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of this research. Secondly, the study has not categorized students into different pairs with different levels such as high-high, high-low, and low-low. In the other word, this study has not generalized about the effectiveness of peer feedback in different students' level of English teaching and learning. Thirdly, because the writer of this research can be seen as an inexperienced one, and there exist time limit, the writer is hoped to be able to do a further and better research which is expected to overcome the shortcomings in this study.

5.2 Conclusion

To sum up, the research has brought to the writer some important lessons of English teaching and learning in general and of working with my students in particular.

The research affirms for the writer that peer feedback activities are useful and suitable ones that students want to do regularly when learning writing. It is not because in the activities, students have opportunities to get productive responses and suggestions from their friends in order to edit errors in their own writing and avoiding repeating them but also because those activities let them read their peers' writing, they can learn a lot from this, and also in those activities they feel confident and relaxing. Thus, they can comfortably improve their English fluency.

The writer also realizes that to have peer feedback activities, teacher needs to arrange and organize carefully and systematically. The role of the teacher need to be cared for because in any case, the correction of the teacher is the most important and exact one.

However, since the research is not totally as good as the writer expected, the writers would like to do further research on this topic to overcome the limitations of this study mentioned above.

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