• Elda Yulia Ryandini postgraduate student of UNESA


ABSTRACT: The purposes of this research were to investigate and classify peer feedback activity in online argumentative writing and to probe the essence of getting peer feedback. This research used qualitative approach to respond the research problems. The  subjects  of  this  study  were 3 students from a writing  class of English Education  Department at Islamic University in East Java. Data were collected through observation and semi-structured interview. The findings of this research showed that there were various feedback given by peers such as no thesis statement in introduction, short sentences in body and conclusion paragraphs, incomplete ideas in introduction, error grammars and sentence structures, no clear counter arguments and refutations in body paragraphs, no refutation in body paragraph, not cover idea of body paragraph in conclusion, not debatable title, and not confusing position whether agree or disagree with the topic. The result also indicated that the essence of getting peer feedback in online argumentative writing were positive proved by the students’ enthusiastic derived from interview.


Download data is not yet available.

Author Biography

Elda Yulia Ryandini, postgraduate student of UNESA
English and Literature Study Program.


Al-Ali, S. (2014). Embracing the Selfie Craze: Exploring the Possible Use of Instagram as a Language mLearning Tool. Issues and Trends in Educational Technology, 2(2), 1-16. Retrieved from:

Bach, S., Haynes, P., & Smith, J. L. (2007). Online Learning and Teaching in Higher Education.UK: the McGraw-Hill companies.

Bogdan, R. C. & Biklen, S. K. (2007). Qualitative Research for Education: An Introduction to Theory and Methods (Fifth Edition). USA: Pearson.

Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. United States: Pearson Education .

Bryman, A. (2012). Social Research Methods (4th Edition). USA: Oxford University Press.

Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education (5th Edition). London: Routledge Falmer.

Dabbagh, A. (2017). The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study. International Journal of Applied Linguistics & English Literature, 6(3), 71-80. doi:10.7575/aiac.ijalel.v.6n.3p.71

Daly, B. (1997). Writing Argumentative Essays. ESL Planet.

Galette, A. (2013). Mastering the Semi-Structured Interview and Beyond (From Research Design to Analysis and Publication). USA: New York University Press.

Grami, G. M. A. (2012). Online Collaborative Writing for ESL Learners Using Blogs and Feedback Checklists. Canadian Center of Science and Education , 5(10), 43-48. Retrieved from:

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi: 10.3102/003465430298487

Horning, A. S. (1987). Teaching Writing as Second Language. United States of America: Southern Illinois University Press.

Hyland, K. (1990). A Genre Description of the Argumentative Essay. RELC Journal, 21(66), 66-78. doi:10.1177/003368829002100105

Kelly, R. (2015). An Exploration of Instagram to Develop ESL Learners' Writing Proficiency. British Council ELT Master's Dissertation Awards: Commendation. Retrieved from:

Listiani, G. (2016). The Effectiveness of Instagram Writing Compared to Teacher Centered Writing to Teach Recount Text to Students with High and Low Motivation (The Case of Eight Grade Students in SMP Kesatrian 1 Semarang in the Academic Year of 2015/2016). Journal of English Language Teaching, 5(1), 1-8. Retrieved October 23, 2017, from

Liu, N.F & Carless, D. (2006). Peer Feedback: The Learning Element of Peer Assessment. Teaching in Higher Education: Routledge, 279-290. Retrieved from:

Mallia, G. (2014). The Social Classroom: Integrating Social Network Use in Education (Part of the Advances in Educational Technologies and Instructional Design Series). USA: Information Science Reference (IGI Global).

Mihalicek, V., & Wilson, C. (2011). Language Files: Materials for an Introduction to Language and Linguistics. Colombus: The Ohio State University Pess.

Miles, M.B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (Third Edition). USA: Sage Publications.

Mubarokah, A. (2017). The Use of Instagram to Motivate Students’ Writing Desriptive Text. Digital Library UIN Sunan Ampel. Retrieved October 22, 2017, from

Nguyen, H. T. (2016). Peer Feedback Practice in EFL Tertiary Writing Classes. Canadian Center of Science and Education, 9(6), 76-91. Retrieved from:

Purcell, M. A. (2012). The Network Library: A Guide for the Educational Use of Social Networking Sites. United States of America: Linworth.

Oshima, A., & Hogue, A. (2006). Writing Academic English Fourth Edition (Longman Academic Writing Series, Level 4). London: Pearson Longman.

Roberts, T.S. (2006). Self, Peer and Group Assessment in E- Learning. United States of America: Information Science Publishing.

Salih, A. R. A. (2013). Peer Response to L2 Student Writing: Patterns and Expectations. Canadian Center of Science and Education, 6(3), 42-50. Retrieved from:

Statista. (2019) Instagram – Statistics and Facts. Retrieved from:

Tsao, J.J., Tseng, W.T., & Wang, C. (2017). The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback. SAGE, 0(0), 1-23. Retrieved from:

Volume 5, Number 01, June 2019
Abstract viewed = 570 times