A COMPARATIVE STUDY BETWEEN PEER-CORRECTION AND

SELF-CORRECTION IN IMPROVING STUDENTS WRITING SKILL

OF DESCRIPTIVE TEXT AT FIRST GRADE OF SMA NEGERI 6
METRO
(A Script)

By
INSANI SALMA

TEACHER TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY
BANDAR LAMPUNG
2016

i
 ABSTRACT

A COMPARATIVE STUDY BETWEEN PEER-CORRECTION AND SELF-

CORRECTION IN IMPROVING STUDENTS WRITING SKILL OF
DESCRIPTIVE TEXT AT FIRST GRADE OF SMA NEGERI 6 METRO

By

Insani Salma

The purposes of this research were to find out the difference of students writing
achievement taught through peer-correction and self-correction, the aspect of
writing that the most improve after being taught through peer-correction and self-
correction, and students perception about peer-correction and self-correction in
writing. This research was conducted at first grade of SMA Negeri 6 Metro in
2015/2016 academic year. The samples of this research were two classes, X.4 and
X.5. In collecting the data, the researcher used writing test and questionnaire.

This research was done in four meetings. In the first meeting, the students were
asked to make a descriptive text about person or animal. In the second meeting,
the researcher taught them about descriptive text of person provided example of
descriptive text, structure, and characteristics. After explaining they were asked to
make a descriptive text of person and exchanged their paper in pair (peer-
correction) or corrected by themselves (self-correction) based on editing symbol.
In the next meeting, the researcher explained how to make a descriptive text of
animal provided example of descriptive text, structure, and characteristics. After
that the researcher asked them to make a descriptive text of animal and exchanged
their paper in pair (peer-correction) or corrected by themselves (self-correction)
based on editing symbol. In the last meeting, the researcher conducted post test
and distributed questionnaire. They were asked to make a descriptive text of
person or animal and filled the questionnaire based on their perception about peer-
correction and self-correction.

The results of this research showed that: first, there was difference in students
writing achievement taught peer-correction and self-correction. It could be seen
from their means score of post test of peer-correction class was 87.48 and self-
correction class was 92.10 with t-value was 2.352, which the data significant
based on t-table was at least 2.064 and 0.00 < 0.05. It meant that there was
significant improvement in students writing descriptive text taught through peer-
correction and self-correction. The second research quotation, the aspects of
writing that improve the most in peer-correction and self-correction were
organization and mechanics. Organization refers to the use of logical organization
of content (unity) and mechanics refers to the use of graphic convention. The third
result related to the third research quotation. It showed that the students were
satisfied with peer-correction and self-correction. In peer-correction and self-
correction, all of the students agreed that the techniques helped them to learn
English better, improved their writing and helped them to recognize their errors
but in the peer-correction, this technique made them embarrassed to exchange
their idea, beside that in self-correction, this technique was too wasting time to
correct their draft.
 A COMPARATIVE STUDY BETWEEN PEER-CORRECTION AND
SELF-CORRECTION IN IMPROVING STUDENTS WRITING SKILL
OF DESCRIPTIVE TEXT AT FIRST GRADE
OF SMA NEGERI 6 METRO

By
INSANI SALMA

A Script
Submitted in a Partial Fulfillment of
The Requirements for S-1 Degree
in
The Language and Arts Department of
Teacher Training and Education Faculty

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
2016
 CURRICULUM VITAE

The writer was born in Metro, on July 12th1994. She is the first child of P.W

Nugroho and Titik Maratun. She has two handsome brothers, they are

Muhammad Naufal and Ilham Ramadhan.

She graduated from TK Pertiwi in 2000. In the same year, she continued her study

at SD Negeri 1 Pekalongan, Lampung Timur and graduated in 2006. In 2006, she

studied at Mts Muhammadiyah Metro and graduated in 2009. After graduating

from senior high school, she continued her study at SMA Negeri 3 Metro and

graduated in 2012.

In the same year, she was registered as a freshman in English Education Study

Program at Teacher Training and Education Faculty, Lampung University. From

July to September 2015, she did KKN at sub district of Air Hitam and PPL

program at SMA Negeri 1 Air Hitam. She did her rsearch at SMA Negeri 6 Metro

from April 12th 2016 to April 23rd 2016.

iii
 DEDICATIONS

This script is fully dedicated to:

My beloved parents, P.W Nugroho and Titik Maratun

My brothers, Muhammad Naufal and Ilham Ramadhan

My friends in English Education 2012 of Lampung University

My almamater, Lampung University

iv
 MOTTO

The only thing that makes people run away

from the challenge is lack of confidence

- Mohammad Ali -

v
 ACKNOWLEDGEMENTS

Alhamdulillahirabbilalamin, the writer would like to acknowledge her countless

thanks to the Most Gracious and the Most Merciful, Allah SWT, who always

gives her all the best of this life and there is no doubt about it to finish this

research. Shalawat and Salam is addressed to the Prophet Muhammad PBUH and

his family.

I would like to present my thanks to everyone who has helped me, especially in

completing this script. Allhamdulillah, all honors are just for Allah Azza Wajala,

the almighty.

Then I want to express my sincere thanks to:

1. The writers first advidor, Prof. Dr. Patuan Raja, M.Pd., for his advice,

suggestions, encouragements, patient, and valuable guidence which are

very helpful in finishing this script. Thank you very much for your time to

share your great knowledge and experience to me.

2. The writers second advisor, Drs. Sudirman, M.Pd., who has guided me

with his worthy correction and suggestions to improve the quality of this

script.

3. The writers examiner, Dr. Muhammad Sukirlan, M.A., who has given

suggestions and critics to this script. It is hard for the writer to make this

script become perfect without his contributions.

vi
4. Dr. MulyantoWidodo, M.Pd., as the chairperson of Language and Art

Education Department for his contribution and attention.

5. All lecturers of English Education Study program of FKIP Unila, who

have transferred much knowledge to me, for guidance, instruction, and

help during study at this university.

6. The writers beloved parents, P.W Nugroho and Titik Maratun. Thank

you so much for your prayers, support, affections, advices, audiences, and

helps in all my life.

7. The writers brothers, Muhammad Naufal and Ilham Ramadhan, who

often encourage me to learn and try many new things, so that I do not

regret my life. Thank you for everything.

8. My gratitude is to the Headmaster of SMA Negeri 6 Metro, Ibnu Budi

Cahyana, S. Sos., M. Pd., who has given me permission and has helped her

to complete my research. Sri Widayati, S. Pd., as an English teacher who

has allowed me to conduct this research in her class. The tenth grade of

students who have helped me during the research, especially X4 and X5

classes.

9. Special thanks are given to the Shinees Girls: Ayu Lucky Widiasari,

Marlia Fitriani, Meisita Aidila, and Rifka Arina Ruantika, thank you for

motivation and suggestion that you have given to me.

10. For my special partner, Gita Alfi Noor, who is always in my side in every

moment. Thanks for your supports and your apprehension.

11. The writers beloved friends in English Education Study Program 2012,

Taqim, Ami, Andre, Anjar, Ara, Ayu, Cecillie, Desy, Jeni, Dharin, Dian,

vii
 Eka, Dila, Fara, Galih, Indah, Isnaini, Linda, Livi, Nina, Adit, Nui, Paullo,

Puspita, Rahma, Rangga, Revi, Kiki, Ryan, Suci, Fira, Tiara, Ulfi, Wahyu,

Winda, Yosua, Yolanda, Lydia, Tiwi. Thank you for all unforgettable

memories.

12. My wonderful friends at KKN and PPL, Fitri Ramadhan S, Resthania

Tridhawati, Ratih Sukmawati, and Kurnia Ning Tyas who always

supported me in finishing the study.

13. The last, this script is far from being perfect, but it is expected that this

script will be useful not only for the researcher but also the readers. For

this reason, constructive thought in suggestions and critics are welcome to

make this script better.

Finally, may Allah SWT receive all their works and kindnesses. Aamiin.

Bandar Lampung, August 2016

The writer,

Insani Salma

viii
 CONTENTS

Abstract ......................................................................................................... i
Curriculum Vitae .......................................................................................... iii
Dedication ...................................................................................................... iv
Motto .............................................................................................................. v
Acknowledgements ...................................................................................... vi
Contents ......................................................................................................... ix
Appendices .................................................................................................... xi
Tables ............................................................................................................. xii
Charts ............................................................................................................ xiv

I INTRODUCTION
1.1 Background ............................................................................... 1
1.2 Research Questions ................................................................... 7
1.3 Objectives ................................................................................. 8
1.4 Uses ........................................................................................... 8
1.5 Scope ......................................................................................... 8
1.6 Definition of Terms .................................................................. 9

II LITERATURE REVIEW
2.1 Writing ...................................................................................... 11
2.2 Aspects of Writing .................................................................... 14
2.3 Teaching Writing ...................................................................... 17
2.4 Types of Writing ....................................................................... 20
2.5 Descriptive Text ........................................................................ 22
2.6 Teaching Writing Descriptive Text .......................................... 26
2.7 Peer-correction ......................................................................... 27
2.8 Self-correction .......................................................................... 29
2.9 Peer-correction versus Self-correction .................................... 31
2.10 Teaching Writing Descriptive Text through Peer-Correction... 35
2.11 Teaching Writing Descriptive Text through Self-Correction.... 37
2.12 Procedures of Teaching Writing Descriptive Text through
Peer-Correction.......................................................................... 38
2.13 Procedures of Teaching Writing Descriptive Text through
Self-Correction........................................................................... 40
2.14 Advantages and Disadvantages of Peer-Correction................... 41
2.15 Advantages and Disadvantages of Self-Correction................... 42

ix
 2.16 Perception toward Peer-Correction and Self-Correction........... 43
2.16.1 Perception toward Peer-Correction.............................. 45
2.16.2 Perception toward Self-Correction............................... 46
2.17 Theoretical Assumption ............................................................ 48
2.18 Hypothesis ................................................................................ 49

III METHOD
3.1 Design ....................................................................................... 50
3.2 Population and Sample ............................................................. 51
3.3 Data Collecting Technique ....................................................... 51
3.4 Instruments of the Research ...................................................... 52
3.5 Research Procedures ................................................................. 53
3.6 Scoring System ......................................................................... 55
3.7 Validity and Reliability ............................................................. 56
3.8 Data Analysis ........................................................................... 61
3.9 Hypotheses Testing ................................................................... 62

