ABSTRACT
PEER EDITING IN THE TEACHING-LEARNING PROCESS OF WRITING DESCRIPTIVE TEXT AT THE SECOND YEAR OF SMPN 3 PEKALONGAN
EAST LAMPUNG
By
Minarni Atik Pratiwi
This study is aimed at describing (1) the process of implementation of peer editing in learning writing descriptive text to the second grade students of SMP N 3 Pekalongan East Lampung, and (2) the students’ perception about the value of
peer editing in writing. This study is descriptive qualitative research. The research was conducted at SMPN 3 Pekalongan, East Lampung. The subject was the class VIII 1 which consisted of 30 students. The instruments used to collect the data were classroom observation, questionnaire, and interview.
By
Minarni Atik Pratiwi
A Script
Submitted in a Partial Fulfillment of The Requirement for S-1 Degree
in
The Language and Arts Department of The Faculty of Teacher Training and Education
LAMPUNG UNIVERSITY BANDAR LAMPUNG
PEER EDITING IN THE TEACHING-LEARNING PROCESS OF WRITING DESCRIPTIVE TEXT AT THE SECOND YEAR OF SMPN 3
PEKALONGAN EAST LAMPUNG (A Script)
By
Minarni Atik Pratiwi
LAMPUNG UNIVERSITY BANDAR LAMPUNG
CURRICULUM VITAE
The writer was born in Sindang Agung, Tanjung Raja, Lampung Utara on September 29th 1989. She is the second child of the two children of a happy couple Wagimin and Parminah.
She began her study at SD N 1 Sindang Agung in 1995 and graduated in 2001. In the same year, she continued studying at SLTP N 2 Kotagajah and graduated in 2004. She then decided to continue her study at SMA N 1 Kotagajah in 2004 and finished in 2007.
APPENDICES
Appendix Page
1: First Class Observation ... 90
2: Second Class Observation ... 92
3: Interview With the Student 1 ... 94
4: Interview With the Student 2... 95
5. Interview With the Student 3... 96
6: Sample Answer of Students ... 97
Table Page
3.1: Teacher Observation Sheet ... 41
3.2: Students Observation Sheet ... 42
3.3: Point of Interview ... 43
3.4: Table Specification of Questionnarie ... 46
4.1: Students' Perception About the Value of Peer Editing in Writing .... 59
4.2:Students’ Opinion Toward Peer Editing in Writing Class ... 63
4.3:Students’ Feelingwhen Their Work was being Edited ... 64
4.4:Students’ Feeling when Editing Their Friends’ Work... 66
4.5: Students Opinion About Advantages and Disadvantages of Peer Editing ... 71
v
MOTTO
1. Examination Committee
Chairperson :Prof. Dr. Patuan Raja, M.Pd ………
Examiner :Drs. Sudirman, M.Pd. ………
Secretary :Budi Kadaryanto, S.Pd., M.A ………
2. The Dean of Teacher Training and Education Faculty
Dr.H. Bujang Rahman, M.Si. NIP 19600315 108503 1 003
iii
DEDICATION
This script is proudly dedicated to:
My beloved mother, Parminah and my late father, Wagimin
My late brother, Dudi Sugiarto
The late uncle (Pak De)— Pareng, Parno, Pardimanan—,Pardi, Auntie Sri, Mama’ and all of my family
My beloved comrades NERD ’07
EAST LAMPUNG Student’s Name : Minarni Atik Pratiwi
Student’s Number : 0713042034
Department : Language and Arts Education
Study Program : English Education
Faculty : Teacher Training and Education Faculty
APPROVED BY
Advisory Committee
Advisor I Advisor II
Prof. Dr. Patuan Raja, M.Pd. Budi Kadaryanto, S.Pd., M.A.
NIP 19620804 198905 1 001 NIP 19810326 200501 1 002
The Head of Language and Art Departement
Drs. Imam Rejana, M.Si.
CONTENTS
1.2 Research Problems ... 4
1.3 Objectives ... 4
1.4 Uses ... 4
1.5 Scope ... 5
1.6 Definition of Key Terms ... 6
CHAPTER II: FRAME OF THEORIES 2.1 Writing ... 7
2.2 Teaching Writing ... 8
2.2.1 Process Approach ... 9
2.3. Writing Process ... 11
2.4 Process of Learning Writing ... 14
2.5 Editing in Writing ... 16
2.5.1 Definition of Editing ... 16
2.5.2 Process of Editing ... 17
2.6 Types of Editing... 19
2.6.1 Peer Editing... 19
2.6.2 Teacher Editing ... 21
2.6.3 Self-Editing ... 22
2.7 Peer Editing in the Process of Learning Writing ... 22
2.8 Descriptive Text ... 25
2.9 Stages of Peer Editing in Teaching Writing... 27
2.10 The Advantage and the Disadvantages of Peer Editing ... 32
2.11 Perception ... 34
2.11.1 The Definition of Perception ... 34
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design... 39
3.2 Subjects ... 40
3.3 Research Instrument... 40
3.4 Validity and Reliability ... 47
3.5 Data Collection... 48
3.6 Data Analysis ... 49
CHAPTER IV: FINDINGS AND DISCUSSION 4.1 Results ... 50
4.1.1The Teacher's Technique in Applying Peer Editing ... 50
4.1.2The Students' Opinion about the Value of Peer Editing in Writing... 58
4.2 Discussion ... 72
4.2.1Implementation of Peer Editing ... 72
4.2.2The Students' Perception Toward Peer Editing in Writing ... 75
CHAPTER V: CONCLUSION AND SUGGESTIONS 5.1 Conclusions ... 83
5.2 Suggestions ... 85
REFFERENCES ... 87
I.
INTRODUCTION1.1 Background
Writing is one of the skills that is taught in English as a Foreign Language (EFL)
from elementary level until university level. The students also learn how to write
English to transfer their ideas and thoughts in a better organization in written form
than in spoken language. Writing as a complex skill is considered as the most
difficult skill from the other skills (listening, speaking, and reading).
