Students’ Voices toward Peer Feedback Practices during Synchronous and Asynchronous Periods: A Systematic Literature Review

Abstract

This study investigated Indonesian students' perceptions of implementing the peer feedback method during synchronous and asynchronous periods. A systematic literature review was chosen as the method in this study. The data was from a research article that has been published in a journal indexed by Sinta and Scopus. The data was collected through a Lens database. The references used "peer feedback writing" as a keyword. The data search was started from 2012 to 2022 by choosing the Open Access, Abstract or Full Text, and Title features. After sifting through abundant research articles discussing the peer feedback method, the researcher obtained 8 articles (7 Sinta and 1 Scopus) that matched the criteria of this study. The researcher analyzed the data by coding it based on the research questions. Researchers use tables to analyze data. The results of the article that can answer the research questions were added to the table. Researchers have two research questions. (1) How did EFL Indonesia students perceive the use of peer feedback during the synchronous and asynchronous period from 2012 to 2022? (2) How are EFL Indonesian students implementing peer feedback in their writing skills during synchronous and asynchronous periods from 2012 to 2022? The findings of this study indicated that students' perceptions of the peer feedback method during synchronous and asynchronous periods included positive and negative comments. The positive perception mentioned that students were helped to improve the quality of their writing; students have their own spaces to give comments and suggestions; peer feedback online was more interesting than paper feedback; implementing peer feedback can help students get support from their peers and improve their critical thinking. The negative perception of the application of peer feedback mentioned that students still doubted the accuracy and quality of their peers. Students have limited critique to comment on their peers deeply because of their limited knowledge. Therefore, students need a guideline. Students implemented peer feedback via online and offline media. For online media, students used social media, such as Instagram, Facebook, and the web. In terms of offline media, students used a piece of paper. Students are also implementing some types of peer feedback, such as support comments, knowledge sharing, negotiation, appreciation, and criticism. Keywords: Systematic Literature Review, Peer Feedback, Writing, Synchronous, Asynchronous