IV RESULT AND DISCUSSION

4.1 Result ....................................................................................... 65
4.1.1 Treatment Implementation ........................................... 65
4.1.2 The Difference of Students Writing Achievement ....... 69
4.1.3 Aspects of Writing ....................................................... 76
4.1.4 Students Perception toward Peer-Correction and Self-
Correction ...................................................................... 103
4.2 Discussion ................................................................................ 107

V CONCLUSION AND SUGGESTION

5.1 Conclusions .............................................................................. 112
5.2 Suggestions ............................................................................... 113

REFERENCES ............................................................................................. 115

APPENDICES ............................................................................................... 119

x
 APPENDICES

1. Lesson Plan 1 (peer-correction) ....................................................... 119

2. Lesson Plan 1 (self-correction) ......................................................... 126
3. Lesson Plan 2 (peer-correction) ....................................................... 133
4. Lesson Plan 2 (self-correction) ......................................................... 140
5. Pre Test ............................................................................................. 147
6. Post Test ........................................................................................... 148
7. Questionnaire of Peer-Correction ..................................................... 149
8. Questionnaire of Self-Correction ..................................................... 150
9. Students Score of Pre Test in Each Aspect of Writing (peer-
correction and self-correction) ......................................................... 151
10. Students Score of Post Test in Each Aspect of Writing (peer-
correction and self-correction) ......................................................... 155
11. Students Questionnaire Analysis (peer-correction) ........................ 160
12. Students Questionnaire Analysis (self-correction) ......................... 161
13. Reliability of Pre Test (peer-correction and self-correction) ........... 162
14. Reliability of Post Test (peer-correction and self-correction) ......... 163
15. Reliability of Peer-Corrections Questionnaire ................................ 165
16. Reliability of Self-Corrections Questionnaire ................................. 167
17. Normality of Pre Test and Post Test (peer-correction and self-
correction) ........................................................................................ 169
18. The Analysis of Hypotheses ............................................................. 172
19 Schedule of The Research ................................................................ 174
20. Table of Editing Symbols ................................................................ 175
21. Students Worksheet ......................................................................... 176

xi
 TABLES

2.1 Editing Marks for Students ............................................................... 34

3.1 Table Spesification of Questionnaire (peer-correction) .. 53
3.2 Table Spesification of Questionnaire (self-correction) 53
3.3 Scoring Rubric for Writing Test ....................................................... 55
3.4 Scoring Rubrics for Questionnaire ................................................... 56
3.5 Result of Reliability (peer-correction) ............................................. 59
3.6 Result of Reliability (self-correction) ............................................... 59
3.7 Result of Reliability (peer-correction questionnaire) ...................... 60
3.8 Result of Reliability (self-correction questionnaire) ....................... 61
4.1 Difference in Students Pre Test and Post Test at Peer-Correction
Class ................................................................................................. 69
4.2 Difference in Students Pre Test and Post Test at Self-Correction
Class ................................................................................................. 72
4.3 Difference in Students Peer-Correction and Self-Correction ......... 75
4.4 Students Writing Improvement ....................................................... 75
4.5 Distribution of Students Pre Test of Content in Peer-Correction
Class ................................................................................................. 77
4.6 Distribution of Students Pre Test of Content in Self-Correction
Class ................................................................................................. 77
4.7 Distribution of Students Pre Test of Grammar in Peer-Correction
Class ................................................................................................. 78
4.8 Distribution of Students Pre Test of Grammar in Self-Correction
Class ................................................................................................. 79
4.9 Distribution of Students Pre Test of Organization in Peer-
Correction Class ............................................................................... 80
4.10 Distribution of Students Pre Test of Organization in Self-
Correction Class ............................................................................... 80
4.11 Distribution of Students Pre Test of Vocabulary in Peer-
Correction Class ............................................................................... 81
4.12 Distribution of Students Pre Test of Vocabulary in Self-
Correction Class ............................................................................... 82
4.13 Distribution of Students Pre Test of Mechanics in Peer-
Correction Class ... 83
4.14 Distribution of Students Pre Test of Mechanics in Self-
Correction Class ............................................................................... 83
4.15 Distribution of Students Pre Test Score at Peer-Correction Class .. 84
4.16 Distribution of Students Pre Test Score at Self-Correction Class .. 85
4.17 Means Score of Pre Test in Each Aspect of Writing at Peer-
Correction and Self-Correction ........................................................ 86

xii
4.18 Distribution of Students Post Test of Content in Peer-Correction
Class ................................................................................................. 86
4.19 Distribution of Students Post Test of Content in Self-Correction
Class ................................................................................................. 87
4.20 Distribution of Students Post Test of Grammar in Peer-
Correction Class ............................................................................... 87
4.21 Distribution of Students Post Test of Grammar in Self-Correction
Class ................................................................................................. 88
4.22 Distribution of Students Post Test of Organization in Peer-
Correction Class ............................................................................... 89
4.23 Distribution of Students Post Test of Organization in Self-
Correction Class ............................................................................... 89
4.24 Distribution of Students Post Test of Vocabulary in Peer-
Correction Class ............................................................................... 90
4.25 Distribution of Students Post Test of Vocabulary in Self-
Correction Class ............................................................................... 90
4.26 Distribution of Students Post Test of Mechanics in Peer-
Correction Class ............................................................................... 91
4.27 Distribution of Students Post Test of Mechanics in Self-
Correction Class ............................................................................... 92
4.28 Distribution of Students Pre Test Score at Peer-Correction Class .. 92
4.29 Distribution of Students Pre Test Score at Self-Correction Class .. 93
4.30 Means Score of Post Test in Each Aspect of Writing at Peer-
Correction and Self-Correction ........................................................ 94
4.31 The Increasement of Students Writing Descriptive Text in Each
Apect at Peer-Correction Class ........................................................ 95
4.32 The Increasement of Students Writing Descriptive Text in each
Apect at Self-Correction Class ......................................................... 99
4.33 Result of Students Perception toward Peer-Correction ................... 104
4.34 Result of Students Perception toward Self-Correction ................... 106

xiii
 CHARTS

1. Chart of Distribution Pre Test of Students Peer-Correction .............. 84

2. Chart of Distribution Pre Test of Students Self-Correction .............. 85
3. Chart of Distribution Post Test of Students Peer-Correction ............ 93
4 Chart of Distribution Post Test of Students Self-Correction ............. 94

xiv
 1

I INTRODUCTION

This chapter discusses about background, research questions, objectives, uses,

scope and definition of terms.

1.1 Background

According to English curriculum for SMA in teaching English, there are four

skills that the students should master, e.g. listening, speaking, reading, and

writing. Listening and reading are the parts of receptive skills in which the

learners receive the language and decode the meaning to understand the message.

Meanwhile, speaking and writing are the parts of productive skills where the

learners need to use the language and produce a message through speech or

written text in order to deliver their idea. One of the language skills that the

students have to learn is writing skill.

Writing skill is very useful for the students because it facilitates the students to

express their opinion and feeling in written form. Raimes (1983:76) states that

writing is a skill in which we express ideas and thought which are arranged in

words, sentences and texts using eyes, brain and hands. In addition, Linderman

(1983:11) says that writing is a process of communication using conventional

 2

graphic system to convey a message to the readers. Writing is a complex skill

which requires the writer to express his or her ideas. In order to communicate,

people use English not only in spoken form but also in written form. Writers gain

creativity when they write based on their own ideas, not copying what has been

written. In writing, the writer is required to treat several aspects such as content,

grammar, vocabulary, mechanic, and organization.

In the curriculum of SMA, the English material is taught based on the text.

There are some types of text, i.e. descriptive, procedure, recount, and other.

One of the English writing texts that the students have to study is descriptive

text. Descriptive text is a text to describe the characteristics of the object. The

objects that usually can be described for senior high school are things, people,

and animal. The students have to be able to understand and to produce a

descriptive text based on social function and generic structure of the text. By

using descriptive text, students are expected to be able to describe some things

around them in written form.

The situations of education today show that the students have difficulties,

especially in applying accuracy in writing and therefore they make mistakes

and errors. The students ability in English is still poor and they need to be

taught more effectively. The students sometimes do not realize that they make

mistake because of the ignorance of words, grammar, and spelling. It means

that that in the learning process, the students make some mistakes and it has

bad effect to their writing. It happens because they do not know and understand
 3

about how to use words, grammar, and spelling in their writing and in order to

improve the students writing ability the teacher should use the technique that

can make the students reduce their mistake. The technique that can be used is

through involve the students in their learning process.

Based on the statement above, the teacher needs compatible technique of

teaching writing in order to make the students competent in language and their

achievement. Concerning in this case, an English teacher should be able to

implement good technique for teaching the students in order to make them are

able to write a text. The techniques that can be applied in teaching writing are

peer-correction and self-correction. These techniques help the teacher to teach

the students how to make a good writing through correction.

Self- correction and peer-correction are the techniques of writing that are used in

the more learner-centered approaches these days. Both of the techniques seem to

be promising and effective. One of the techniques that is often used in research is

peer-correction. This technique can be informative because it comes from

someone who has the same experience. Furthermore, Dixon (1986:4) states that

peer-correction is a technique that enables for the students to get feedback,

when the students correct their drafts in pair. In the other side, the students

self-correction can have a long-lasting effect on their memory, because they are

involved in the process directly and actively, and this can activate the operations

of their memory necessary for long-term retention. In the other word, self-

correction is also the technique that can improve quality of the students writing.
 4

Through the technique, the students able to reduce their error and build their

critical thinking because the students should relize and attend the mistakes that

occur in their draft.

Peer-correction and self-correction are two techniques that can improve the

students writing ability. This statement is proven by Ganjis finding result (2009)

who compares peer-correction and self-correction in his research. It shows that

self-correction and peer-correction are very effective in improving the students

writing performance and accuracy of the students. He adds that by using these two

effective techniques make the learning activity more meaningful and also makes

the students more active.

In other research, the comparation between peer-correction and self-correction has

been done by Diab (2010). Her finding shows that peer-correction is better than

self-correction in reducing some error and the students who engaged in peer-

editing can construct their writing well attending their problem, goals and

language use. Through peer-editing, the students are able to revise more than self-

editing. Peer-editing is also as media to interact with other students in order to

improve students language ability by reducing the frequency of their error.

