USING PEER FEEDBACK IN IMPROVING 10TH GRADE STUDENTS’ ENGLISH WRITING PERFORMANCE

Abstract

The study was conducted with the hope that the result gained could clarify the effects of peer feedback on students’ writing performance at a high school, Thai Nguyen province. Based on the aims, an action research design was employed. In order to achieve the goals, the researcher conducted the study for 10 weeks with the participation of 30 students from class 10A1 at a high school. During the procedure of the study, the students participated in writing lessons using the peer feedback method by the teacher. The document analysis and the questionnaire for students were chosen to be the data collection instruments to find out the effects of using the peer feedback method on the students’ writing performance after the intervention. The research results showed that there was a remarkable improvement in the students’ writing performance after the intervention and most of the students had positive attitudes and good behavior towards the use of peer feedback in writing lessons.