{"title":"AN ANALYSIS OF THE IMPLEMENTATION OF PEER CORRECTION TECHNIQUE ON STUDENTS’ EXPOSITION TEXT","authors":"D. Rachmawati, Yudi Juniardi, Z. Fauziah","doi":"10.33603/RILL.V1I3.1463","DOIUrl":null,"url":null,"abstract":"This research aimed to: 1) analyze quality of students’ exposition text; 2) analyze their responses towards learning writing exposition text using peer correction technique; and 3) find out challenges that they faced during the learning. Qualitative research method, especially document analysis design, was chosen. In this research, students’ texts were analyzed to answer first research question and open-ended questionnaire was given to students to answer second and third research questions. To triangulate the findings from those instruments, peer debriefing and member checks methods were done. To analyze the data, qualitative data analysis by Miles et al. (2014) was employed. The data analysis revealed that: 1) quality of students’ exposition texts improved, especially in generic structure aspect; 2) students mostly grouped themselves with more competent peers, learned lesson material beforehand as preparation for correcting, used both English and Indonesian when correcting, concerned more about language feature of peers’ texts, employed their critical thinking in processing feedbacks, became a better writer in the end of semester, and still preferred teacher correction over peer correction technique; and 3) students biggest challenge was poor writing skill. From those findings, it is highly recommended that teachers who want to apply this technique should thoughtfully group the students by themselves and give any assistance needed by students as probably their writing skill may impede them in giving meaningful feedback. ","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research and Innovation in Language Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33603/RILL.V1I3.1463","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 3
Abstract
This research aimed to: 1) analyze quality of students’ exposition text; 2) analyze their responses towards learning writing exposition text using peer correction technique; and 3) find out challenges that they faced during the learning. Qualitative research method, especially document analysis design, was chosen. In this research, students’ texts were analyzed to answer first research question and open-ended questionnaire was given to students to answer second and third research questions. To triangulate the findings from those instruments, peer debriefing and member checks methods were done. To analyze the data, qualitative data analysis by Miles et al. (2014) was employed. The data analysis revealed that: 1) quality of students’ exposition texts improved, especially in generic structure aspect; 2) students mostly grouped themselves with more competent peers, learned lesson material beforehand as preparation for correcting, used both English and Indonesian when correcting, concerned more about language feature of peers’ texts, employed their critical thinking in processing feedbacks, became a better writer in the end of semester, and still preferred teacher correction over peer correction technique; and 3) students biggest challenge was poor writing skill. From those findings, it is highly recommended that teachers who want to apply this technique should thoughtfully group the students by themselves and give any assistance needed by students as probably their writing skill may impede them in giving meaningful feedback.
本研究旨在:1)分析学生说明文的质量;2)运用同侪纠错法分析学生在学习撰写论述文时的反应;3)找出他们在学习过程中遇到的挑战。本研究采用定性研究方法,特别是文献分析设计。在本研究中,通过分析学生的文本来回答第一个研究问题,并给学生开放式问卷来回答第二个和第三个研究问题。为了对这些工具的结果进行三角测量,采用了同行汇报和成员检查方法。为了分析数据,采用了Miles et al.(2014)的定性数据分析。数据分析表明:1)学生说明文的质量有所提高,尤其是在通则结构方面;2)学生多与能力较强的同伴分组,提前学习教材为批改做准备,批改时英语和印尼语同时使用,更关注同伴文本的语言特征,在处理反馈时运用批判性思维,在学期末写作水平提高,仍然倾向于老师批改,而不是同伴批改;学生最大的挑战是写作能力差。根据这些发现,强烈建议想要应用这种技巧的教师应该深思熟虑地将学生分组,并给予学生所需的任何帮助,因为他们的写作技巧可能会阻碍他们给出有意义的反馈。