reviewers may only comment on surface errors and give advice
that does not support meaningful revision.” (Bijami et al., 2013, p.94)

5. Adanya risiko kesalahpahaman jika tidak diberi arahan yang tepat

Tanpa bimbingan guru, siswa bisa menafsirkan umpan balik secara keliru dan justru
memperburuk kualitas tulisan.

“There is concern that peer feedback, if not properly guided, might lead to
confusion or misinterpretation by the writers.” (Walker, 2009, as cited in
Bijami et al., 2013, p.93)
Jika kamu ingin bagian ini dimasukkan ke kerangka teori, atau disusun dalam bentuk tabel
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Bahasa Indonesia seluruhnya?

Menulis dalam bahasa Inggris masih menjadi tantangan besar bagi banyak siswa di

Indonesia, khususnya pada jenjang Sekolah Menengah Atas (SMA). Meskipun bahasa

Inggris telah lama menjadi mata pelajaran wajib dalam pendidikan menengah, hasil

asesmen nasional maupun performa di kelas menunjukkan bahwa siswa masih kesulitan

dalam menguasai keterampilan ini, terutama dalam keterampilan produktif seperti menulis.

Salah satu penyebab utamanya adalah terbatasnya paparan terhadap bahasa Inggris, baik di

dalam maupun di luar kelas, yang menghambat internalisasi kosakata dan struktur tata

bahasa secara efektif. Selain itu, ketimpangan kualifikasi guru, kurangnya akses terhadap

sumber belajar yang memadai, serta keterbatasan waktu dalam proses pembelajaran

bahasa Inggris turut menjadi penghambat perkembangan kemampuan siswa.

Menurut Lestari (2021), banyak guru bahasa Inggris di tingkat SMA menghadapi kesulitan

dalam menerapkan strategi pengajaran yang efektif akibat minimnya pelatihan dan

dukungan profesional, yang pada akhirnya berdampak pada hasil belajar siswa. Situasi ini

mencerminkan permasalahan yang lebih luas dalam implementasi kurikulum nasional, di

mana tujuan untuk membangun kompetensi komunikatif sering kali tidak tercapai karena

keterbatasan sistemik.