Integrating Peer Feedback and Digital Flashcards in Writing Recount Text at Junior High School

Abstract

Peer feedback has gained popularity in English as a Foreign Language (EFL) writing classes, yet its integration with visual aids for young learners has been underexplored. This research investigates the use of peer feedback and digital flashcards in teaching recount text writing to high school EFL students. The research aimed to understand the teacher’s approach to integrating these methods and how students experienced them. Using a qualitative case study design, data were collected through observation, interviews, and students’ writing samples. Participants included one English teacher and 20 eighth-grade students from an Integrated Islamic Junior High School in Pangandaran. Findings indicated that integrating peer feedback and digital flashcards improved students’ motivation and writing skills. Therefore, this suggests that these methods offer an effective, engaging framework for teaching recount text writing. Further research is recommended to explore this approach in other aspects of English and with different student groups.