A COMPARISON BETWEEN PEER AND TEACHER FEEDBACK ON LEARNERS' LANGUAGEACCURAC~ A CASE STUDY Wiwik Andreani1 Abstract: This study examines how peer and teacher feedback help learners improve their grammatical accuracy in their written work. It is a longitudinal case study with twelve participants of an EFL Grammar class. They did two self- editing tasks and three self-correction tasks on the same written work. In doing the self-correction activities, the learners received three kinds of feedback: direct peer feedback and two kinds of indirect feedback from the teacher. The study found that indirect teacher feedback, in the form of metalanguage comments and underlining errors, gave the biggest contribution to the learners' language accuracy. However, in regard to the consistently corrected errors, peer feedback outperformed teacher feedback in its contribution. The result showed that both direct and indirect feedbacks were beneficial for the learners to raise their awareness towards becoming independent self-editors. Key words: peer feedback, teacher feedback, language accuracy Dra. Wiwik Andreani, M.A. at +62812944538 is an English ecturer from Binus University. She received her bachelor degree (Dra.) from English Department, Universitas Kristen Satya Wacana, Salatiga in 1984. Her Masters degree in Applied Linguistics was acquired from Universitas Katolik. Atma Jaya, Jakarta in 2008. She is interested in English Teaching and Educational Psychology. 58 Celt, Volume 9, Number 1, July 2009:42ยท59 REFERENCES Allwright, D. and K. Bailey. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge University Presst 1991. Ashwellt T. "Patterns of Teacher Response to Student Writing in a Multiple- draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method?" In Journal of Second Language Writing, Vol. 9, 3 2000: 227-257. Chandler, J. 6'The Efficacy of Various Kinds of Error Feedback for Improvement in tbeAccuracy and Fluency ofL2 Student Writing." In JOunJQJ o/Secont/Language Writing, Vol. 12,3 2003: 267-296. Fathman, A. and E. Whalley. "Teacher Response to Student Writing: Focus on Form Versus Content". In Kroll (ed), Second Language Writing: Research insights/or the classroom, Edited by Kroll. Barbara t 1990: 178-190. Cambridge: Cambridge University Press, 1990. Fenis, D. "Can Advanced ESL Students be Taught to Correct Their Most Serious and Frequent Errors?" In CATESOLJournal, Vol. 8, 1 , 1995: 41-62. __ " uThe Case for Grammar Correction in L2 Writing Classes: A Response to Truscott". In Journal o/Second lAnguage Writing, Vol. 8,1 1999: 1-10. __ .. 'The 'Grammar Correction' debate in L2 Writing: Where Are We, and Where Do We Go from Here? (and What Do We Do in the Meantime ... 1)". In Journal of Second Language Writing, Vol. 13, I 2004: 49-62. Ferris, D. Treatment of Error in Second Language Student Writing. Ann Arbor: University of Michigan Press, 2002. Ferris, D. and B. Roberts. "Error Feedback in L2 Writing Classes. How Explicit does It Need to Be?". In Journal of Second Language Writing, Vol. 10,3,2001: 161-184 We Andreani, Peer and Teacher Feedback on Learners' Language Accuracy S9 Hendrickson, J. "The Treatment of Error in Written Work". In McKay (ed). In Composing in a Second Language. Edited by McKay Sandra Cambridge, Mass: Newbury House, 1984: 145-159. James, C. Errors in Language Learning and Use: Exploring Error Analysis. London: Longman, 1998. Lalande, J. "Reducing Composition Errors: An Experiment". In Modem Language Journal, Vol. 66, 2,1982: 140-149 Lee, I. "ESL Learners' Performance in Error Correction in Writing: Some Implications for Teaching". In System, Vol. 25, 4 1997: 465-477. Makino, T-Y. "Learner Self-correction in EFL Written Compositions". In ELT Journal, Vol. 47,4, 1993: 337-341. Prodromou, Luke. Grammar and Vocabulary for First Certificate. Edinburgh: Pearson Education Limited, 1999. Robb, T., S. Ross and I. Shortreed. "Salience of Feedback on Error and Its Effect on EFL Writing Quality". In TESOL Quarterly, Vol. 20, 1, 1986: 83-91. Truscott, J. ''The Case Against Grammar Correction in L2 Writing Classes." In Language Learning, Vol. 46, 2,1996: 327-369.