Writing is widely regarded as one of the most challenging skills for English as a
Foreign Language (EFL) students, as it demands linguistic accuracy and the
capacity to organise and develop ideas effectively. One strategy that has gained
attention in supporting writing development is peer feedback, which allows students
to collaboratively review and improve each other’s written work. Howeever, few
studies have examined how peer feedback functions as scaffolding in the
Indonesian EFL context, particularly at high school level. This study aims to
describe how peer feedback scaffolds students’ English writing and to identify what
peer feedback scaffolds in that process. A quallitative case studey design was
employed involving four 10th grade students and one English teacher at a senior
high school in Bogor, selected through purposive sampling. Data were collected
through classroom observations, semi-structured interviews and students writing
documentation. These were then analysed using the interactive model by Miles,
Hubermand and Saldana (2014). The findings revealed that peer feedback function
as scaffolding through structured collaborative interactions, such as providing
comments based on simple guideliness and conducting revision discussion. Teacher
assistance was gradually reduced as the students became more independent. The
study also found that peer feedback supported several aspects of writing content,
organization, grammar, and vocabulary. Grammar and vocabulary showed the most
noticable improvement through peer discussion and idea exchange. Overall, peer
feedback was found to effectively support students’ writing development and
promote collaborative learning EFL classrooms.

Keywords: peer feedback, scaffolding, writing development, EFL classroom.