In the same time, the result of the research which has been done by Covil (2010)

shows other finding. The study rejects both of the previous studies. It shows that

the using of peer-review and self-review have no effective for improving students

writing text. It can be seen from comparation between mean of their result but
 5

peer review does affect the timing of students revision behavior (before, rather

than after, handing in the first draft) and students attitudes toward instruction.

From the research findings above, they are contrary with the study which has been

done by Pishghadam (2011). The research compares three techniques and want to

see the technique that is liked by the students in their learning proces. It shows

that the students prefer to self-correction to teacher-correction and peer-correction

when they themselves notice a mistake in their utterance. They try to be

independent from the teacher or peers when repairing. This might be closely

connected to the idea of learner autonomy. In the process of self-correction, the

learner is actively involved and make an effort in order to correct himself, and

therefore it will lead to learning.

In the other case, the other research about increasing studentss writing through

peer-correction which is conducted by Ayisah (2013) supports the Diabs finding.

She tried to improve the students writing recount text through peer-correction at

senior high school. It shows that peer-correction is successful in giving positive

increase in students ability in recount text. She adds that the technique increases

each aspect of writing: content, organization, vocabulary, grammar and

mechanics.

The finding of Ayisah is same as Martilova (2013) who increases the students

writing descriptive text at junior high school through peer-correction. The study

shows that the students accuracy in writing descriptive text increass after they are
 6

given the treatment through peer-correction technique. The researcher asks the

students to make a descriptive text of person. This study finds that peer-correction

does not only improve the students descriptive text writing ability, but this

technique also improves their grammar, vocabulary and spelling.

In the next year, the research about comparative study between peer-correction

and self-correction is conducted by Abdikah and Yasami (2014). The finding of

the research supports Ganjis finding. It shows that peer-correction and self-

correction make some improvement in students written text especially in their

accuracy. This research proves that six of ten linguistic features (capitalization,

punctuation, spelling, word formation, S-V agreement, verb tense, wrong word,

word order, plural/singular and cunjunction) improves from pre test and post test.

From their finding, it can be said that teaching writing through peer-correction and

self-correction can improve the students accurancy in their writing. It can be seen

by in making a written text, the students are able to reduce their mistake and

develop it grammatically using the techniques.

Considering the finding of the previous researches above, it can be infered that

peer-correction and self-correction are the effective technique that can be used in

order to improve the students writing ability and accurancy. It also shows that

one of the technique is efficient in timing process of writing but it is unused to

improve their writing in the classroom.

 7

Based on the some previous researches above, the reasercher conducted the

research in improving the students writing descriptive text through peer-

correction and self-correction. This research tried to find out the improvement of

students writing skill by using different technique and the aspect of writing

improved the most. By conducting this research, the researcher made effective

techniques that can be used by teacher in order to help students to improve their

writing ability in the class.

1.2 Research Questions

Dealing with issues presented in the background, the research questions in this

research are:

1. Is there any difference in students achievement in writing descriptive text

taught through peer-correction and self-correction?

2. What aspects of writing that improve the most after being taught through

peer-correction and self-correction?

3. How is students perception about peer-correction and self-correction in

writing?

1.3 Objectives
With background and problems stated above, the objectives of the research are:

1. To find out whether there is any difference in students writing achievement

after being taught through peer-correction and self-correction.

 8

2. To find out the aspects of writing that improve the most after being taught

through peer-correction and self-correction.

3. To find out the students perception about peer-correction and self-correction

in writing.

1.4 Uses

Hopefully this research can be used:

1. Theoretically, this research is intended to find out whether the result of the

research is relevant or not with the previous theory about self-correction and

peer-correction in English writing.

2. Practically, this research can be used by English teacher as information in

order to select suitable technique in teaching writing descriptive text at senior

high school.

1.5 Scope

This research was conducted at SMAN 6 Metro, in the first year of second

semester of 2015/2016 academic year. The samples of this research were two

classes. In conducting the research, the researcher tried to improve students

writing descriptive text through peer-correction and self-correction technique. The

corrections were focussed on their content, grammar, organization, vocabulary

and mechanic which used correction symbols, such as: C meant capitalization, P

meant punctuation and so on (see appendix 19).

 9

In teaching a descriptive text, the researcher asked the students to make

descriptive texts based on the topic that had been choosen. The topics were person

and animal.

The treatments were conducted in three meetings. Pre test and post test were given

to investigate the improvement of the students ability in writing descriptive text.

This research was focused on the students writing achievement related to

descriptive text.

1.6 Definition of Terms

There are some terms used in this research are defined to make them clear and in

order to avoid misunderstanding. They are clarified as follows:

Writing

Writing skill is the specific abilities which helps writers put their thought into

words in a meaningful form and to mentally interact with the message. Writing is

one of language skills in which writer gets ideas and expresses the ideas in written

form.

Text

Text is a semantic unit that is realized in the form of word, clause and sentence. It

is sequence of paragraphs that represents an extended unit of speech.

Descriptive Text

Descriptive text is a text that describes a person, place or thing. The writer

expresses their ideas, expressions and feeling which are used for communicating
 10

to the reader in the written form by using knowledge of grammar, vocabulary and

mechanics.

Peer-Correction

Peer-correction is a classroom technique where learners correct each other, rather

than the teacher doing this. Peer-correction is a useful technique as learners can

feel less intimidated being helped by other in the class.

Self-Correction

Self-correction is a technique which guides students to correct their own work. It

helps the students take responsibility for their learning and gain a better awareness

of the language use.

 11

II LITERATURE REVIEW

This chapter discusses about literature review and it deals with writing, aspects of

writing, teaching writing, types of writing, descriptive text, teaching writing

descriptive text, peer-correction, self-correction, peer-correction versus self-

correction, teaching writing descriptive text through peer-correction, teaching

writing descriptive text through self-correction, procedures of teaching writing

descriptive text through peer-correction, procedures of teaching writing

descriptive text through self-correction, advantages and disadvantages of peer-

correction, advantages and disadvantages of self-correction, perception toward

peer-correction and self-correction, theoretical assumptions and hypotheses.

2.1 Writing

Theoretically writing skill requires the students to be able to express their idea,

feeling and though which are arranged in words, sentences and text using eyes,

brain and hand (Raimes, 1983: 76). Writing also reinforces the use of structure,

idiom, and vocabulary. That is to say, writing is the ability to express the idea,

feeling and though which the writer uses the knowledge of the structure, idiom,

and vocabulary to express the idea in written form.

 12

Writing is an active process of communication which uses graphic, symbol to

send the message. To complete matters further, writing means communication,

send the message, writing is also used to convey ideas, and feeling in a written

form. This statement is completed by Linderman (1982) in Wulandari (2013: 9)

states that writing is naturally a process of communication which uses

conventional system to convey the meaning to the receiver. It means that

communication in form of written will deal with letters, words, sentences, and

punctuation, from those the reader can receive the information intended.

Writing is also an action or a process of discovering and organizes idea, putting

them on a paper and reshaping and revising them. It means that after writers

orgenize their idea, they construct it in the written form and in order to make an

understanable writing, the writer should re-read and revise it so the reader can

understand the information of the text. Meanwhile, Mayers (2005:2) describes that

writing is a way to produce language that the writers do naturally when they

speak. Writing is speaking to other on paper or on computer screen. Furhermore,

Boardman (2002) in Wulandari (2015:10) defines that writing is continuous

process of thinking and organizing, rethinking and recognizing. It is said so

because in writing people use their thinking about what they will say and after

thinking, they will orgenize the idea in the written form attended the language use

in order to transform an information.

Writing is the complex process. It is said so because before the writer transform

the information to the readers, they should arrange their idea into words and
 13

arrange it into good sequences so the reader can understand easily. In addition,

Barrton (2005:5) states that writing is a complicated components and often

mysterious process although the writers may think of it as little more than

arranging letters and words on a page, a few moments reflection reveal that it is

much more than that. It means that writing is not only to write something about

what the writers want to tell but also writing is about how the writers can deliver

an information through right words in order to express their idea about something

without missing or reducing the sense. Besides that, the writers must follow some

aspects of writing in order to make the readers understand the writing. The aspects

of writing will guide the writers make an understanable a writing because it is

constructed through well orgenizazion, content, grammar, mechanics and

appropriate words.

Nation (1990: 84) describes that the process of writing is a way of bringing about

improvement in learners writing by providing help at the various stages of the

process instead of focusing only on the finished product. This statement implies

that writing is a process, and it needs a kind of technique to enable the students

writing that the aim is to improve their writing achievement. Hence, the existence

of certain technique is needed to make the writing process valuable.

It can be inferred that writing is complicated skill referring to the productive and

expressive activity and once is significant skill since it involves a process of

communication to express feeling, ideas, thought in written form. In this case, the
 14

students are expected to be able to express their ideas, feeling and thought in

written language.

Referring to the statements above, it can be inferred that writing is an activity

where writer can express an idea in written form. In the other words, writing is a

process of expressing the ideas, thoughts and feelings of writer in order to

communicate to the reader so they can understand the message or the information

by using some elements such as content, grammar, vocabulary, organization and

mechanic.

2.2 Aspects of Writing

Basically, there are some fundamental components in writing. They are: content,

organization, vocabulary, mechanic and grammar. Brown (2001) proposes six

major aspects of writing that have to be required by a writer in producing a

written text namely content, organization, discourse, syntax, vocabulary, and

mechanics.

According to Jacobs (1981: 90), there are five aspects of writing. They are:

1. Content

This aspect refers to the substance of writing, the experience of main idea

(unity). Content text is related to convey ideas rather than fluffing special

function of transition, restatement is also used in content text to state again or

in a new form a message that is stated.

 15

2. Organization

The aspect refers to the logical organization of the content (coherence). It is

scarily more than attempt to piece together all collections of facts and jumbles

ideas.

3. Vocabulary

This aspect refers to the selection of words those are suitable with the content.

It beings with assumption that the writer wants to express the ideas as clearly

and directly. Choosing words that express meaning is precisely rather than

skew it or blur it.

4. Grammar

This aspect deals mainly with the use of grammatical and synthetic pattern on

separating, combining and grouping ideas in words, phrases, clauses,

sentences to bring out logical relationship in texting writing. In text, word is

the smallest element that may be uttered in isolation with semantic or

pragmatic content (with literal or practical meaning). Besides, phrases may

refer to any group of words, or one word. Furthermore, clause is the smallest

grammatical unit that can express a complete proposition. Sentence is a

linguistic unit consisting of one or words that are grammatical linked.

