The implementation of peer feedback typically can be applied in a number of steps and occur at different settings. Generally, peer feedback encompasses assigning students to groups of two, three, or four who exchange completed first drafts and provide feedback on each others' work before they revise them (Hyland, 2003). This normally takes place during class time. Nelson (1995) estimates that this strategy needs about thirty up to forty minutes in class or at home, whereas Hyland (2003) predicts that it can take up to an hour to complete, particularly if readers are invited to provide written comments and writers are required to give written response to readers' comments.
According to Gaeis (1985), peer involvement in the classroom has some advantages: (1) It can provide increase practice opportunities. Students working in pairs or groups can receive more intense practice with the language than students who must compete for practice opportunities in teacher-directed directed drill work; (2) It is a time efficient means of exposing students to activities in which the teacher does not play an indispensable role; (3)It is more appropriate format for many activities involving communication in the language; and (4) It fosters students' reliance on themselves and other learners and thus prepares students for the responsibilities in language development that they will confront on the community outside the classroom.
According to Hyland (2003), in order to apply peer feedback effectively, the purpose of the activity needs to be clearly stated. Moving to the second step is discussing guidelines explaining how students are expected to interact with each other. Guidelines include advice for the draft reader and the writer. "Read the drafts carefully or be a good teacher", "Re-read the drafts, fill out peer response sheets, and write down your reactions as you read", "Don't quarrel with other readers' reactions", "Be prepared", "provide necessary advice to reader". Advice to the writer includes "If you want comments about a particular part of your draft, ask", "be attentive and listen carefully to the readers' comments", "Don't argue, reject, or justify", "remember that comments from your group members are suggestions and that it is your draft - you make the final decisions about how to write it" (Nelson, 1995). Those guidelines are considered essential with the intention to implement the strategy successfully and effectively (Hyland, 2003).
The implementation of peer feedback in teaching narrative text by Mubarok (2009) is: (1) assigning students to groups of four; (2) inviting the students in groups of 4 to arrange the jumbled narrative paragraphs into good order; (3) asking the students to take part in a teacher-student conference actively by giving comments related to the correct arrangement of the jumble paragraph; (4) having them write the topic within 1-5 minutes; (5) getting the students to write their initial plan; (6) asking them to compose their first draft; (7) discussing the meaning of items on revising checklist; (8) ordering them to read and offer feedback to the sample of the draft through the revising checklist sheet; (9) inviting the students to discuss the sample of the draft in the group; (10) ordering the students to share ideas in conjunction with their feedback to the selected draft as the class discussion; (11) having them read and give feedback on their peers' draft; (12) getting them to talk about each others' drafts by giving comments and suggestion on their classmates' drafts through elaborating on their checklists; (13) asking them to revise and improve their draft based on their peers' feedback, and (14) ordering them to rewrite their drafts as their final draft.
References
Gaeis, S. J. 1985. Peer Involvement in Language Learning. Englewood Cliffs, New Jersey: Prentice Hall.
Hyland, K. 2003. Second Language Writing. Cambridge: Cambridge University Press.
Mubarok, M. F. 2009. Improving the Ability of the Third Year Students of MA Tarbiyatul Wathon Gresik in Writing Narrative Texts through Peer Feedback.
Nelson, G. 1995. Peer Response Groups. in R. V. White, (Ed). New Ways in Teaching Writing (pp, 128 - 130). Illinois: Teachers of English to Speakers of Other Languages.
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