The Effect of Self-Selected Topic and Checklist-based Peer Feedback on Indonesian EFL Students’ Writing Ability

Wahyu Diny Sujannah, Bambang Yudi Cahyono


It has been known that the use of self-selected topic enhances students’ writing achievement. It is also known that
peer feedback helps improve students’ writing achievement. However, research investigating self-selected topic in
combination with peer feedback is a rare undertaking. Therefore, this study aimed to investigate the effect of
self-selected topic and checklist-based peer feedback on the writing ability of students of English as a foreign
language (EFL). This study involved 68 eleven-grade students of Multimedia Program of a Vocational High School
at Malang, a city in the Province of East Java, Indonesia. Two intact classes assigned to be experimental and control
groups. The experimental group received treatment of self-selected topic and checklist-based peer feedback, while
the control group did not. Pre-test and post-test were administered in the form of writing tests to both groups and the
results of those tests were analyzed by using independent sample t-Test to know the effect of the treatment. The
results showed that the students taught to write with self-selected topic and checklist-based peer feedback
outperformed those taught without using self-selected topic and checklist-based peer feedback. Accordingly, it is
recommended that English teachers consider assigning the students to write a topic of their own and using
checklist-based peer feedback.

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