5. Mechanics

This aspect refers to the use graphic conventional of the language. Mechanic

is the conventions of print that do not exist in oral language, including

spelling, punctuation, capitalization, and paragraphing.

 16

Likewise, Harris (1979: 68-69) points out five components of writing, namely:

1. Content

This component is the substance of writing; the expression of the main idea

(unity).

2. Organization

This component is related to the logical organization of the content

(coherence).

3. Grammar

This component is related to the usage of the correct grammatically form and

synthetic pattern.

4. Vocabulary

This component is considered in words chosen to construct their own

meaning.

5. Mechanics

This component is concerned with the use of graphic convention of the

language.

From some explanation above, it can be infered that generally the aspect of

writing are classified into five aspects namely content, organization, vocabulary,

grammar, and mechanic. Those aspects of writing were the foundation of the

students writing assessment in this research. Moreover, by understanding the

aspect of writing, the students could improve their writing ability because those

aspects were their prior knowledge for beginning to write. In order to improve the
 17

students writing descriptive text, the researcher conducted this research by using

those aspects as the role of writing development.

2.3 Teaching Writing

Douglas (1987) in Markhamah (2013:10) suggests that teaching is showing or

helping someone to learn how to do something providing with knowledge,

causing to know or to understand. Teaching writing is more difficult than teaching

other skills. In teaching writing, the teacher should teach the language structures

in each point and make sure that the students understand the structure. Teaching

writing needs a long process in order to master the skill. Furthermore, Finnochiaro

and Bonomo (1964) in Martilova (2013: 15) describe that teaching writing is to

teach how to express the idea or imagination in written form. In order to be

successful in writing, in which the material is presented relevant to their needs,

interest, capacities and ages until they are able to make composition with view

even no errors.

Harmer (2003: 257) confirms that in the teaching of writing we can focus on the

product of that writing or on the writing process itself. Meanwhile, in the process

of writing, students need to put their attention on ideas, imagination, information,

creativity and feeling in order to make a very attractive writing; however the

things that must be really concerned are the spelling, punctuation, and the

language use such as grammar, vocabularies, linkers, etc. Therefore, good

concentration of the students is really necessary in this stage.

 18

According to Ju (2006) in Evayanti (2013:11) defines that teaching writing is an

ongoing process. It means that teaching writing is a continuous process to teach

the students in expressing ideas and producing language in written form. Most

people agree that writing skill is increasingly important and often not adequately

taught.

By seeing the importance of writing, teacher should consider the way to teach

writing for the students. According to Blanchard and Root (2003: 41), there are

three steeps of teaching writing. They are:

1. Prewriting

In this stage the writer selects the general subject, restricts the subject,

generates and organizes the idea.

2. Writing

The writer sets of paper the ideas in his minds into words, sentences, text and

so on.

3. Rewriting/Revising

The writers evaluate their writing. They are:

a. Correcting the content and the form. The focus is on the organization of

writing.

b. Correcting the vocabularies, punctuations and grammar. This relates to

the use of the right vocabularies, punctuations mark and present tense.

c. Correcting writing errors, word duplications, and omission. This aimed at

the mistakes of the spelling in writing. The use of multiple words in same

meaning and also omitting the unnecessary words.

 19

In relation to this, Rahayu & Prayitno (2015:43) decide four main stages in the

writing process. They are as follows:

1. Pre-writing

Choose and narrow the topic to a particular aspect of the general one. For

example if the topic is about the enviroment you can narrow it from the

enviromental pollution to the pollution of the oceans and finally you can

narrow it to the most specific topic for example: effects of the sea life.

Doing this will make your writing clearly and compleately.

Brainstorm. There are three usual techniques in doing this, those are

listening, free writing and Clustering.

2. Planning

Plan what the topic to write, when to start, and how to end. Making

planning is important because from this point you will decide your writing.

3. Writing and Revising Draft

As soon as you have planned, you directly execute writing with the

techniques that you have learnt then practice it. After writing the draft that

you have done, do not forget to revise it. Finally, writing process should be

accomplished

4. Writing the Final Copy.

Writing the final revision takes some times, hence it should be done

carefully. Re-editing is necessary proofreding is neeed. Then you are ready

to hand in to you lecturer afterward.

 20

From the statement above, it can be infered that teaching writing is a process of

teaching students how to express their ideas and produce language. In teaching

writing, there are steps or procedures to teach students how to write well. The

procedures are emphasized to make students focus on their writing. In this

research, the researcher included the steps of teaching writing (pre-writing,

writing, revising, and final draft) in improving students writing ability.

2.4 Types of Writing Text

In teaching writing process, there are some media that can be used such as: text,

picture, movie, etc. The text as media in teaching language can be detained into

some models that are used by the teacher as the material in teaching learning

process.

The types of text that have been decided by Hughes (2003:140). He defines the

text into five categories. They are descriptive text, expository text, argumentative

text, narrative text, and recount text. It is in line with Harmer (2003: 257) who

states that writing is one of the productive skills which comes into many types

such as: descriptive, narrative, argumentative, etc

According to Kytle (1974) in Evayanti (2013: 8), there are four types of text as

follows:

1. Descriptive Text

Descriptive text is a text that is used to describe a verbal picture to make the

reader see what the writer is talking about. Descriptive text is kind of text that
 21

is used to describe about a person, object, appearance, scenery, or

phenomenon. In this text, the writer tries to make the readers as like they see,

feel, and experience what the story tell. Description could briefly explain and

evolve about process, compare, definitions and other strategies.

2. Narrative Text

Narrative text is a text that is used to relate sequential events and person

frequently, is involved in the events. Narrative, originated from to narrate

means to tell. Narrative text tells a story, in doing so, entertains the audience,

and makes the audiences think about the issue, teaches them a lesson, or excite

their emotions. In order words, it can be said that narrative text is retelling a

story that is told by the doer or other persons point of view. It is more about

writing a chronological story, whether true or just a fictional.

3. Explanatory Text

Explanatory text is a text that is used to explain something to the readers.

Explanatory text is kind of text that aims at clarifying, explaining, teaching, or

evaluating an issue. The writer tries to give information or sign to the reader by

developing the idea by giving the example, process, cause and result,

classification, definition, analysis, comparing and contrary.

4. Argumentative Text

Argumentative text is a text that is used to convince the readers, the writer

attempts to persuade them as he describes, narrates or explains appropriate

details to the reader. Argumentative text is kind of text that aims to prove the

truth or untruth of a statement or situation. The writer tries to show the

 22

empirical data by giving a logical appeal, pathetic or affective appeals, such as

authority, empirical data, values and attitude.

From some argumentations above, there are some texts of writing text, they are

descriptive, expository, argumentative, narrative and recount and each text has

their own purpose to be achieved by the students in learning process. Descriptive

text was the one of kind the text that was used in this research. The purposes of

descriptive text was aimed to make the students be able to describe the object

which they seen, thought, and felt and to order the information to the readers

clearly and directly so the readers could feel what the writers felt too.

2.5 Descriptive Text

Salem (2001) in Evayanti (2013: 21) suggests that a descriptive text is used to

create vivid image of a person, place, or thing. Descriptive writing portrays

people, places, things, moment and theories with enough vivid detail to help the

readers create a mental picture of what is being written about. It is the same as Ju

(2006: 29) who explains that descriptive text describes something or someone. It

tells how a person or a thing appealed to sense, how it looked, sounded, smelled,

tasted, or felt. The purpose is to enable the reader to share the writers sensory

experience of the subject.

According to Parera (1984) in Martilova (2013: 10) descriptive is one of writing

that can be lived and related to the experience of once such as seeing, hearing,

touching, smelling, and feeling. Through descriptive text, the writer can say about
 23

what they have seen, touched, heard, and felt in written form so the reader can

understand clearly and feel undirectly same with the writer. In addition,

Macdonald and Macdonald (1996) in Putri (2013: 10) state that description occurs

in every type of writing. Novelist and short story writers describe characters,

places, scene, and action. Many collages freshman essays begin with description

for their effectiveness. It means that many writers choose descriptive writing,

because it is effective or it is easy to describe what they want to say.

Dangelo (1977: 247) defines that description is used to make the reader see or to

point a verbal picture, and cover the significant physical or abstract quality of a

person, a place, an event, an idea or an object. It means that when we describe our

subject, we must be able to make the reader understands what the writer means.

Furthermore, Coffey (1973) in Putri (2013: 11) confirms that when we describe a

subject one can use two kinds of details: objective details and subjective details. It

means that when we want to describe something, we must describe our subject in

a variety of ways.

From explanations of descriptive text above, it can be infered that descriptive

writing requires information about certain subject, because it will end up with

much information and our reader will lose trying to short it all out. And then we

gather all our subjective and objective details for our subject, decide which ones

will effectively help described it, choose descriptive details that distinguish our

subject from others like it, remember to describe our subject using all the sense:

hearing, touch, tastes, smell and sight.

 24

In writing descriptive text, it should consist of generic structure, such as:

identification, description, and conclusion. Anderson and Anderson (1998) in

Artamani (2013:9) define the features of a factual description have regarded as

following generic structure of descriptive text. They are:

1. Identification

Identification (introduction) is a general opening statement in the first

paragraph or the first sentence that introduces the subject of the description to

the audience. Besides, it can give the audience brief details about the when,

where, who, or what of the subject described.

2. Description

Description is a series of paragraphs about the subject where each paragraph

usually begins with a topic sentence. The topic sentence previews the details

that will be contained in the remainder of the paragraph. Moreover, each

paragraph should describe one feature of the subject and all paragraphs build

the description of the subject. The description can be physical appearance of

the subject, the qualities of the subject like degree of beauty, excellence or

value, and other characteristics of the subject which is like the unique of the

special aspects that the subject has.

3. Conclusion

The last part of the descriptive text is optional. In this part, the writer

concludes the text or restates the identification or description. A conclusion is

not absolutely necessary; however, it is often very helpful to the reader

because it usually concludes signals the end of the text. In addition, it reminds
 25

the reader of the important point or in other word it is to emphasize the reader

to imagine the subject.