Byrne (1984: 18) categorizes three problems why writing is considered as the
most difficult skill. The first is psychological problems. There is no physical
interaction between a writer and his readers, since writing is one way
communication among them. Therefore, the writer can not give feedback to the
readers. The second one is linguistic problem. To write something, the writer
needs the ability to communicate his ideas into words by choosing the right
sentence structure that will be understood well by the readers. The writer should
also master the written form of language which are different from spoken
language and which is infrequently used in speech. And the last is cognitive
problems. Writing is learnt through a process. The writer should have the ability
to organize their ideas into pieces of writing. It takes study and practice to develop
Furthermore, Gebhard (1996: 235) groups the problems in writing faced by both
EFL learners and teachers into three. The first problem is teaching the “less
-proficient writer”. Some students use ineffective writing strategies, and the
teacher is faced by showing these students how to write. The second one is
teaching the “I can’t write English”. Some students have negative attitudes about
writing or are lack of confidence in themselves as writers. Then the teacher faced
how to change their attitudes and build confidence. The third is the “Teacher’s Response” problem. Students do not always understand or pay attention to the content of the teacher’s response to their written work. Thus, teachers need to explore different ways for students to get feedback on their writing.
Dealing with the problem of the teacher’s response above, peer editing can be
applied to make students, especially of junior high school level, to produce better
writing. By peer editing, the teacher involves the students to do correction,
focusing particularly on the content and organization of English composition. The
students read one another’s compositions to make suggestions for revision before
the teacher grades them (Dixon, 1986: 2). Doing peer editing will be beneficial for
both teacher and students. For the teacher, it will help him grade the students’
work, while for the students, it will help them increase their knowledge through
editing their friends’ work.
Roni (2001),in his research entitled “Peer Correction as an Alternative Way of
3
they also regard peer correction as advantageous. It means that peer editing can be
applied as an alternative way of teaching writing. This finding reinforces the
statement that the use of peer correction is important in improving students’
writing skill. Hence, both students and lecturers can apply this kind of method to
help them createnew “atmosphere” of writing activities and improve students writing skill.
According to School Based Curriculum/Kurikulum Tingkat Satuan Pendidikan
(KTSP), the goal of teaching learning English at junior high school is that the
students must be able to develop communicative competence in written as well as
in spoken to achieve functional literacy level. In this curriculum, the English
material is taught based on text. One of the texts that have to be learnt by the
second year students of junior high school is descriptive text. The students have to
be able to understand and create a descriptive text cohesively based on the social
function and generic structure of the text.
Based on the descriptions above and some reasons below, the writer would like to
conduct a research concerning on the use of peer editing in learning descriptive
text. The first reason, it is because descriptive text is an important text that can be
used to describe a particular place, person or thing in daily life. The second one, it
is because some previous researchers have proved that the use of peer editing
1.2 Research Problems
Based on the research background above, the writer formulates the problems as
follows:
1. How does the teacher implement peer editing in teaching-learning writing
descriptive text to the second grade students of SMP N 3 Pekalongan East
Lampung?
2. How is the students’ perception about the value of peer editing in writing?
1.3 Objectives
In line with the problems formulated above, this study is aimed at describing the
process of peer editing in the writing class. More specifically, it is aimed at giving
description of:
1. The process of implementation of peer editing in writing descriptive text
to the second grade students of SMP N 3 Pekalongan East Lampung.
2. The students’ perception about the value of peer editing in writing.
1.4 Uses
This research aims at having such uses as follows:
Theoretical uses:
• To support the previous study and to be used as a reference for further
5
Practical uses:
• As the information to the reader, especially for English teachers about the
importance of peer editing that could be applied as an alternative way in
teaching writing. Furthermore, the teachers were expected to involve the
students in giving feedback to their peers’ writing.
• The finding of this study was also expected to give more ideas to the
students to consider editing as an important stage in writing. Furthermore,
they would not be afraid of making mistake because by making mistakes
they could learn it and try to avoid it next time. Besides, using peer editing
would increase the students’ competence in writing, because while editing their friends’ works, they also learnt new knowledge that probably they did not know before.
1.5 Scope
The research was conducted at SMP Negeri 3 Pekalongan. The subjects of this
research were the teacher and the second year students in 2011/2012 academic
years, class VIII. The students’ writing was specified into descriptive text,
because descriptive text was stated in School Based Curriculum (KTSP) and it
was really important and relatedto students’ daily life. The students would study grammar, vocabulary, and descriptive text by the end of this semester. Feedback
and inputs given by the students to one another in this study was in terms of
content, organization of their writing, and the use of language. The teacher only
focused on some certain aspects as making topic sentence, developing it into a
1.6 Definition of Key Terms
In this research, the writer used some definition of key terms as stated below:
• Editing : making a sentence grammatically and
mechanically correct (Leki, 1998:154)
• Peer editing : having other writer to read and give feedback on
what other writer has written (Hayland, 2005)
• Learning : a relatively permanent change in behavioral
potentiality that occurs as a result of reinforced practice (Hergenhahn and
Olson, 1997: 2)
• Writing : a sequence of sentences arranged in a particular
order and linked together in certain ways (Byrne, 1984: 1) • Descriptive text :a text which talks about or describes on a
particular person, place, or thing(Nainggolan, 2010:24).
• Perception : the process of organizing and interpreting sensory
II. FRAME OF THEORIES
2.1 Writing
Writing is not only about producing graphic symbols. It is a process to
communicate one’s feeling or idea into a set of words. It isan important skill that
needs to be mastered by the students. The significance of writing is evident in the
statement of Alwasilah and Alwasilah (2005: 134) who say that writing is
language activity that help students to create the logical competent, that is the
ability to solve problem through complex linguistic and cognitive ability such as
organizing, structuring, and revising.
The other expert, Graves (1980) offers the following arguments for the
importance of writing as a learning tool:
1. Writing contributes to intelligence by requiring analysis and synthesis of
information.
2. Writing develops initiative, by requiring that the student supply everything
him/herself.
3. Writing develops courage, by requiring that the student give up anonymity.
4. Writing increases the student's personal knowledge and self-esteem.
5. Writing encourages learning in all subject areas, by employing auditory, visual,
6. Writing contributes significantly to improvement in reading skills.
Many people have the mistaken idea that being able to write well is a talent that
either has or does not have. This idea is not necessarily true. Learning to write will
be effective when one is willing to learn some strategies and practice them
(Oshima and Hogue, 1999: 11).
Writing is a continuous process of discovery (Oshima and Hogue, 1999: 11).
Good writing is based on continuous growth in knowledge, reflection, and writing
(Morris, 1964: 706). Besides, growth and development in writing are generally
more important than mechanical correctness. However, writing, like any other
skills, depends on rules for its effectiveness. One aspect of growth in writing is
learning to use the rules to convey to the reader -as clearly and simply as
possible-images and ideas (Shanley in Smith, 1976: 103).
