Page 10 - BUKU SYNOPSIS

Also, Madya (2022) considers involving PA along with SA because it can build

students’ critical thinking toward their individual assessment by comparing their

work with their peers. Boud and Falchikov (2007) state that PA is viewed as a

technique for developing SA skills. In summary, students' critical evaluation is

significantly influenced by learning from and with peers, as they are required to

engage in critical thinking when implementing the input they receive and when

offering feedback to others.

Feedback is regarded as important in learning writing and helps students and

teachers improve their teaching-learning journey. Feedback is among the most

powerful influences on achievement (Hattie & Timperley, 2007). Lee (2017)

reckons that feedback is necessary because the teachers' feedback plays a pivotal

role in strengthening the result of self – and peer–assessment for adjusting students'

learning plans for EFL writing. Irons and Elkington (2022) assert that feedback

should not solely originate from the teacher but should also be sourced from

students themselves and their peers. In the context of writing instruction, students

benefit from feedback in developing their writing skills (Liu & Zhou, 2018).

However, feedback must also align with the learning and assignment objectives

(Costa & Toledo, 2020). Briefly, instruction goals-based feedback is necessary for

students’ ongoing continuing learning development.

Dealing with self-feedback, peers’ feedback, and lecturers’ feedback

discussed before, Irons and Elkington (2022) emphasize that criteria or scoring

rubrics play a significant role in giving feedback because the rubrics link

performances to criteria. Regarding this issue, Pui et al. (2020) investigated the use

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