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Theory.........13
3.2 Cooperative Learning Theory....14
3.3 Process Approach to Writing..... 16
Chapter 4 Research Methodology....18
4.1 Research Questions....18
4.2 Research Subjects...... 18
4.3 Research Instruments.........18
4.4 Research Procedures..........19
Chapter 5 Results and Discussions..........26
5.1 Data from the Writing Scores in Two Tests.......26
5.2 Data from the Drafts and Questionnaire Two....28
5.2.1 Analysis of the Collected Drafts of the Experimental Group........ 29
5.2.2 Data from Questionnaire Two........ 32
5.3 Data from Questionnaire one and Semi-structured Interview of the EG..........34

Chapter 5 Results and Discussions

In this chapter, The author have analyzed the data collection during two months. The quantitative datawere analyzed with the help of SPSS 17.0. The qualitative data were analyzed from several differentaspects: two questionnaires, semi-structured interview, peer feedback on students’ writings and comparisonof students’ the first drafts and the second revision.

5.1 Data from the Writing Scores in Two Tests.

As table 5.1 shown, the mean score of two class was almost close. The mean score of EG was 16.4333,while the mean score of CG is 16.3636. As the table 5.2 shown, the sig.(2-tailed)=0.859>0.05. Accordingtwo these tables, the author concluded that there was not a big difference in writing proficiency betweentwo class before this experiment.Table 5.3 shows that the descriptive statistics of the writing scores in the post-test. The mean score forthe EG is 17.1667, which is higher than the EG, 16.4909. In addition, table 5.4 shows that the 2 tailed sig.is 0.043<0.05. Therefore, the final marks of the EG are obviously higher than those of the CG, which couldsay that the quality of EG can be improved by conducting peer feedback and peer feedback activity. Thisresult also support the claim that peer feedback can help students revise the composition and improve thequality of the composition. As a result, peer feedback could bu introduced as a writing instruction.

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Conclusions

In this part, the author first summarizes the major findings of the study, followed by pedagogicalimplications, limitations of this study and finally suggestions for further study.This study is an empirical study on the effect of peer feedback on senior high school students’ writingproficiency, the author research the effects through investigating students' attitude towards peer feedback,to what extent and in what aspect of peer feedback affect students’ writing and the effect of peer feedbackon training students. All data have analyzed in the previous chapter, this chapter will answer threeresearching questions respectively.In order to answer this question, two tests (pre-test and post-test) were conducted. Before process inthis research, the author analyzed students’ pre-test writing scores to make sure that their Englishproficiency and average writing scores in the exam were almost same. According to table5.1 and table 5.2,we could see that there weren’t a big difference between two classes before processing this research atp=0.204 >0.05. And then, a comparison of the writing scores between EG and CG in the post-test weremade to find whether any difference had happened during this research. Paired-t t