From the explanation above, it is considerably needed to take some points.
Writing is not an activity of producing a language into written form, but it is an
activity that also needs skills to develop idea, reformulate knowledge, and arrange
words into a good writing that achieve its purposes.
2.2 Teaching Writing
Teaching writing is important to conduct as stated by Belden (2007) that learning
to write well is very essential to improving communication skills, grammar and
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well to succeed regardless of what type of job it is.
In Junior High School curriculum, writing becomes an important skill that should be
taught in teaching-learning language. It can be seen from the content standard of English
for Junior High School. The content describes how toconstruct the contextual text as
the purpose of teaching writing. In addition, thecontent also mentions how to
construct meaning and rhetorical step of the text by using acceptable language in order to
communicate well. Therefore, to achieve those purposes, teachers should guide the
students. Therefore, they are able to createthe text rhetorically based on the context
given.
According to Byrne (1984:6) there are four goals of teaching writing. First, the
introduction and practice of some form of writing provide students for different learning
style and needs; so, they feel more at ease and relax. Second, writing provides students
with some tangible evidence that they make some progress in the language. Third, writing
is likely a medium and alsoclassroom activities. The last, It is often needed for
formal and informal testing.
In order to achieve those goals, some approaches have been applied by the
teachers. In recent years, process approach has been used in teaching-learning
writing process
2.2.1 Process Approach
Leki (1991) states that the process approach is an approach to teaching writing
product. It is interpretational, learner-centered and not specifically related to
examinations. In the process approach, learners are looked upon as central in
learning, so that learners’ needs, expectations, goals, learning styles, skills and
knowledge are taken into consideration. Through the writing process, learners
need to make the most of their abilities such as knowledge and skills by utilizing
the appropriate help and cooperation of the teacher and the other learners. It
encourages learners to feel free to convey their own thoughts or feelings in written
messages by providing them with plenty of time and opportunity to reconsider and
revise their writing and at each step to seek assistance from resources outside like
the instructor.
Writing in process approaches is seen as predominantly to do with linguistic
skills, such as planning and drafting, and there is much less emphasis on linguistic
knowledge, such as knowledge about grammar and text structure (Badger and
White, 2000: 154). In the approach, students use several steps which help them
write freely and arrive at a product of good quality. A typical sequence is
comprised of three steps: prewriting, drafting, and, revising. Some sequences,
however, use four steps, such as thinking, planning, writing, and editing, while
others use five steps, prewriting, drafting, revising, editing, and evaluating.
From discussion above, it can be concluded that process approach focuses on how
a text is written instead of the final outcome. It is stated that the steps of writing
process help learners to develop more effective ways of conveying meaning and
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2.3 Writing Process
Regarding process approach consists of several stages, Lorch (1984: 5) divides
writing process into three stages. The first is defined as a period of discovery and
invention, as the writers establish the relationship among themselves, their
readers, and the subject. The middle stage is presented as a period of shaping
materials for the reader. This involves writing the topic sentence, discovering and
presenting support, and achieving order, coherence, as well as unity. This stage
also covers improving the content and form of written work through revision
activities. The final stage is characterized by the activity of editing, of making
improvements and corrections at the level of sentence and word. Grammar and
punctuation are presented as skills necessary for editing.
The other expert, Graves (1980) gives more detail division of writing process. In
his opinion, writing process consists of five steps which explained below:
1. Prewriting
The prewriting stage is when a writer prepares his ideas for his essay before he
begins writing. Prewriting helps the writer get his ideas on paper. In prewriting, it
is needed to determine what the writer wants to write, identify the purpose and the
audience, gather information and organize thinking.
First is determining what is going to be written. A writer has to think carefully
what question he is going to answer in this paragraph or essay. The next step is
identifying the purpose of the writing and the audience. A purpose is needed on
analyzing the audience will help the writer to make the necessary decisions about
what he will write. Gathering information and doing some research will be needed
to support the writer’s ideas in developing the main idea. The last is organizing
thinking. Once the most important point of paragraph or essay has been chosen,
the writer must find the best way to tell the reader about it. He needs to decide
which facts and ideas will best support the main idea of his essay.
2. Drafting
Drafting is the process of writing down ideas, organizing them into a sequence,
and providing the reader with a frame for understanding these ideas. The end of
result is a composition or "first draft" of the ideas. In this step, the writer needs to
focus on the content (quantity and quality to be considered later). The paragraph
or essay is composed freely, without any concern for mechanics.
3. Revising
Revising is making decisions about how a writer wants to improve his writing,
looking at it from a different point of view and picking places where his writing
could be clearer, more interesting, more informative and more convincing. It can
be done by sharing drafts with his peer group. It is also needed to invite them in a
discussion, ask a response and helpful input from them for the writer’s writing. He
can do rearranging and revising his first draft after getting a suggestion from peer
13
4. Editing/Proofreading
Editing and proofreading are writing processes which are different from revising.
Editing can involve extensive rewriting of sentences, but it usually focuses on
sentences or even smaller elements of the text. Proofreading is the very last step
writers go through to be sure that the text is presentable. Proofreading generally
involves only minor changes in spelling and punctuation. It is a must to remember
that both editing and proofreading require some practice before the strategies are
used comfortably. Sharing revised draft with peer group is still needed in this
stage, and also inviting for correction of grammar, spelling, punctuation, and
usage. This editing will incorporate corrections in final draft.
5. Publication (The final draft)
The final draft is what will be handed in as the completed paper. By the time
writing the final draft, the way of writing should look fairly polished. Choppy
sentences, poor or nonexistent transitions between paragraphs, grammar and
spelling errors, and other characteristics of a first draft should all disappear. In
addition, the final draft should incorporate comments a writer has received as well
as changes he wants to make based on his own evaluation.
Before turning in the final draft, it should be read all the way through at least once
more. Peer group can be used to share the writing product. They should correct it
if they find something wrong with the paper in the last minutes. It should be
From the explanation above it can be concluded that in the making of a good
writing, some steps need to be done. A writer can not instantly produce a perfect
writing because writing is a process. He needs to do the basic step and move
forward to the following stages until he is able to give the complete final product
of writing
2.4 Process of Learning Writing
According to Lorch (1984: 19), learning how to do something is in some ways
different from learning about something, usually in content courses that teach
about a subject, students usually learn from both texts and lectures in class. They
must read, listen, take notes on the material, and then study the material until it
becomes familiar and understandable. Success in content courses is usually
measured by tests on the material covered.
