Exploring Undergraduate Lecturers’ Perceptions of Peer Feedback Implemented in Argumentative Essay Writing
DOI:
https://doi.org/10.30587/inatesol.v2i2.10990Keywords:
Peer feedback; Undergraduate Lecturers’ perception; Argumentative essay writing.Abstract
Writing is considered one of the most challenging skills to learn, especially for English Foreign Learners (EFL). As a result, several students often face some problems and difficulties in writing. To solve their difficulties, the teacher and students need to apply a writing strategy that supports and helps the students in writing. One of the writing strategies that can be implemented is peer feedback. This study was conducted to explore and describe the teachers' perception of implementing peer feedback in argumentative essay writing. This research used a qualitative approach with descriptive qualitative as the research design. To obtain the data, semi-structured interviews had been done by using interview questions guidelines as the research instruments. The participants in this study were three lecturers from different universities in Surabaya who have applied peer feedback in argumentative writing and taught for more than a year. The results of this study revealed that according to the undergraduate lecturer’s perception, using peer feedback as strategy brought many valuable things for both teachers' and students. Moreover, there were also some challenges faced by the lecturer during its implementation. But they have their solutions to deal with those problems. Overall, using peer feedback as strategy contributes to improving students' argumentative essay and ability in writing.
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