Exploring peer feedback in students' writing experiences with tandem : a narrative study

Adqiyah, Indah Ani (2025) Exploring peer feedback in students' writing experiences with tandem : a narrative study. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Limited vocabulary, low motivation, and a lack of opportunities for writing practice are major challenges faced by Indonesian learners in developing their English writing skills. This study aims to explore how students’ experiences using Tandem application can facilitate their writing skills through real-time peer feedback interaction with native speakers. The research employs a qualitative narrative approach. Three participants from an Islamic university in Pekalongan, Central Java, participated in semi-structured interviews to collect data. Data were analyzed using Braun and Clarke’s (2006) sixphase thematic analysis, accompanied by member checking to ensure the reliability of the findings. The conceptual framework refers to Kolb’s (2014) four-stage learning cycle, encompassing concrete experience, reflective observation, abstract conceptualization, and active experimentation. The study exploring that using Tandem application can motivation and encourage writing skills through peer feedback mechanisms and interactive practice. The findings revealed that during the use of Tandem application for writing skill development, students felt supported and reported positive experiences with the application. Nonetheless, several students encountered obstacles, such as restricted language proficiency and persistent issues with grammatical precision in their writing. This research shows that the use of Tandem application can encourage students' motivation and English writing skills through real-time peer feedback interaction with native speakers, making this application an effective learning medium for interactive writing practice and direct improvement of vocabulary and grammar.

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