Learning to write is a how-to process, meaning that writing courses are similar to
courses in mathematics, accounting, or laboratory science. All of these courses
require the students to develop certain skills that will enable them to perform
certain activities. Skill development courses, in this case writing, are designed to
help the students do something more effectively. In a composition course, the
students learn about topic sentences to be used to write an effective paragraph. In
this course and other how-to courses, knowledge must be applied in activity; it
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As it is known, writing is one of language skills. Lorch (1984: 20) gives three
points that must always be remembered in learning a skill. Those are:
1. Learning a skill requires time
Being able to do some activities cannot be acquired instantly. It is possible to
cram information into a writer head in a relatively short period, but a skill must be
developed. In writing, a writer cannot possibly discover all he needs to know at
once. The basics are learned first, and then additional abilities are developed and
refined. It should be started by the basics of composing and more from there,
learning to develop a number of separate abilities that will improvethe writer’s
overall ability to write effectively.
2. Learning a skill requires practice
Improving any ability requires effort as well as time. Writing requires practice.
Learning what should be done in a paragraph will not ensure that it could be done.
It is only practice which will further developa writer’sskills for effective writing.
3. Learning a skill requires patience
Making errors or mistakes is normal in the process of learning. So is in writing.
One should not be discouraged or angry with himself or the instructor because he
is not instantly able to write an error-free essay. He should not give up when, after
two months of hard work, his papers are still returned with red marks on them. If
he keeps practicing, the number of problems will gradually diminish. A writer
must have the patience to concentrate on one area at a time and to give himself
2.5 Editing in Writing
Producing a good final product of writing cannot be done directly. As is known
even a professional writer, after writing for the first time, he needs to reread and
rewrite the writing particularly the content (thesis statement, topic sentence,
supporting ideas, sub-supporting ideas, unity, coherence, and cohesion) and
syntax (structure and grammar). As students, before submitting the writing
product to the teacher, they need to check whether it is already correct or not. This
step of writing process is called editing. Furthermore, Lorch (1984: 180) says that
after working on the unity and coherence, it remains for the writer to work on
correctness, variety, and maturity. This is done through editing, which involves
both correcting and improving at the level of sentence and word.
2.5.1 Definition of Editing
One among the important steps that must be done in the process of writing is
called editing. Lorch (1984: 180) gives two definitions for the term of editing. The
first, it is the process of finding and eliminating unconventional forms of spelling,
grammar, and punctuation. An unconventional form is which one differs from that
which an educated reader is accustomed to. The example is writingfotograffy
instead ofphotography(in spelling), puttinghe don’tinstead ofhedoesn’t(in
grammar), and using no capital letters in the beginning of sentences (in
punctuation). The process of editing is designed to reduce the number of error to a
minimum. The second definition is the process of examining sentences and
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The other expert, Leki (1998: 87) has another additional explanation for editing.
In his opinion, editing is the final stage of revising. The revising itself consists of
six steps: (a) revising for purpose and audience, (b) revising the topic sentence, (c)
revising support, development, and organization, (d) revising coherence, (e)
revising word choice and sentence structure, and (f) editing, proof-reading, and
publishing. Furthermore, he says that editing involves polishing the grammar
usage, capitalization, punctuation, spelling, and physical appearance of the
writing. These refinements giveone’swriting the clean and correct appearance
which is so important as he reaches the goal of the writing process -presenting his
writing to readers. In general, editing means making changes in sentences
structure and wording.
2.5.2 Process of Editing
Lorch (1984: 181) devides editing process includes two main points, editing
sentences and words. Each of them is explained below:
1. Editing Sentences
Editing a paragraph (or any other unit of writing) that has been written requires a
writer to reread his own writing several times, paying particular attention to the
form and effectiveness of each sentence. The editing process is not complete until
a writer has eliminated the unconventional uses and has improved the structure of
his sentence. This means that a writer must be familiar with conventional uses and
effective forms. The sentence has certain basic features that must be present for
the unit to qualify as a sentence.
terminal punctuation–the period (.), the question mark (?), and the
exclamation point (!).
(2) A sentence must have a word or phrase that serves a subject (it is either the
doer, the thing or person acting in the sentence, or the thing or person
acted on) and a word or phrase that serves a verb (it states the action or the
condition of the subject).
2. Editing the Words
The process of editing at the word level can be divided into two categories:
editing vocabulary and editing spelling.
(1) Editing vocabulary
Editing vocabulary ofone’swork–the words that have been used–
involves being sure that the writer has used the right word in the right way.
The expanding vocabulary provides him with a store of words from which
to choose the ones that best express his meaning. Editing vocabulary
includes using new words, choosing the correct form of the word, using
the possessive form, etc.
(2) Editing spelling
Almost every writer at some time has trouble with spelling, sometimes not
knowing how to spell a word and at other times spelling a word incorrectly
without realizing it. Everyone who writes has to develop the ability to edit
for correct spelling. It is important to spell words correctly because
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message. Learning to edit carefully for spelling problems is an important
skill to develop.
3. Editing the Content
Editing content is thoughtful and critical. Leki (1998:141) says it is because each
section of the essay that a writer cross out, add, or move around must be smoothly
reconnected to, or integrated into, the text around it. First, the writer should
identify who the audience and what the purpose will be gained by the writing.
Then the writer should reread draft several times and analyze it. He has to look at
the ideas he expressed whether he has said everything he wanted to say. If his
ideas do not flow smoothly and logically from one to the next or everything he
said do not fit to the audience, the purpose, and the main point, he can change
whatever he want to.
2.6 Types of Editing 2.6.1 Peer Editing
Peer editing means people getting together to read, give comment, and advice
some improvement on each other's work. The students have the same role to help
each others examine the essay and put comments on it. When a student has
finished with his/her writing, then his friend examines the text and gives some
suggestions to improve the quality of the text. In addition, students will not only
learn how to write but also learn how to read. Thus, when students write the text,
they have to be aware that the text will be read by other students; moreover, they
By applying peer editing, students will know their mistakes in writing at the same
time they learn how to comment on their peer’s writing. Peer editing is a good way to improve students’ writing skill since it gives students chance to play a part
as a writer and a reader.
