Peer feedback strategy doubted by experts and teacher to be applied in the class because its effectiveness and students' lack ability to give feedback. Therefore, the purposes of this study were to explore the phenomenon occurred during peer feedback strategy and to explore students' response to feedback offered by peers in EFL writing class at State Senior High School 1 Susukan. This descriptive qualitative research data obtained through classroom observation, documents, mixture questionnaires and interview. Then, the findings of the first research questions revealed that teacher as an active figure who managed, instructed, guided, and observed the class and students, and students also actively gave feedback and asked teacher, peers, and friends, then, the class condition were conducive but it was noisy because chatting and asking activity, teacher and students communicated by used native language, then teacher changed the seating arrangement overtime and students' desks full of phones. In addition, the findings of the second research question showed students' response to feedback offered by peers were objective and relevance, they also understand it, but students still disbelief to feedback given by peers, however, students have positive opinion to peer feedback but still prefer teacher feedback than peer feedback, students also felt shy to show their writing but felt motivated after knew their writing mistakes and felt enthusiast during peer feedback even though students felt difficult to give feedback, and students also have good expectation on teacher when applied peer feedback strategy.
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