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The research aims to find out how students gave feedbacks to their peers’ reading portfolios, how they made use of the feedbacks, and what their perceptions toward washback of reading portfolio were. The data was collected qualitatively from October until November in 2017, in ten meetings. Sixteen students in XI of Science Class at SMA Islam Al Azhar 2 were the research participants. The students learned impromptu reading comprehension within eight meetings, and two other meetings are used for collecting data of interview, questionnaire, and documents of reading portfolio. The students were assigned to do two impromptu reading comprehension practices with questions which were collected into a assessed single portfolio. After doing the impromptu reading comprehension, the students gave feedback to their peers impromptu reading comprehension practice. They could use the peer feedback guideline. After analyzing the data, the result indicated that EFL reading students gave feedback to their peers in three ways: praising the right answer, revising and completing incorrect answer, giving valuable information, such as suggestions for finding the right answer. In addition, they used both feedback and guideline for future learning to develop their reading strategy. Also, they had positive wasback on their learning attitudes, motivation, autonomy, self-confidence, and reading strategy, such as skimming, scanning, inferring implied information, predicting word meaning, and noticing cohesive devices for pronoun reference from the peer feedback and portfolio. However, few students had negative washback because they had low level of English ability and she were reluctant to do written feedback