This study focuses on how peer assessment implemented in the writing classroom of eleventh grader in SMAN 6 Kediri academic year 2018/2019. Most of the teacher only gives score to the students’ work but mostly without any feedback. It makes the students do not know the mistakes that they were made and they will not be able to understand their own weaknesses. In this research, the writer wants to observe how an assessment by peers can be done in the classroom. This research used qualitative approach. The place to conduct the research is at the eleventh grade students of SMAN 6 Kediri. The result that drawn by the researcher is adapted from Hedgecock (2005) who said that a process-oriented approach to writing involves multiple steps including among others prewriting (thinking and planning), writing, editing, revising and rewriting activities. He also said about peer response in writing that it is proponents emphasize the importance of valuing diversity and cooperative inquiry, as well as the positive affect and learner centeredness associated with peer interaction. The researcher did an observation on the teacher and students when they were involved in peer assessment activity in writing class. Bailey (2001) mentioned about classroom observation in his books. He said that a classroom observation is the purposeful examination of teaching and learning events through the systematic processes of data collection and analysis. This is the thing that been done by the researcher in SMAN 6 Kediri in the academic year 2018/2019. Result of this research is that classroom management plays an important role to make peer assessment successful in the classroom. The teacher should be able to create a good environment to set up this assessment and also by the help of an instrument such as peer assessment checklist that are easily used by the student is also an important factor to execute peer assessment in the classroom
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