The stages above are the language features text organization of the descriptive

text. It also has language features:

1. Focus on specific participants: a particular class or thing, person, or place.

2. Use of attributive and identifying process: additional adverbs of the subject

mentioned (e.g. adjective clause, adjective phrase, and linking verbs such as

taste, smell, appear, look, is, am, are and so on)

3. Use of simple present tense.

4. Frequent use of classifier in nominal group (e.g. one of ....., many of ....., so

on)

Mark and Kathy in Fauzi (2011:25) also point out that the the generic features of

description usually use verbs which are in the present tense or the verbs which are

infinitive. Moreover, to describe the features of the subject, the use of adjectives is

very necessary because it explains how the subject is described. Adjectives

usually give sensory details about how something feels, tastes, smells, and looks

like.

From some the explanations above, it can be concluded that descriptive text

enables the students to share what they have seen or felt from someone, something

or an information how it looked, felt, smelled, and so the reader can easily

understand what the writer want to say. In making a descriptive text, the writer
 26

should be used the generic structure (identification, description and conclusion)

and language features (simple present tense, adjectives) of descriptive text to

order the information clearly and directly. In this research the researcher

emphasized two kinds of describing person or animal.

2.6 Teaching Writing Descriptive Text

Lado (1961) in Wulandari (2013: 23) suggests that the goal of teaching a foreign

language is the ability to use it and be able to understand the speech and native

target culture in term of their meaning as well as their great idea in achievement.

It means that teaching a language is aimed in order to make the learners know

how to use and understand the language being learnt.

In relation to teaching writing descriptive text, the teacher should help the

students to express their ideas about certain object or event in written from. They

should describe an object clearly in order to make the readers able to see or feel

the object in their minds as clearly as possible.

The teachers help is needed in the process. The teacher can start to help the

students by asking them to describe a topic. Firstly, they can start to describe a

topic (person/animal) by explaining related to what its daily activities, favorite

foods, drink, hobbies, and other. Secondly, it begins with its part of physical

appearance, for example: part of body, face, texture, colored and others. Thirdly,

it deals with its characteristics concerning to character of behavior of the related

the topic, for example: strict person, friendly man, wild, smooth and others.
 27

Based on some explanations above, writing descriptive has meaningful process

because there has some consideration to make a descriptive text so the reader can

see what the writers feel. Conducting this research, the researcher included the

students in learning process. They were asked to write a description text about an

object based on their observations. Before lesson begun, the researcher gave some

explanation about how to write descriptive writing based on the steps. After it was

done, the researcher gave the treatments to the students in order to make them be

able in writing descriptive text.

2.7 Peer-Correction

Peer-correction is a technique that enables the students work in pair. It gives

opinions and suggestions so that the students are able to get feedbacks from their

partner. This technique can give the students more chances to know about their

mistakes and the right way in order to make their writing better.

In correcting students draft, there is a technique that enables the students to get

feedbacks of knowledge. Peer-correction is a technique where the students correct

their drafts in pair. Each pair will check the draft and correct the mistakes based

on what they have known.

According to Jacobs (1989: 68), peer-correction is a part of a large category of

educational activity in which students work together in a group. This is positive

that this addition of roles increases learners insight into the writing process. Thus

peer work prepares them to write without a teacher there to correct their errors.
 28

A study about peer-correction that has been done by Martilova (2013) finds that

the students accuracy in writing descriptive paragraph increases after they are

given the treatment through peer-correction technique. It shows that peer-

correction does not only improve the students descriptive paragraph writing

ability, but its technique also improves their grammar, vocabulary and spelling.

Peer-correction is successful in giving positive influence in students descriptive

text writing. Through peer-work, the students much involves in the process of

correction as possible because in this way they can learn from each other and gain

more autonomy.

An others study about peer-correction which has been done by Aisyah (2013)

supports Martilovas finding. In Aisyahs finding finds that content, organization,

and mechanics of students in writing recount text also increases after they are

taught through peer-correction. It shows that peer-correction is successful in

giving positive increase in students ability in recount text. The technique also

increases for each aspects of writing; content, organization, vocabulary, grammar

and mechanic. The result shows the quality of students recount text and their

aspect of writing improved. She also adds that peer-correction has ability to make

the students to be a critically readers.

Newkirk (1984) in Jacobs (1989: 74) advises that the students are given error

types to help their peer with; the criteria should be clearly defined. This seems

particularly important when learners are helping each other with the content and

organization of their writing. It means that correcting in pair provides the students
 29

to be more selective in correction reminded the language used in the text and also

help the students to correct their mistakes.

From some argumentations above, peer-correction offers opportunities to the

students to be responsible for their own learning. Consciously or unconsciously,

they will more understand and more capable in writing. This technique will help

the learner to be able communicate with other in order to improve students

writing ability in descriptive text because there is many of feedback which is

needed in their revision to construct a good writing.

2.8 Self-Correction

In most educational systems today, one of the basic pedagogical principles is that

good conditions for learning are best achieved if learners are actively involved in

all steps of the learning process, which is maintained by proponents of cognitive

and constructive theories of learning. Purposely, the students who involve in self-

correction can have a long-lasting effect on their memory because they are

involved in the process directly and actively, and this can activate the operations

necessary for long-term retention.

The study that has been done by Pisghadam, Hashemi and Kermanshani (2011)

proves that self-correction can improve the students writing. It shows that the

students prefer to self-correction than teacher-correction and peer-correction when

they themselves notice a mistake in their utterance. It can be seen by attitude of

the students who want to be independent from the teacher or peers when repairing.
 30

In the process of self-correction the learner are actively involved and make an

effort in order to correct himself, and therefore it leads to learning. In this study,

the researcher used the questionaires (which have four options were provided to

aid the participants, and a space to write their opinion if it was not included) as the

technique to investigate what type of the correction that they like in correcting

their utterance and they prefer to use self correcting.

The finding of the research has proven the theory of Buchanan (2004) in Ahangari

(2014: 86). He argues that self along with peer-correction is also valued in the

teaching process and self-correction can be a force that pushes students to engage

more actively in their own learning process.

Involving the students in correcting of their own errors give them confidence and

helps them to be the judges of their own performances. Additionally,

Kavaliauskiene (2003) states that learners must have the opportunity for the self-

correction of their work individually; however, their work should be previewed by

the teachers and their errors should be indicated. In other word, self-correction

asks the learners to more selective in correcting their mistake.

From some statements above, it can be stated that self-correction is a technique

which guides students to correct their own work. It helps the students take

responsibility for their learning and gain a better awareness of the language. Self-

correction involves the students in learning process directly. It can be seen from

their activity to gather ideas and correct their draft using their own knowledge.
 31

This technique will be used in this research in order to make the students be able

write a descriptive text which minded the aspects of writing.

2.9 Peer-Correction Versus Self-Correction

Technique is implementational - that which actually takes place in a calssroom. It

is a particular trick, strategy, or contrivance used to accomplish an immidiate

objective. There are many types of technique which can be used in the teaching

language, for example: peer-correction and self-correction. This techniques are

being used by some studies, esspecially in teaching language. The purpose of

using this techniques in teaching language is to see the improvement of students

language skill. One of the skill that improved the students language ability is

writing skill.

In the writing, the students are active player. It means that in making a text the

students will use their idea, feeling and language which constructed by their

words so it can be understood by the reader easily. Constructing a text is not

enough to have idea and applied in written form but also the writer should arrange

it into sequence orders so the information can be delivered directly and clearly.

Peer-correction and self-correction are the techniques that have been used to

improve the students writing skill. These techniques contribute to improve

students accurancy and the quality of their product. The techniques give effective

teaching because it includes the students involved in learning process so they will

remember all of the mistakes and they can learn new things easily.
 32

The research which has been done by Ganji (2009) compares peer-correction and

self-correction finds that self-correction and peer-correction are very effective in

improving the students writing performance and accuracy of the students. The

finding shows that by using these two effective techniques make the learning

activity more meaningful and also makes the students more active because the

students involved inside. Self-correction and peer-correction involves the learners

in the learning process, and this is possibly the reason that they are more

successful in teaching writing.

The study that has been done by Abdikah and Yasami (2014) supports the Ganjis

finding. It shows that peer-correction and self-correction make some

improvements in students written text especially in their accuracy. This research

proves that six of ten linguistic features (capitalization, punctuation, spelling,

word formation, S-V agreement, verb tense, wrong word, word order,

plural/singular and conjunction) improved. Results indicated that training in both

peer-editing and self-editing assist students to revise their essays. They argue that

the techniques give students time and opportunity to be critically readers.

From the two of the previous studies above, they are contrary with the finding of

the study which has been done by Covil (2010). This study compares peer-review

and self-review in improving students collage in writing. It shows that the using of

peer-review and self-review have no effective for improving students writing

text. In the research, the students peer-correction and self-correction have no

improvement after giving the treatment. But peer-review does affect the timing of
 33

students revision behavior (before, rather than after, handing in the first draft)

and students attitudes toward instruction.

The other study which compares between peer-correction and self-correction has

been done by Diab (2010). The finding shows that the students who engage in

peer-editing can construct their writing well attending their problem, goals and

language use. Through peer-editing, the students are able to revise more than self-

editing. Peer-editing is also as a media to interaction with other students in order

to improve students language ability by reducing the frequency of their error. The

language errors under study are two rule-based errors (subject/verb agreement,

pronoun agreement) and two non rule-based errors (wrong word choice, awkward

sentence structure).

Basically, peer-editing and self-editing consist of three steeps as follows:

Step 1: compliments

In this step, students should give their possitive impression about the

writing that they will correct.

Step 2: corrections

Corrections means checking papers for spelling mistakes, grammar

mistakes, missing punctiation, and incomplete sentence.

Step 3: suggestions

Making suggestions means giving the author some specific ideas in

order hor to improve her or his writing better. Some areas that can be
 34

considerated for suggestion are about sentences, word, spelling,

content, and mechanics.

In peer-editing and self-editing, there are some symbols or marks that can be used

to provide feedback for better writing. It is because in peer-editing, the editor are

supposed to give the clue and suggestions without giving full correction of the

errors area and in self-editing, the clue and suggestion are given to make them

realize their mistakes. There are some marks as follows:

Table 2.1. Editing Marks for Students (adapted from Olsher 1995).
Symbol Kind of Error Example
C Capitalization My birthday is in january
P Punctuation Its a great movie?
Sp Spelling We luve chocolate.
WF Word Formation He is a kindly person.
S/V Subject-verb Agreement She like swiming.
Vt Verb Tense Agreement I have a great party yesterday.
Delete Im going to shopping now.
WW Wrong Word Turn write at the corner.
WO Word Order I you see will later.
^ Add Something It is ^beautiful afternoon.
Pl/Sg Plural/Singular I have three sister.
Conj Conjuction We studied very hard, but we passed the exam.
/ Separate these word I go to school everyday.
( ) Should be one word Every body is late today.

