Abstract:
The aim of this research was to apply peer assessment and peer-feedback impacts on writing
class at Doba Secondary School in western Hararge Zone, at Doba town to develop writing
skill. The students’ writing skill was very low, because they gave attention primary on
grammar section, reading passage, vocabulary and parts of speech or speaking. To cut this,
the researcher carried out this study to examine whether practical peer assessment and
peer-feedback develop students’ writing skill. The research design for the study was an
action research. Doing this action research, the researcher used interview and observation
tools to explore the practice of learning the writing skill based on Burns (2009) cycle model
doing action research in ELT. Peer assessment and peer-feedback practice implemented in
the classroom on foreign language especially in writing section and available English
period for six weeks. The practitioner had provided different activities from students’
textbook with classroom situation and observed the development of students’ writing skill.
Based on the activities of grade ten English textbook, the researcher collected necessary
information using structured interview from students and strengthened with observation
from the beginning to the end. The collected data were categorized depend on the objectives
and analyzed qualitatively in a narrative form. The finding of the study indicated that
students’ low participation practice and teaching writing do not improve it. Accordingly, the
study proved that students’ writing practice in classroom and as homework develop the skill.
