It has been known that the use of self-selected topic enhances students' writing achievement. It is also known that peer feedback helps improve students' writing achievement. However, research investigating self-selected topic in combination with peer feedback is a rare undertaking. Therefore, this study aimed to investigate the effect of self-selected topic and checklist-based peer feedback on the writing ability of students of English as a foreign language (EFL). This study involved 68 eleven-grade students of Multimedia Program of a Vocational High School at Malang, a city in the Province of East Java, Indonesia. Two intact classes assigned to be experimental and control groups. The experimental group received treatment of self-selected topic and checklist-based peer feedback, while the control group did not. Pre-test and post-test were administered in the form of writing tests to both groups and the results of those tests were analyzed by using independent sample t-Test to know the effect of the treatment. The results showed that the students taught to write with self-selected topic and checklist-based peer feedback outperformed those taught without using self-selected topic and checklist-based peer feedback. Accordingly, it is recommended that English teachers consider assigning the students to write a topic of their own and using checklist-based peer feedback.

Despite ample studies on EFL learners' perception in vocabulary learning, little research has shown the information from vocabulary test to examine students' challenges in learning vocabulary. This study investigated the shortcomings faced by EFL students in a reputable private high school during English vocabulary learning. This study made use of a preliminary study where the researchers collected the data from the vocabulary test as an instrument to measure students' competence in identifying, understanding, and using vocabulary. The findings show that the students had difficulty in choosing correct-meaning words rather than identifying synonyms and antonyms. This study asserts the problems students face in learning vocabulary, increases students' awareness of the importance of learning English vocabulary, and further researchers can explore more effective vocabulary learning strategies and promote teachers to make learning activities that can improve students' vocabulary mastery.

Difficulties in writing are often encountered by some people in learning English as a foreign language. The difficulties and problems in writing can be overcome by implementing peer feedback as the learning strategy. This study aims to describe the perceptions and challenges in applying peer feedback as a social affective strategy in writing analytical exposition text. The method used in this research was a qualitative descriptive. In addition, the data of this research were gathered from open-ended questionnaire and interview. Furthermore, the research involved 15 students in the eleventh grade at SMA Widya Gama Malang. The findings showed that most of them agreed that implementing peer feedback in writing analytical exposition text could improve their writing skills and provide several benefits for them such as becoming more confident and open-minded and improve their critical thinking. Despite the benefits, the strategy also had some disadvantages and challenges related to the implementation of peer feedback but they still found improvement in their writing skills. Hence, this research concluded that it is recommended that peer feedback should be implemented to improve writing skills with some considerations.

The focus of this paper will be on giving feedback because it is essential to improve students' translation skills. Since some people sometimes find teacher feedback can make them down and lost their confidence to translate, peer feedback is chosen as a strategy to help the students to enhance their translation skills. With the advancement of ICT, this kind of strategy can be conducted as an outside class activity through online platforms. Hence, this paper aims to give ideas of implementing online peer feedback to improve students' translation skills as it also offers many benefits for the students.