From some explanation above, it can be said that peer-correction and self-

correction are the two techniques that can improve the students writing ability.

But in some cases the two techniques have different improvement, sometime they

have not improvement in the students writing or one of them is better than other in

teaching language. All of the research that have been done in the previous studies

was being references in doing this research. In this research, researcher compared
 35

techniques between peer-correction and self-correction in order to improve the

students writing descriptive text.

2.10 Teaching Writing Descriptive Text through Peer-Correction

In relation to teaching descriptive text writing, the teacher should help the

students to express anything in their mind about a certain object or event into

words and sentences. They should describe an object clearly in order to make the

readers see the object in their minds as clear as possible.

According to Edelstain and pival (1988), there are some stages of teaching writing

through peer-correction as follows:

1. Planning

In this stage, the teacher explains how to get information or the data which is

needed to develop a text. The easiest way is to gather the data in a

framework:

Topic :

Topic sentence :

Support : 1. a.
b.
etc.
2. a.
b.
etc.
 36

2. Drafting

In drafting, the teacher should emphasize on students consequence on the

unity and coherence of their text.

3. Revising & Re-writing

In revising, the teacher has to make the students know about the mistakes

they have made and how correct their mistakes. In this step, the peer-

correction is used. This technique gives the students an opportunity to know

their mistakes and the problem. Then they rewrite their text, following the

result from the revising activity.

In teaching writing, it is not quite simple to correct the draft. It needs a technique

to check the writing text. Peer-correction is useful to help the students to check

their draft in pair. Peer-correction gives more chance for the students to talk and

give opinions about the writing. It is a technique that enable for them to be

responsible in their own writing. The students also can be an expert to give the

comments and suggestion for their each pair.

From explanations above, it can be concluded that peer-correction is the technique

that help the students to correct their own mistakes by pair and develop their

writing better. Peer-correction also develops an ability to see the mistakes that

occurs in writing. When two or more students work together on correcting each

others work, the discussion will help each other to learn from his or her mistakes.
 37

2.11 Teaching Writing Descriptive Text through Self-Correction

Teaching writing descriptive text includes the students in the process. The

students should be able to express the idea, feeling and though which the writer

uses the knowledge of the structure, idiom, and vocabulary to express the idea in

written form. The students also use the aspect of writing to make a good writing

so the information can be delivered clearly and direcly.

Teaching writing through self-correction is same with peer-correction. There are

some steps in teaching writing that students must be involved as follows:

1. Choose the topic.

It deals with the topic that will be described by the students with looking the

general information by the first time.

2. Planning the topic and the steps.

Topic : ...................

Idea : ..................

General information:..................

Specific information:..................

3. Writing and revised draft

The writers begin to write attending the aspects of writing.

After finishing writing, they start to revise the draft. In this step, the self-

correction is used. This technique builds the students awareness based on

some explanations that will be explained by teacher and the students should

relized what happens to their writing. To knowing their mistakes and the

problem, the teacher will outline the mistakes that may occur in their writing.
 38

4. Writing the final copy

Then they rewrite their text, following the result from the revising activity.

In writing descriptive text, correction is needed to make the students writing

better. The correction which can improve students writing is self-correction. This

technique builts the students awarness in making a writing text. The students

self-correction will have long lasting remembering about their mistakes. It reduces

automatically mistakes in the students writing that done by the students in

previous draft.

Based on some explanation above, in the process of writing, some aspects of

writing is needed to make the writer easily transforms the information to the

reader. Not only the aspects of writing but also the constructions of the text

starting from generalized ideas until the supporting detail will improve the quality

of the text. In order to make a good writing, the writer should understand what

they write and realize if there is mistake. Self-correction will provide the writers

awareness in building a good writing.

2.12 Procedure of Teaching Writing Descriptive Text through Peer-

Correction

There are some procedures of teaching writing descriptive text writing throgh

peer-correction, as follows:

1. In the beginning of teaching writing descriptive text, the researcher explained

about descriptive of person, gave the example and the use of simple present
 39

tense. The teacher explained how created a descriptive text of person and then

asked them to make a descriptive text of person.

2. After done the writing, the researcher asked the students to correct their

partners draft which was done based on editing form. They should correct the

spelling, grammar, content and organization of the text. They took some notes

and corrected the mistakes that occured.

3. In the next meeting, about descriptive of animal, gave the example and the use

of simple present tense. The teacher explained how created a descriptive text of

person and then asked them to make a descriptive text of animal.

4. After done the writing, the researcher asked the students to correct their

partners draft which was done based on editing form. They should correct the

spelling, grammar, content and organization of the text. They took some notes

and corrected the mistakes that occured.

From some procedures above, the researcher made those procedures in order to

get a valid data. After the researcher explained about what descriptive text was

and the all component of descriptive text, the researcher gave real example and

applied the components of descriptive text into example. It was useful because the

researcher used the things that students known. So in writing process, students did

not find difficulties to arrange the text. Then, students arranged it into a text well

realizing of content, grammar, vocabulary and mechanics.

 40

2.13 Procedure of Teaching Writing Descriptive Text through Self-

Correction

There are some procedures in teaching writing descriptive text through self-

correction, as follows:

1. In the beginning of teaching writing descriptive text, the researcher explained

about descriptive of person, gave the example and the use of simple present

tense. The teacher explained how created a descriptive text of person and then

asked them to make a descriptive text of person.

2. After done the writing, the researcher asked the students to correct their draft

which was done based on editing form. They corrected the spelling, grammar,

content and organization of the text. They took some notes and corrected the

mistakes that occured.

3. In the next meeting, about descriptive of animal, gave the example and the use

of simple present tense. The teacher explained how created a descriptive text of

person and then asked them to make a descriptive text of animal.

4. After done the writing, the researcher asked the students to correct their draft

which was done based on editing form. They should correct the spelling,

grammar, content and organization of the text. They took some notes and

corrected the mistakes that occured.

Based on some prosedures above, it can be stated that in teaching writing

descriptive text through self-correction, the students build their awareness in

writing the text. Self-correction lead the students to correct their draft which come

from some corrections were made by students reflection in some explanation from

the teacher. Grammar, vocabulary, content, mechanic and organization of the text
 41

improved step by step. For each step, there were some trainings/assesements in

order to make the students were familiar and able to use it.

2.14 Advantages and Disadvantages of Peer-Correction

Peer-correction is a techique in teaching language which gives the students more

changes to know about their mistakes and the way how to make their writing

better. In teaching writing descriptive text through peer-correction, there are many

advantages used it. The advantages of peer-correction in teaching writing are:

1. It encourages other students to stay involved in the lesson (Abadikhah &

Yasami, 2014:120).

2. It involves other students, which may give them self-confidence

(Abadikhah & Yasami, 2014:121).

3. It builds the students awareness through revised their own first draft

(Abadikhah & Yasami, 2014:122).

4. It is useful in timing process of learning (Covil, 2010: 220)

5. Students gain confidence, perspective and critical thinking skills from

being able to read text by peers (Lee, 1997:42).

Beside the advantages using peer-correction in teaching writing. There are some

disadvantages when the teacher uses this technique. The disadvantages of peer-

correction are:

1. Some students might feel reluctant to correct their friends errors

because correcting friends errors might harm their relationship

(Sultana, 2009: 12).

 42

2. It can be slower and less effective (if student does not have correction

skills) (Sultana, 2009: 13).

3. There are possibility of miscorrection (Martilova, 2013:24)

The teacher should provide the students with knowledge how to correct the

mistakes of text and to avoid their miscorrection, there should be provided with

the standard of symbol in correcting the mistakes and types of error that chould be

corrected.

2.15 Advantages and Disadvantages of Self-Correction

Self-correction is technique which is often used in teaching language. Self-

correction involves the students in learning process and it gives long term memory

so they can remember the mistakes that they have made. In teaching writing

descriptive text, there are some advantages used it. The advantages of self-

correction are as follows:

1. It involves the students in the process of language learning, and it renews

their confidence if they can correct themselves (Ahangari, 2014:87).

2. It makes their mistakes more memorable and less likely to occur

(Ahangari, 2014:87).

3. It tries to make the students be independent (Pighghadam, Hashemi and

Keramanshahi, 2011:4).

4. It increases the students motivation to work harder (Rana & Perveen,

2013:195).
 43

Besides the advantages of used self-correction in teching writing descriptive text.

The advantage of self-correction occurs when the teacher tries to teach though

self-correction. The disadvantage of self-correction is:

1. It is potentially more time consuming (Covil, 2010:22).

The teacher should consider the time that will be used in correction the text. It is

pontentially to give the time allocation with the standard of symbol so the time

can be used to correct the mistakes totally.

2.16 Perception toward Peer-Correction and Self-Correction

Perception is a term that is applied to the more complicated processing of

complex, often stimuli like people encounter in everyday life (Greence et al, 1996:

65). People evaluate individual sensation in terms of additional information from

other sensations, recently received or retained from past experience. In addition.

Moskowits 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.

 44

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. It means that in making perception about something, it is

influenced by individuals feelings which is contained by value, motives, and their

personality behavior. It does not refer to physical appearance or quality of voice

or manual dexternity, but variations in style of thinking and perceptual

organization. It makes people stimuli different. That is why ones perception can

be different one to the others. It can be possitive or negative perception.

Moreover, Irwanto in Pratiwi (2012:36) mentions two kinds of perception:

1. Possitive perception

Possitive perseption is perception that describes all of knowledge (known

or unknown) and respond object that perceived positively. Positive

peception makes the students are easy to adapt in a new teaching and

learning situation.

2. Negative perception

Negative perception is perception that describes all of knowledge (known

or unknown) and respond object that perceived negatively (not suitable

with the object of perception).

In this research, the researcher uses a rating-scale questionnaire addapted from

Hongrittipun (1990) which will be used to elicit the students personal

information, attitudes toward the treatment and students evaluation when they

learnt with the techniques.

 45

2.16.1 Perception toward Peer-Correction

Peer-correction is technique that is often used to improve the students language. It

can be seen by the improvement of students result after taught by the technique.

