The present study investigated the effects of oral peer feedback on students‘ improvements in pronunciation skill and class situation. It is underpinned by a premise that peer feedback gives students chances to share evaluative comments with peers to improve pronunciation skill. The study took place in English Education Program of Galuh University, involving the subjects of 22 students. A three-cycle CAR study was intended to discover how oral peer feedback can improve students‘ pronunciation skill. This problem was then broken down into five more specific sub-questions. To get the data, achievement tests, classroom observation, interview, and questionnaire were conducted and administered. Data from achievement test were analyzed quantitatively by calculating the mean score of each test result. Meanwhile, data from observation, questionnaire, and interview were analyzed qualitatively by reducing and transforming the data, displaying the data, and drawing conclusion and verification. The results showed that students became more active as the cycle progressed. They practiced dialogues in pairs, taking turns giving feedback to each other when mistakes were noticed. Corrective feedback was used to correct the errors made by their peers. This activity finally led to the improvement in the pronunciation skills. Oral peer feedback not only gave positive impact, but was also received positive responses from the pupils. Peer feedback motivated them to have better pronunciation, and they became more focused on practicing pronunciation because the teacher did not correct their mistakes directly. Playing a role as feedback providers made them more critical. Gradual improvements of students‘ achievements were evident especially in the four features. Of the four pronunciation features taught, minimal pair sound and word stress were the most easily increased features. Meanwhile, the most difficult ones were linking sound and intonation. During the provision of oral peer feedback, teacher must play roles as teacher, controller, and sometimes a feedback provider because some students felt unsure with their own feedback.
Keywords: peer feedback, collaboration, class situation