On the other hand, peer editing is not always effective in enhancing students’
writing skill. The students may have an interaction in the class for chatting not
doing editing. Furthermore, implementing peer editing does not mean that the
result will be satisfying. Kroll (1990) asserts that without adjusting peer editing to
the context (EFL setting) the result will not be optimum. It is because most of
EFL students lack of language competence that it often leads them to give wrong
correction to their peers’ writing.
Furthermore, Kroll (1990) suggests teachers to provide a short list of directed
questions. It consists of several questions that addressed by students to their peers.
The questions may ask about grammatical aspects, relevance of each paragraph,
etc. By providing the directed questions, students will more focus on giving
corrections to their peers’ writing because the questions are automatically
functioned as guidance for them.
The teachers have an important role in peer editing especially in EFL setting. The
teachers should give some instructions and guidance to the students at the early
stage. Furthermore, they also have to control the whole activities, help them when
21
It is very useful since the students, especially EFL students do not have language
ability as native speakers possess.
From the explanation above, it can be concluded that by applying peer editing,
students have two roles, both as the writer and the reader. As the writer the
students have to know the mistakes that they made in their writing. As the reader
the students need to stand in a sight of reader to comprehend how sentence is
made and also to give an input or suggestion on the text. Both activities are
supporting each other in improving students writing skill.
2.6.2 Teacher Editing
Teacher editing is needed in order to make the writing more perfect. The teacher
usually initiates, designs, assigns, and evaluates the writing of the students. In
interaction with his students, the teacher has different roles, among them coach,
judge, facilitator, evaluator, interested reader, and copy editor (Reid, 1993: 217).
In addition, the teacher should provide a response that genuine, effective, and
long-lasting. Successful teacher response can be either formative or summative.
However, it must helps the students to improve their writing by communicating
feedback detailed enough to allow the students to act, to commit to change in their
2.6.3 Self Editing
Response to students writing can come from various reader, including classmates,
other peers, teachers, and the student writer (Reid, 1993:205). Responding to the
students writing is ongoing process, not a single one. Therefore, the student
writers should continuously writing, reading, and revising their composition.
Self-editing means that a writer review his own writing in a methodical way to
improve its clarity and accuracy. In doing self editing, a writer can use a checklist
of problems to guide him. At first, a witer should look at the content, meaning and
clarity. Next, he should look at the organization of part of the text and the
arrangement of the information in the part of the text. At this point, he should
rewrite the text or parts of it as necessary. Then he should look at the language
problem, and the last correct mechanical errors, such as punctuation and spelling.
From explanation above, it can be concluded that as a writer, the students need
and deserve a response to their writing. It can come from peers, teachers, or
student writers. Such feedback should be informative and detailed enough to help
the student writers improve on what they have not done effectively.
2.7 Peer Editing in the Process of Learning Writing
Gocsik (1997) said that for the past three decades, educators have recognized the
value of learning collaboratively. Studies have shown that students do not learn
well when they are isolated, silent "receivers" of knowledge. Indeed, learning is
23
learning exercises–such as peer review workshops, collaborative research
assignments, group presentations, collaborative papers, discussion groups, and so
on–succeed in writing classrooms because they give students the opportunity to
become actively involved with their peers.
Furthermore, Qiyi (1993: 30) said that teaching composition is much more
difficult than teaching other language skills. From his experience of teaching
composition to Chinese students majoring in English in university, he found that
peer editing or group evaluation is an effective way to help students overcome
passivity and become strongly motivated in writing class. From his research, a
questionnaire reveals that a majority of the students (91%) find themselves more
interested in the writing class than before, 84% think group editing helps them
make greater gains in writing quality than does the teacher’s evaluation, and 80%
have got a stronger critical awareness in writing as well as in evaluating their
peers’ compositions.
Gocsik (1997) gives the reasons why peer group activities during writing class is
called effective:
• Peer groups help students gain a sense of audience.
• Peer groups help students understand writing as a public, communal act,
rather than as a private, isolated one.
• Peer groups help students understand better the conventions of academic
prose.
• Peer groups force students to talk about their writing.
• Peer groups help students understand writing as a process, and to increase
their sense of mastery of what is often a complex and difficult process.
Littauer (1996) in “Teaching Peer Editing” says that peer editingis a method of instruction designed to shock students into the realization that they must read,
correct, and they also have to rewrite their own compositions before handing them
in. In addition, he also gives some techniques in conducting peer editing in
writing class as follows: (the steps are mentioned in sequence).
a. Inform students that they are going to learn how to edit their own
composition
b. Assign a composition using a topic students can relate to
c. When all students are finished writing, break the class up into groups of
four students per group
d. Ask the group leaders to collect the papers of their own group mates
e. Teach recognition of sentence fragments
f. Signal the end of the first reading
g. Have group leaders to collect the papers and return them to the groups
from which they were received.
The other expert, Brown (2001: 335) adds that in writing instruction process
approaches do most of the following:
a. Focus on the process of writing that leads to the final written product
25
c. Help them build repertoires of strategies for prewriting, drafting, and
rewriting
d. Give students time to write and rewrite
e. Place central importance on the process of revision
f. Let students discover what they want to say as they write
g. Give students feedback throughout the composing process (not just on the
final product) as they attempt to bring their expression closer and closer to
intention
h. Encourage feedback from both the instructor and peers
i. Include individual conferences between teacher and student during the
process of composition.
In conclusion, peer editing is important component of writing classrooms because
it encourages active learning, giving students the opportunity to become more
deeply engaged with their writing, and with one another. To achieve these aims,
the teacher should use a certain technique and approach in implement it. Therefore
peer editing activity will run well.
2.8 Descriptive Text
Descriptive text is a text that is used to describe a particular person, place, or
thing. It talks about one specific person, thing, or place by mentioning its
characteristics, parts, qualities, or quantities. The subject being described is
explained as clearly as possible. So the reader or listener will understand what is
has a clear picture of her new friend in her mind, including her curly hair and
friendly smile. Her brother, however, has no past image of her new friend. He
must rely on her words. Her goal, then, is to use specific details in her description
so that her brother could pick her new friend out of a group of people.
The generic structure/ text organization of the descriptive text are general
classification and description.
• General classification : introduces the topic
• Description : provides details of the topic such as parts,
qualities, quantities, or characteristics.