Study to reveal students perception toward peer-correction activity have been

done by Rollinson (2005). It proves that the students give positive response to

peer-correction because it give multiple benefits from personal to social skill

development. For personal development, it teaches the students to think more

critically because they are required to critically review their peers writing and

become effective self editor. The students look their own paper and assess areas in

which they need to improve and revise their paper.

On the others study about students perception toward peer-correction has been

done by Pratiwi (2012). It shows that the students had possitive perception

toward peer-correction. It gives multiple benefits from personal to social skill.

Personal benefit that the students got including: become faster and easier to do the

task; learn new thing; braver in delivering ideas, learn from their own and their

friends mistakes, and motivited to write better. Social benefits come from interact

actively with the teacher and their friends; learn to repect each others, and learn

from the others.

Although peer-correction is heavily advocated by the researchers, some notes

have been taken that the studnets do not always appreciated peer-correction in the

writing classroom. Hong (2006) reports that the students have very negative

perceptions of peer-correction. The students did not take much in doing peer-
 46

correction. It seems like peer-correction become the relaxing and chatting session.

The students does not value peer-correction as a helpful way to improve their

writing. They feel doubtful about the quality of peer suggestion and hesitated to

use peer comments in their revision. They prefer teacher correction than peer-

correction because they still believe taht the teacher know more.

From some explanation above, it can be concluded that there are some perseption

about teaching through peer-correction. There are positive and negative

perseption. All of the perseptions are needed to maximise the using of technique

so it can improve the students language ability. The teacher should be careful in

implemanting this technique because sometimes like and dislike have significant

influence to the students learning motivation.

2.16.2 Perception toward Self-Correction

Self-correction is a technique of teaching language that can make the students to

be a critical reader. Self-correction means that a writer reviews his own writing in

a methodical way to improve it clarity and accurancy. In doing self-correction, a

writer can use a checklist of problems to guide him. At first, a writer should look

at the content, meaning, and clarity. Next, he should look at the organization part

of the text and the arrangement of the information in the part of text. At this point,

he should rewrite the text or part it as necessary. Then he should looko at the

language problem, and correct mechanical errors, such as punctuation and

spelling.
 47

In the study which has been done by Kavaliauskien (2003) finds that self-

correction is effective and necessary technique in teaching language. Students

agree that self-correction implies their independence and develop language

awareness is an important outcome of self-correction. Students say they expect

and want to have their mistakes corrected by teacher, but agree that it is hard to

get rid of the habit of making the same mistake over and over again because of the

earlier formed stereotypes. Some students say they are afraid of being laughed at

or offended if teacher corrects their work / performance in class and comments on

it.

On the other study about investigated students perception toward self-correction

has been done by Lawley (2015). It shows that doing self-correction in

correctiong their draft was time-comsuming because they spent two hours to

correct the essay using the self-correction technique. Three confessed that in fact

they sometimes did not write an essay at all since they found the self-correction

procedure too laborious. One student said that she and her friends felt that

studying grammar was a more productive way of spending the time. Four of the

25 students reported that a teacher, a friend, or a relative acting as a teacher,

helped them by detecting the errors in their essays.

From some explanation above, it can be concluded that self-correction is a

technique that trains the students to correct their papers by themselves. Self-

correction is apropriate technique to improve students awareness and it helps to

 48

focus students attention on errors and to reduce reliance on the teacher, thereby

encouraging students autonomy.

2.17 Theoretical Assumption

Writing is a process of expressing the ides, thoughts and feeling of writer in order

to communicate to the reader so they can understand the message or the

information by using some elements such as content, grammar, vocabulary,

organization and mechanic. Related to make the students be able in writing a text,

the teacher can use some techniques in teaching writing. The techniques that can

improve students writing is peer-correction and self-correction.

Peer-correction is a technique when the students correct their drafts in pair. Each

pair will check the draft and correct the mistakes based on what they have known.

It gives opinions and suggestions so that the students are able to get feedbacks

from their partner. Meanwhile, self-correction is a technique which guides

students to correct their own work. It helps the students take responsibility for

their learning and gain a better awareness of the language. For the result, peer-

correction and self-correction can be used in teaching language especially to

improve the students writing descriptive text. Teaching writing through these

techniques not only improve the students ability in writing but also improve the

aspects of writing. The aspects of writing that will be improved is organization

and mechanic because peer-correction and self-correction guide them to construct

text well attended chronological order and also attended spelling and puctuation

are more possible to them.

 49

2.18 Hypotheses

Concerning to the theories and assumption above, the researcher formulates the

hypothesis as follow:

1. There is a difference in students achievement in writing descriptive text taught

by peer-correction and self-correction.

2. Organization and mechanics are aspects of writing that improve the most after

being taught through peer-correction and self-correction.

 50

III METHOD

This chapter discusses about research method which consists of design,

population and samples, instruments of research, data collecting technique,

research procedure, scoring system, validity and reliability, data analysis, and

hypotheses testing.

3.1 Design

This research was intended to find out the students achievement in writing

descriptive text and the aspect of writing that improve the most after being taught

through peer-correction and self-correction. The design of this research was Two

Group Pretest and Posttest Design. This research used two classes as experimental

class which received the treatments (peer-correction and self-correction for each

class). The students had pre-test, three meetings and post-test. This design was

reffered to Setiyadi (2006: 135) as follows:

G1 : T1 X1 T2

G2 : T1 X2 T2

G1 : Group One (Peer-correction Class)

G2 : Group Two (Self-correction Class)

 51

T1 : Pre-test

T2 : Post-test

X1 : Treatment One (X.4 class)

X2 : Treatment Two (X.5 class)

3.2 Population and Samples

The population of this research was the students in the first grade of second

semester 2015/2016 academic year of SMAN 6 Metro. The samples were X.4

class and X.5 class which consisted of 25 students for each class. In the X.4 class

was given peer-correction as a technique and X.5 class was given self-correction

as a technique. The classes were selected randomly using dice. It meant that every

class had the same oportunity to be involved in this research. The way to choose

the classes involving in this research was through dice. If dice showed number 4 it

means that the X.4 class should be involved in the research. Conducting the

research, the researcher used peer-correction and self-correction technique in

helping the students to have better writing. This research was focused on the

students writing improvement in descriptive text and aspects of writing.

3.3 Data Collecting Technique

The researcher collected the data by giving two tests to the students. In the pre test

the researcher asked the students to make a descriptive text in which the topic was

about person/animal. After conducting pre test, the researcher conducted the

treatment in three meetings. In treatments, the researcher taught descriptive texts

 52

and how to make it. In the learning process, the researcher asked the students to

correct their writing in pair (in peer-correction class) or by themselves (self-

correction). In the post test, the researcher asked the students to make a

descriptive text which the topic was about person/animal. The last was collecting

questionnaires, to see the students perception about peer-correction and self

coreection, which were done after given post test in the same time.

3.4 Instruments of the Research

The instruments of the research were:

1. Writing Tests

Writing tests were conducted in the first meeting and the last meeting. The

tests were about asking the students to make a descriptive text based on the

topic (person/animal). It was done in order to see the improvement of the

students writing descriptive test after given the treatments (see appendix 5 &

6).

2. Questionnaires

Questionnaire were used to know the students perception about the value of

peer-correction and self-correction which was conducted in writing class (see

appendix 7 & 8). It was used to get the majority of the students opinions

whether or not peer-correction in writing clas was valuable. In this case, only

some questions related to the statements of problems were used.

 53

Table.3.1. Table Spesification of Questionnaire (peer-correction)

SA A U D SD
1 Helps you study English better
2 Enables you to improve your
writing skill
3 Helps you recognize errors better
4 Encourages you to exchange
English knowledge
5 Helps you have more confidence
6 Makes you embarrassed
7 Is too time-consuming
SA=strongly agree(5), A=agree(4), U=undecided(3), D=disagree(2), SD=strongly
disagree(1).

Table.3.2. Table Spesification of Questionnaire (self-correction)

SA A U DA SD
1 Helps you study English better
2 Enables you to improve your
writing skill
3 Helps you recognize errors better
4 Helps you have more confidence
5 Is too time-consuming
SA=strongly agree(5), A=agree(4), U=undecided(3), D=disagree(2), SD=strongly
disagree(1).

(Addapted from Hongrittipun, 1990)

3.5 Research Procedure

The procedures of this research as follows:

1. Determining the population and selecting the samples.

2. Selecting and arranging the materials to be taught as a pre test.

The researcher chooses the material from the students handbook, based on

the syllabus. The topic is about describing someone.

3. Administering the pre test.

Pre test is need to know the ability of the students writing in descriptive text.

The researcher asked the students to write a descriptive text of person/animal.

 54

4. Conducting the treatments.

The treatments were conducted in three meetings based on lesson plan. In

peer-corrections class, the researcher explained the characteristics of

descriptive text such as tenses, vocabularies and content. Then they were

asked to make a descriptive text of person/animal. Then they excanged their

draft to their partner and make some notes as correction of error. And after

that they made revision based on the notes.

In self correctons class, they were asked to make a descriptive text of

person/animal. While the students were asked to attend their work, researcher

explained the components of descriptive text such as tenses, vocabularies and

content. And they checked and took some notes if there were mistakes in their

work. Then made revision based on the notes.

5. Administering the post test.

The post test was conducted after the treatments. This post test was similar to

the pre test. The researcher asked the students to write a descriptive text of

person/animal.

6. Conducting questionnaire.

The questionnaire was conducted after given post test to the students. The

questionnaire asked the students to answer the questions by putting a check

() on the one of the answers based on their opinion.

7. Analyzing the data.

The researcher scored the students final work, in the pre test and post test.

After that, the researcher analyzed by seeing the comparison of two scores.
 55

3.6 Scoring System

a. Writing test.

For giving students scores from the test, the following Criteria were used

(adapted from Haris, 1979: 68-69)

Content : the substence of the writing, the idea expressed

Grammar : the employment of gramatical form

Organization : the organization of content

Vocabulary : the selection of words that suitable of the content

Mechanic : the conventional device used to clarify the meaning.

