Wijatmiko, Hadid (2026) How Does Feedback Make a Difference? A Narrative Study of Teacher and Peer Feedback on Senior High School Students’ Motivation and Self-Efficacy in Learning English. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

This study explores how teacher and peer feedback influence senior high school students’ motivation and self-efficacy in learning English, as well as the strategies students use in responding to both positive and negative feedback. The study employed a qualitative approach using narrative inquiry to understand students’ lived experiences related to feedback practices in English classrooms. The research was conducted at SMAN 4 Banjarbaru, South Kalimantan, involving six eleventh-grade students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis.The findings revealed that both teacher and peer feedback play significant roles in shaping students’ motivation and self-efficacy. Positive feedback increased students’ confidence, enthusiasm, and willingness to improve their English performance, while negative feedback was generally perceived as a challenge that encouraged self-improvement rather than discouragement. In addition, students actively responded to feedback by applying several strategies, such as reflecting on mistakes, revising their work, seeking clarification, maintaining good performance, and using criticism as motivation for further improvement. The study also found that supportive, clear, and specific feedback contributes positively to students’ emotional and academic development.Overall, this study concludes that teacher and peer feedback are important components in English learning, as they not only support academic achievement but also enhance students’ motivation, self-efficacy, and self-regulated learning. Therefore, teachers are encouraged to provide constructive feedback and promote collaborative feedback activities to create a more supportive and meaningful learning environment.

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