Beside the generic structure, descriptive text has also language features
(lexicogrammatical features). The following are the language features of
descriptive text:
• Focus on specific participants : a particular class or thing,
person, or place (e.g. Queen Elizabeth,The Times, bus) rather than
generalized participants (e.g. the royal family, newspaper, public
transportation)
• Use of attribute and identifying process : additional adverbs of the
subject mentioned (e.g. adjective clause, adjective phrase, and linking
verbs such astaste,smell,appear,look,is,am,are, etc.) • Use of simple present tense
• Frequent use of classifier in nominal group (e.g. one of…, many of…,
27
The following is the example of descriptive text about “The Must-See Ambarawa Railway Museum”.
General classification You can easily be accused of committing a
tourism sin if you’re in Semarang and failed to
visit the Ambarawa Railway Museum.
Description This museum is situated less than an hour’s
drive from the capital of Central Java. During the Dutch colonial days, Ambarawa was a military zone and the railway station was used to transport troops to Semarang through Kedungjati. It is at 474m above sea level, giving you unpolluted fresh air to breathe.
Description The Ambarawa Railway Museum is
wellmaintained.It is a medium-sized building. The railway route is offered to visitors. You can enjoy the beautiful panorama during the route. All in all, this is a truly exciting treasure to visit.
(Adapted fromContextual Teaching and Learning Bahasa Inggris: Sekolah Menengah Pertama/Madrasah Tsanawiyah Kelas VIII Edisi 4)
From the example of the descriptive text above it can be seen that the organization
of the text consist of two parts; general classification and descriptions. General
classification or identification introduces the topic being described (Ambarawa
Railway Museum). On the other hand, descriptions tell Ambarawa Railway
Museum more clearly (such as the location and the condition).
2.9 Stages of Peer Editing in Teaching Writing
Zeng (2006) categorizes peer editing activity into three stages namely pre-peer
1) Pre-peer editing
This is the first stage where the teacher should prepare the classroom before
implementing peer editing. The first step in this stage is that the students must be
introduced with related concepts (in this research the concepts were peer editing
and descriptive writing). The teacher should carefully teach the students about
peer editing activity (what, why, and how to do it). The importance of teaching
students those concepts is to avoid the peer editing drawbacks as well as possible.
The next step is training the students to do peer editing. Students need to
understand peer editing activity completely by doing that. Training students can
give them sense of the peer editing purposes and the potential benefits of that
activity. Training students is very substantial in implementing peer editing activity
in EFL writing classroom, unless the teacher want to be led into a failure
2) While-peer editing
In this stage, the students start writing their drafts (descriptive in this research),
sharing their drafts, reading and giving feedbacks, revising their drafts, re-sharing
them, and so on. The students are demanded to be active and reactive in
interacting in this process. The teacher has to remind them that they are
collaborators rather than correctors. This shows that the students do not only
correct mistakes found in their peer’s writing, but also offer meaningful and useful
29
In fact, it is not simply said that it is enough to ask students to write, share,
comment, and revise their drafts. Just because they are interacting does not mean
that they are providing one another with helpful feedback. The students may use
this stage for chatting. So the teacher must be aware of his or her role, as the
helper and monitor.
3) Post-peer editing
The last stage of the peer editing activities is what is called reflection by Zeng
(2006). Students are invited to make reflection from what they have done in the
while-peer editing. In this process, the students can be given questions about what
they have given and what they have accepted in the while-peer editing stage, or
what achievement they think they have got during the process.
Teacher might not observe some obstacles in the second stage, for example,
students did not know how to do certain thing in the process. In this last stage, the
teacher should ask the difficulty or what the students might not understand during
the second stage. Sometimes, students need advice or help from the teacher in the
second stage but they did not want to look foolish. Some other students might feel
dissatisfied when finding more criticism than praise. Here, the teacher should
emphasize that criticism for further development is more meaningful than award
In this research, the English teacher would apply those stages in the procedure as
follows:
Pre-activity
• Teacher asks the students about their daily activity and their members
of family.
• Teacher asks the characteristics of one of their members of family,
e.g. “how does she/he look like? How old is she/he? What is her/his
hobby? etc.
• Teacher explains the correlation between those questions and the
material they will learn. It is about descriptive text.
While activity
• Teacher explains the generic structure and grammatical features of
descriptive text by making an example of descriptive text. He asks
about the characteristic of somebody to the students. Then he arranges
the students’ answersto become a good organization of descriptive text.
• Teacher asks the other example from some students, for example
describing one of their classmates.
• Teacher gives a chance for the students to ask question.
• Teacher breaks the class into groups consisting of four students. He
asks them to discuss and make a descriptive text based on the
explanation given by the teacher.
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group mates individually.
• Teacher moves among the students to monitor their activities and help
them if it is necessary.
• Teacher submits the students’ first draft.
• Teacher introduces peer editing to the students. He explains the
concept of peer editing and how to give feedback to the other’s
writing.
• Teacher gives their work back randomly.
• Teacher instructs the students to edit or revise their friends’ first draft
and correct it if there are some mistakes.
• Teacher moves among the students to monitor their activities and help
them if it is necessary.
• Teacher instructs the students to stop editing.
• Teacher instructs the students to give the first draft back to the owner.
• Teacher instructs the students to rewrite their writing based on their
peer correction.
• Teacher collects the students’ final draft.
Post activity
• Teacher asks the students about what they have learnt that day.
• Teacher asks the difficulties faced by the students.
• Teacher invites them to ask question.
• Teacher gives a reflection toward peer editing activity
2.10 Advantages and Disadvantages of Peer Editing
Peer editing is strongly advocated by researchers with reasons that peer editing
offer many ways to give students multiple improvement. Williams (2005:94) lists
peer editing advantages as follows:
• It provides writers with an authentic audience. Through interaction with
peers, students may come to understand what works in their writing and
what does not. If a fellow student does not understand what they are trying
to express, the other can help him to find out.
• It provides multiple audiences. Teacher’sresponse is limited to an
audience of one. Peer response gives writers several perspectives on the
developing text.
• It provides several levels of feedback. Peer may focus on issue that the
teacher has not noticed or prefers not to address.
• It provides feedback in a collaborative, relatively low-risk environment.
Writers can try things out without losing face in front of an authority
figure.
• Learners take on a more active role in writing process, rather than waiting
passively for teacher’sguidance.
• The critical reading ability that writers acquire in reading and responding
to the work of their peers may eventually transfer their own texts.
• The interaction involved in peer response can push the development of all
L2 skills.
• Peer response can give the teacher an opportunity to work with individual
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• It helps learners get to know one another better.
