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All Journal Journal of English Language Teaching Jurnal Konseling dan Pendidikan Proceedings Education and Language International Conference BASIS (BAHASA DAN SASTRA INGGRIS) Journal Of Academia In English Educations (JADEs) Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora
Honesty Yonanda Ayudhia, Honesty Yonanda
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Arts Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : BASIS (BAHASA DAN SASTRA INGGRIS)

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UMPAN BALIK GURU DAN TEMAN SEBAYA PADA KELAS MENULIS AKADEMIS: PANDANGAN SISWA UNTUK PENERAPAN YANG EFEKTIF Ayudhia, Honesty Yonanda; Syafar, Dian Noviani
BASIS (Bahasa dan Sastra Inggris) Vol 12 No 2 (2025): JOURNAL BASIS UPB
Publisher : Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33884/basisupb.v12i2.10813

Abstract

Students’ writing does not always show significant improvement despite receiving feedback from the teachers in writing class. Furthermore, some challenges faced by teachers and students in the feedback process include limited time for teacher reviewing and for students reviewing the feedback, and the curriculum constraints that must be followed. Most of the previous research focused on one type of feedback and study teacher and peer feedback separately. However, this study shifts the focus toward students’ insights and preferences on both types of feedback. Specifically, it explores three areas: students’ insights into teacher feedback and peer feedback, and how students integrate and prefer both types of feedback. The population consisted of 205 second-semester students in the English Education Program enrolled in 2024 who had taken a writing subject and had experienced both teacher and peer feedback in the writing process. As sample, 64 students met the research criteria and completed the questionnaire. Data were collected through close-ended questionnaire, developed from Nicol & MacFarlane-Dick (2006) seven principles of good feedback practice. The results were analyzed using percentage. It showed that the students saw the feedback from teacher and peers can complement each other in helping them improve their performance in writing class. They believed that the teacher’s feedback as detailed, clear, and reliable while peer feedback can support active learning, collaboration, and critical reflection. Although sometimes the students had conflicting feedback between teacher and peer, they could apply the most useful feedback in revising their work.
Co-Authors Adzanil, Fuad Nabil Afni, Fauza Aryuliva Adnan Fadilah, Rahmi Fellecia, Yolanda Nazfa, Salsa bila Puspita, Tika Aprilia Putri, Eritna Bernandes Putri, Meutia Herza Rahmawati, Rahmawati Ratmanida, Ratmanida Rizaldy Hanifa Syafar, Dian Noviani Vici Syahril Chairani Yusra, Siti Rahimah Zainil, Yetti