168 | JISAE. Volume 6 Number 2 September 2020. Copyright ©LPPM Universitas Negeri Jakarta A COMPARISON STUDY: TEACHER, PEER AND SELF-FEEDBACK ON STUDENTS ESSAY WRITING Imam Sudarmaji 1* , Marlien Bunga Lifanie 2 Universitas Islam Syekh-Yusuf 1 isudarmaji@unis.ac.id * ; 2 marlienbunga@gmail.com ABSTRACT The aim of this research was to know whether there are significant affection of reduction language error in students essay writing by using peer, teacher and self-feedback and to investigate which the best one of the strategies on reduction language error in students essay writing. The 126 tenth grade students of one senior high school in Tangerang were chosen as the sample which taken by non- random using purposive sampling. This research used experimental method with three experimental groups design. Students‟ test for pre-test and post-test were used by the researcher to collect the data. The hypothesis data was tested using formula of t-test. The result showed that there was a significant effect used peer, teacher and self-feedback on reduction language error in students writing essay at the tenth grade of senior high school, but teacher feedback is better strategy than peer and self- feedback. It means that the three feedback strategies in reducing language error are effective on improving students writing skill and the teacher feedback strategy is the most effective one among the other strategies. Keywords: Comparison Study, Peer Feedback, Self-Feedback, Teacher Feedback, Writing Essay INTRODUCTION Writing is one of English skills that should be mastered by the students. It‟s related to daily lives. When they learn how to write it means that the students learn many things. As Raimes (1983) stated that using writing the student can learn how to amplify grammatical structures, idioms, and vocabularies, then they also learn about how to be a responsible and brave to take risk, and the last the most important when they write something they will embroil with that language and they will make hard effort to explain their ideas which connected by the senses (eyes, hand, brain) into a learning. As explanation by Nik et al. (2010) writing is not just putting the text into a paper but it is how effective ideas are presented. And this is in line with the research by Björk et al. (2003) who said that writing is a way of focusing on methods, practices, socio-psychological processes of intellectual inquiry, innovation, and learning. According to Brown (2003) writing was exclusive ability to have and all people use oral form to communicate with each other while for the written transactional like the business transactions, legal documents, agreement letters in all sections wrote by people who expert in their field. But look at this era, writing grow fast from the special ability become general skill that everyone must have that can not change as literacy in the global community. Nowadays, writing is a communicative activity that necessary to push and nurture during the process of language learning. Considering it Graham & Perin (2007) said writing is a flexible tool which can be used to fulfill various purposes. Writing process can help the writers to develop their intelligence and way to thinking, it can make the writers to be critical thinker. If this happen to the students, so they can be a creative person of thinking and be a critical thinker in all aspects. It means the purposes of government on created 2013 curriculum in 21st century is success. In addition by Dehkordi & Allami, (2012), writing is a process making use of the ideas of the people. This is important as writers‟ need to show that they have understood the materials which they have studied and they can use the other writers/speakers ideas and findings in their own way.