From the list of peer feedback advantages above, it is obviously seen that peer
editing brings multiple benefits for student-writer, student-reader and teacher. For
students, they are developed in a wide range of language skill. For a teacher they
have more opportunity to focus on other important points of the learning process
Although peer editing is said advantageous, it still leaves drawbacks. Williams
(2005) completely mentions peer feedback drawback for the students as follows: • Their L2 oral/aural proficiency may not be adequate for understanding
their peers’ text or successfully commenting on it.
• They may not have the skills and experience to offer advice what their
peers really needs.
• Their suggestion may be vague or unhelpful.
• They may base their suggestions on L1 rhetorical conventions that are not
appropriate in an L2 context.
• They may not believe they have anything valuable to contribute.
• They may be unaccustomed to this kind of learning activity.
• They may not believe their peers can offer any valuable advice, and
therefore they ignore their suggestions.
• They may hesitate to offer any negative responses.
• Group dynamics may make the process difficult or unproductive.
Example, if one member of the pair or group becomes aggressive or
• The teacher may not have adequately prepared students for the activity.
Peer editing advantages and drawbacks are also mentioned by Lee (2009). She
claims that peer editing is advantageous when it generates multiple comments,
develops critical thinking, enhances learner is autonomy, creates social
interaction, and pushes all ESL skills. However, it is also pointed out that peer
feedback may lead to failure when the students’ knowledge, experience, and
language ability are insufficient (Lee, 2009:130). Furthermore, peer editing might
lead to a failure if the procedures are not implemented thoughtfully as carefully.
Peer editing activity, by considering the opinions of the experts and researchers,
should be well-planned. The students should be taught how to give feedback
correctly and appropriately. The most important is that the teacher should
socialize all about peer editing to the students; this is useful to make the students
understand why and how to do peer editing
2.11 Perception
2.11.1 The Definition of Perception
Perception is a term that is applied to the more complicated processing of
complex, often meaningful stimuli like people encounter in everyday life (Greene
et al, 1996: 65). People evaluate individual sensation in terms of additional
information from other sensations, recently received or retained from past
experience. When people glance out a window, they see more than a pattern of
35
some objects to be nearby, others at distance; some things appear familiar, others
relatively unfamiliar, or completely novel; some look attractive, others ugly; some
interesting, others dull. In other words, people are perceiving as well as sensing.
In addition, Moskowitz and Orgel (1969:158) define perception as a global
wide-range response to a stimulus or a set of stimuli, a response which utilizes and
intergrates information beyond that contained in the stimulus itself. This
information may be obtained from other stimuli available at the moment, or it may
be stored in the form of previously conditioned operant or emotional responses or
in the form of conceptual (including verbal) behavior. The perceptual that people
make, the “meaning” that they give to the stimulus or situation, mediates most or
their behavior with respect to that situation.
Moreover, Moskowitz and Orgel (1969:177) states that individual perceptions are
frequently influenced or altered by individual acquired motives, values,
expectations, or personality characteristics, which produce particular sets or
perceptual tendencies within the individual. For example, if a man distrusts other
people, he is likely to question their actions as they relate to himself. He is
therefore set to interpret a glance or statement as threatening, using as cues a
slight movement eyes, or a slight harshness in the tone of voice.
The values of a man possesses, as well as his motives, also help to determine the
way in which he perceives a situation. A painting attributed to a famous artist or
observers than the same painting attributed to an unknown artist or marked with a
low price.
Familiarity with a situation produces a set which influences people perception
also. Take, for example, a popular “hit” song. At first it is sufficiently different in
melody, rhythm, or words to be enjoyably interesting. But after a few dozen
repetitions it becomes completely familiar and predictable, and therefore dull, at
least until it reappears in a new rearrangement.
The last term that influences perception is individual characteristics of individual
differences. It does not refer to physical appearance or quality of voice or manual
dexternity, but variations in style of thinking and perceptual organization. These
are the important and meaningful differences among men. It makes people
interpret stimuli differently. That is why one’s perception can bedifferent one to
the others. It can be negative or positive, depends on the stimulus which is
received. Moreover, Irwanto in Suryani (2004: 7) mentions two kinds of
perception:
1. Positive Perception
Positive perception is perception that describes all of knowledge (known or
unknown) and respond object that perceived positively. Positive perception makes
the students easy to adapt in a new teaching and learning situation
2. Negative Perception
37
and respond object that perceived negatively (not suitable with the object of
perception).
2.11.2 Perception Towards Peer Editing
Studies to reveal students’ perception toward peer editing activity have been done by researchers. Roni (2001) in his research mentions that peer correction was
responded positively by the students. They also believe that peer correction was
advantageous. In peer correction activity, the students becomes aware of their
peer’s careless mistake and they will not make such mistakes next time.
Furthermore, it also makes the students actively involve in writing class.
Rollinson (2005:25) says that the students gives positive response to peer
response. Because it gives multiple benefits from personal to social skill
development. For personal development, it teaches students to think more
critically because they are required to critically review their peers’ writingand become effective self-editors. This skill also helps them to critically evaluate their
own writing. They will look at their own papers and assess areas in which they
need to improve and revise theirs papers. It’s social dimension can also enhance
the participant’sattitudes toward writing.
Although peer editing was heavily advocated by the researchers, some notes have
been taken that students do not always appreciate peer editing in the writing
classroom. Hong (2006) reports that the participants have very negative
peer editing. It seems like peer response became the relaxing and chatting session.
The students also does not value peer response as a helpful way to improve their
writing. They feel doubtful about the quality of peer suggestions and hesitated to
use peer comments in their revision. Theyprefer teacher’s feedback thanpeer’s
feedback because theystill believe that teacher ‘know more’.
From the description above,students’perception toward peer editing must be reinvestigated. More studies should be done to answer unresolved problems and
questions. During this time, the students’ perception toward peer editing activities
in writing classroom still left questions. Teacher should be careful in
implementing peer editing in writing classroom, because sometimeslikeand
dislikehave significant influence to the students’learning motivation.Students’
perception toward peer editing can be influenced by the technique used by the
III. RESEARCH METHODOLOGY
3.1 Research Design
It is a qualitative descriptive research. It means that the writer tried to describe the
process of implementation of peer editing in the writing class and the students’
perception toward peer editing. Therefore, the writer used descriptive method in
order that the data would be readable than countable. The use of the design was in
line with Best (1981: 25) who says that descriptive research involves the
description, recording, analysis, and interpretation of conditions that exist.
