STUDENTS’ PERCEPTIONS OF PEER FEEDBACK IN PARAGRAPH WRITING

DEWI, KOMARIYAH (2026) STUDENTS’ PERCEPTIONS OF PEER FEEDBACK IN PARAGRAPH WRITING. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Paragraph writing is an essential skill in academic english, and providing students with effective feedback is crucial for improving their writing competence. Peer feedback has been widely recognized as a strategy that allows students to evaluate each other’s work, enhance critical thinking, and develop reflective and analytical skills. However, students may face challenges in giving and receiving feedback, such as hesitation, lack of confidence, or difficulty understanding peers’ comments. Therefore, this study aimed to explore students’ perceptions of peer feedback in paragraph writing instruction. This study combined quantitative and qualitative data. The research was conducted with 3rd semester students in the English Education Study Program at UIN Raden Intan Lampung. The population consisted of 173 students, and 20 students were selected as the sample. The questionnaire was used to capture students’ general perceptions of peer feedback. Meanwhile, in-depth interviews were conducted with 9 students to obtain more comprehensive explanations regarding the challenges and benefits they experienced in the peer feedback learning process. The findings revealed that students generally held positive perceptions of peer feedback. The questionnaire results showed 90% positive responses in the cognitive, 78.5% in the affective, and 75.9% in the conative, indicating students’ understanding, motivation, and active participation in the feedback process. The interview findings peer feedback was perceived as beneficial in improving paragraph structure, clarity of ideas, critical thinking, collaboration, and learner autonomy. Although students experienced challenges such as hesitation in providing criticism and difficulties interpreting unclear feedback, the advantages outweighed the obstacles. Therefore, peer feedback can be considered an effective instructional strategy in paragraph writing when supported by clear rubrics and adequate guidance.

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