Besides, descriptive research studies are non-experimental and only concerns with
the events or conditions that have already occurred or existed (Best, 1981: 106).
To make the data more valid, the writer used three methods in the research, they
are observation, interview, and questionnaire. The writer intended to make notes
of situation in the teaching learning process and tried to figure out how the teacher
implemented peer editing and the students’response toward peer editing. Furthermore, the writer distributed questionnaire to the students to find out their
perception toward peer editing. Next, the students were interviewed by using
3.2 Subjects
The subjects of this study were the teacher and the second year students of SMPN
3 Pekalongan in odd semester of 2011/2012 academic years. The class chosen was
VIII.1 which consisted of 30 students. There were several reasons why they were
chosen as the subjects. The first reason was because the English teacher of second
year students of SMPN 3 Pekalongan has already implemented peer editing in
correcting the students work. But usually, the teacher only instructed the students
to correct the students work in a sentences form. He had not tried to make the
students worked in a text form. Therefore, the writer was interested to get the
students’ perception in doing peer editing while editing a text of their friends.
The second reason was because this school curriculum is based on KTSP which
the students have to learn the four skills. Writing is one of the skills that to be
mastered by the students. In learning writing, the students are taught by using text.
A text to be mastered by the students is descriptive text. Based on the syllabus, the
second grade students would learn descriptive text by the end of the first semester.
Based on these reasons, the writer used class VIII.1 as the subject of this research.
3.3 Research Instrument
The instruments used in the study were:
1. Observation
In this technique of collecting data, the writer observed directly what was
occurring in the teaching and learning process. The observation used was
✂ ✄
class activities. She just took notes on the process ofteacher’s technique in
implementingpeer editing and the students’ responses toward the peer
editing activities in learning writing. The observation sheet was modified
from the approaches from Brown (2001: 335), the techniques from
Littauer (1996), and the stages from Zeng (2006).Teacher’s observation
sheet was used to investigate whether the teacher did a certain activity or
not. The detail of observation sheet could be seen in the following table of
specification:
Table 3.1. Teacher Observation Sheet
No Class
activity
Teacher Activity Checklist Description
1
Pre-activity
a. Open the class by greeting Check whether the students
were ready to learn or not b. Give brainstorming by
asking a question related to the material
Stimulate the students schemata
c. Explain the material Give new knowledge to the
students d. Ask another example from
the students
Check if there was some students still confuse about the material given
e. Invite the students to ask question related to the material
f. Give an instruction to do the task
Give a task to the students, to check whether they
understand the material or not
2
While-activity
g. Encouraging the students to write
Encourage the students to do the task
h. Help the students when it is necessary
Help the students in doing the task if they found any difficulties to do it i. Monitor and control the
students for doing peer editing correctly
Make the students did the task properly, not chatting or doing anything else
3.
Post-activity
j. Give a reflection to the peer editing activity
Give an understanding to the student about what they have done and what mistake they did
k. Invite the students to ask if they find any difficulties
Check the students understanding about the activity they have done
students have learnt the students
Student’s observation sheet was used to get data from the studentswhether the students followed the certain activity or not. The detail ofstudents’observation sheet could be seen in the following table.
Table 3.2. Students Observation Sheet
No Class
activity
Students Activity checklist description
1
Pre-activity
a. Answer the greeting Show that the students ready to
learn b. Responded to the
question from the teacher
Show that they follow the teacher’ brainstorming
c. Pay attention to teacher’s explanation
Show that they interesting in the teacher’s explanation
d. Give another example of descriptive text
Show that they understand the material given
e. Ask a question to the teacher related to the material
Show that they have curiosity to the material
f. Able to understand the task they have to do
Show that they understand how to do the task
While-activity
g. Encourage to write the task
Show that they have a willingness to write h. Able to brainstorming
the topic to be selected in prewriting stage
Show that they can interact with the other students
i. Write the text well in drafting stage
Show that they can do the task
j. Want to exchange the work with their peer group
Show that they want to exchange their work
k. Able to understand what is written by the other friend
Show that they can do editing their friends’ work
l. Respond the other friends’ work by editing or revising their work m. Give positive respond to
the other friends’ work
Show that they can give positive response to their friends’ work
3.
Post-activity
n. Able to make the 2nd draft based on the other friends review
✝ ✞
o. Pay attention to the reflection
Show that they are interesting
in the teacher’s correction
p. Ask question if they find any difficulties in peer editing activity
Show that they still curiosity to the recent activity
q. Able to summarize what they have learn
Show that they understand and get the point of the recent activity
r. Collect the final draft for publication stage
Show that they follow the peer editing activity
2. Interview
Fraenkel and Wallen (1993) describe interviewing as the most important
data collection technique that is possessed by a qualitative researcher.
From the statement above, the writer tried to reveal as much information
as possible from the students through interviews.
The writer used structured interview in which the same questions were
asked of all students. By using structured interview, the writer could
control over the topics and the format of the interview. This was because a
detailed interview guide was used. Consequently, there was a common
format, which makes it easier to analyze, code and compare data. The
details of guiding question in the interview were described as followed:
Table 3.3. Point of Interview
No Aspect Example of
question
Answer
yes doubt no
I. feeling 1. What do you
2. What do you
II. opinion 4. What is the
advantage
Interviewing the students was used to find out the students’perception of peer editing in learning writing, because sometimes the students were
disingenuous in giving their answer in a questionnaire. Moreover, through
interviewing the students, the writer could get deep information since the
writer could paraphrase some questions that might be not clear/ could not
be understood by the participant. The data of students’ interview was used to support the data of questionnaire to answer research question number
✠ ✡
3. Questionnaires
To know the students’ perception about the value of peer editing
conducted in the writing class; Roni’s questionnaire (2001: 61) was used
as the instrument.It was used to get the majority of the students’ opinions
whether or not peer editing in writing is valuable. In this case, only some
questions related to the statements of problem were used.
1. Revision plays an important role in the process of writing.
2. Doing peer correction helps me look at my own writing more critically
before I rewrite it .
3. Looking at my peer’s careless mistakes in writing makes me promise to
myself not to make such mistakes next time .
4. When I read my peer’s firstdraft, I become aware that there are many different ways of saying things.
5. Peer correction makes me more active in writing class.
6. Peer correction encourages me to write more communicative essays.
Based on the explanations above, the writer tried to modify the questions
from Roni and the approaches from Brown (2001: 335). The statements
selected by the writer were used to underline the questionnaire. The