Table 3.3. Scoring Rubric for Writing Test (adapted from Haris, 1979: 6869)

Aspects Criteria Score

Content Excellent. All developing sentences support main idea 20%
Good. Most of the ideas in supporting sentences can be 15%
developed well
Fair. There are only several ideas in supporting sentences 10%
that have not been well developed.
Poor. The idea in supporting sentences are related enough to 5%
the topic.
Very poor. No developing sentences support the idea. 0%
Grammar Excellent. All sentencess written in the correct grammar. 20%
Good. Most of the sentences in correct grammar. 15%
Fair. There are only several sentences in correct grammar 10%
Poor. The grammar in sentences are sufficiently correct 5%
Very poor. No sentences written in correct grammar 0%
Organization Excellent. All supporting sentences written in chronological 20%
order
Good. 75% of supporting sentences written in chronological 15%
order
Fair. 50% supporting sentences written in chronological 10%
order
Poor. 25% supporting sentences written in chronological 5%
order
Very poor. No supporting sentences written in chronological 0%
order
Vocabulary Excellent. All vocabularies used correctly. 20%
Good. Most of the vocabularies used and they are almost 15%
correctly used .
Fair. There are only several vocabularies are not appropriate 10%
to the context.
 56

Poor. Most of the diction used are not appropriate to the 5%

topic.
Very poor. No vocabularies used correctly. 0%
Mechanic Excellent. All punctuations, spelling, and capitalizations are 20%
used correctly.
Good. 75% punctuations, spelling, and capitalizations are 15%
used correctly.
Fair. 50% punctuations, spelling, and capitalizations are 10%
used correctly.
Poor. 25% punctuations, spelling, and capitalizations are 5%
used correctly.
Very poor. No punctuations, spelling, and capitalizations are 0%
used correctly.

The researcher decided to use the same presentages as value in each aspects of

writing because the researcher wants to see the influence of the techniques with

balance.

b. Questionnaire test.

To determine the students perception about the technique that was applied

in their writing, the scoring rubric that was used was:

Table. 3.4. Scoring Rubrics for Questionnaire.

Percentages of score Detail
0% - 19.09 % Strongly disagree
20 % - 39.99% Disagree
40% - 59.99% Enough
60% - 79.99% Agree
80% - 100% Strongly disagree

3.7 Validity and Reliability

A test can be said whether it is usable or not if it has fullfilled the criteria of

validity (content and construct validity) and reliability (inter-rater realiability).

Therefore, it is important to measure validity and reliability of the test in order to

get valid and reliable of the data. They can be explended as follows:
 57

1. Validity.

To measure wehether the tests have a good validity, the test are based on the

content and construct validity.

a. Content Validity.

In the content validity, the material that had been given to the students was

suitable with the curriculum used. The curriculum that was used was KTSP

which was available in teaching at the first grade on second semester of

senior high school. The test given in this research was about writing a text.

In the test, the students write a descriptive text about person/animal.

For the questionnaire, it is suitable with the points that should be included

in th qestionnaire. it was addapted from Horittipun (1990) which have

points of questionnaire:

1. Students personal information.

2. Attitudes toward the treatment.

3. Students evaluation in learning process.

b. Construct Validity.

In this research, the researcher administered writing tests and the treatments

and gave scores of the students writing based on five aspects of writing:

content, grammar, organizazion, vocabulary and mechanic.

For quesionnaire test, the researcher scored the questionnaire used a

number of statements with wgich indicated for each question. It would like

the students to indicate their opinions about each statement by ticking the

alternative (strongly agree, agree, undecided, disagree, and strongly

 58

disagree) which best indicates the extent to which the students agree or

disagree with that statement (Setiyadi, 2006: 73).

2. Reliability.

a. In ensuring the pre test and post test scores, the researcher used inter-rater

reliability-taking other score which was from the English teacher in the

school besides the scores from the researcher itself. The English teacher is

the experienced teacher in her study. She is undergraduated from Lampung

University at 2008.

The researcher calculated the data by using Spearman Rank correlation

that the formula can be see as follow:

Where :

r : Coefficient of Rank Correlation

d : Difference of Rank Correlation

N : Number of Students

(Sudjiyono, 2006: 228)

The researcher used standar of reliability (Arikunto, 1998: 260) :

0.00 - 0.19 = Very low reliability

0.20 - 0.39 = Low reliability

0.40 - 0.59 = Medium reliability

0.60 - 0.79 = High reliability

0.80 - 1.00 = Very high reliability

 59

Table 3.5. Table of Reliability (peer-correction)

Pre test Post test Criteria
Reliability 0.898077 0.827981
Very High reliability

Based on the table above, it was found that the reliability coefficient of pre test

was 0.898077. While the reliability coefficient of post test was 0.827981. And

according to the standard criteria, both of test were ver high reliability (see

appendix 13 &14).

Table 3.6. Table of Reliability (self-correction)

Pre test Post test Criteria
Reliability 0.794423 0.892692
Very High reliability

Based on the table above, it was found that the reliability coefficient of pre test

was 0,794423. While the reliability coefficient of post test was 0.892692. And

according to the standard criteria, both of test were very high reliability (see

appendix 13 &14).

b. In addition, reliability can refer to stability of measurement over time, an

approach which was not suited to the current investigation. In assesing

internal consistency, the Cronbrach Alpha reliability was the most

appropriate reliability idex to be used on continous data and this research

using SPSS ver.16 to count the reliability of the questionnaire. It would be

counted based on the questions and range of 0 to 1. It was used to analyze

the instrument from original data. According to Setiyadi (2006:190-191),

the higher alpha was the more reliable the questionnaire will be.
 60

The following was the calculation of Cronbach Alpha reliability:

r=[ ][ ]

Where :

r = reliability

k = total of questionnaire

= total items of varian

= total of varians

The researcher used standar of reliability:

0.00 - 0.29 = Very low reliability

0.30 - 0.49 = Low reliability

0.50 - 0.69 = Medium reliability

0.70 - 0.89 = High reliability

0.90 - 1.00 = Very high reliability

Table.3.7. Table of Reliability (peer-correction questionnaire)

Reliability Statistics

Cronbach's
Alpha N of Items

.597 7

According to Setiyadi (2006: 190-191), the higher alpha is more reliable

the questionnaire will be. Since the r score was 0.597. It could be said that

the data form the questionnaire had already shown medium reliability in

the observation field (see appendix 15).

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Table. 3.8. Table of Reliability (self-corrections questionnaire)

Reliability Statistics

Cronbach's
Alpha N of Items

.703 5

According to Setiyadi (2006: 190-191), the higher alpha is more reliable

the questionnaire will be. Since the r score was 0.703. It could be said that

the data form the questionnaire had already shown high reliability in the

observation field (see appendix 16).

3.8 Data Analysis

In order to know the improvement of students writing descriptive text by using

peer-correction and self-correction and students score was computed by doing

these activities:

1. Scoring the pre test and the post test.

2. Finding the mean of pre test and post test.

3. The mean is calculated by applying this formula:

Where:

: Mean (average score)

: The Total of the Students Score

N : The Total Number of the Students

(Hatch and Farhadi, 1982:25)

 62

4. Checking and analyzing the questionnaire data using a formula to find out

the percentages and present them in form of the table. The formula which

was used was:

Where:

T = total score

Y = total of highest score

5. Drawing conclusion from tabulated result of the tests given by comparing

the means of pre test and post test and calculated the persentage of

questionnaire.

3.9 Hypothesis Testing

The hypotesis testing was used to prove whether the hypotesis proposed in this

research was accepted or not. The hypotesis was analyzed at significance level of

0.05 in which hypothesis was approved if Sig. < . After collecting the data, the

data was analyzed in order to find out whether there were differences between the

students writing taught by using peer-correction and self-correction and which

one of the technique that improves students writing ability the most. This study

used Paired Sample T-test to investigate the level of significance of the treatment.
 63

The formulation was:

t=t=

and

As details:

Md = mean from the differences pre test and post test

Xd = deviation of each subject (d Md)

= total of quadratic deviation

N = total of sample

(Arikunto, 1991: 349-350)

The hypothesis were formulated as follows:

1. H0 : There is no difference at the students achievement in writing

descriptive text taught by peer-correction and self-correction.

The criteria is H0 (null hypotesis) is accepted if alpha level is

higher than 0.05 ( > 0.05).

H1 : There is difference at the students achievement in writing

descriptive text taught by peer-correction and self-correction.

The criteria is H1 (alternative hypotesis) is accepted if alpha level

is lower than 0.05 ( < 0.05).

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2. H0 : Organization and mechanics are not aspects of writing that

improve better after being taught through peer-correction and self-

correction.

H1 : Organization and mechanics are aspects of writing that improve

better after being taught through peer-correction and self-

correction.
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V CONCLUSIONS AND SUGGESTIONS

The last chapter consists of the conclusions and suggestions. It presents the

conclusion of the research and suggestions for English teachers and for those who

want to conduct similar research.

5.1. Conclusions

The objectives of this research were to find out whether there was difference of

students writing ability in descriptive text taught by peer-correction and self-

correction as techniques, the aspects of writing that improve the most in peer-

correction and self-correction class, and the students perception toward peer-

correction and self-correction. In relation to results of the study, it can be

concluded that:

1. Refering to the first research question, it can be concuded that peer-correction

and self-correction improve students writing descriptive text. Therefore, there

is any difference of students writing taught through peer-correction and self-

correction. But peer-correction improve students writing the most than self-

correction because peer-correction provide the students to learn from others in

order to develop their writing. In the other word, peer-correction and self-

correction are difference in improving students writing ability but they are
 113

suitbale techniques to be applied in revising stage of teaching writing because

the techniques can make the students able to express their ideas more clearly in

writing and to get clarification on any comments that were made.

2. Relating to the second research question is about the aspects of writing that

improve better in peer-correction and self-correction. Peer-correction and self-

correction also increased all of the aspects of writing. In peer-correction,

organization is the aspect of writing that improve the most because this aspect

improved the students ability in arranging their idea logically. Therefore, the

aspect of writing that improves the most in self-correction is mechanics. It

means that the students are able to solve the problem by themselves in

capitalization, punctuation, spelling, and paragraphing.

3. Relating to the third research question is about the students perception of peer-

correction and self-correction. Both of those techniques, the students agree that

through the techniques help them to study English better, improve their writing

and recognize error. Besides that, there is difference of the students perception

toward self-correction. They think that they need more time to correct their

draft but self-correction makes the students to be a critical reader.

5.2. Suggestions

In reference with the conclusions above, the writer gives some suggestions as

follow:

1. Suggestions for English Teachers

a. English teachers are suggested not only to use peer-correction and self-

correction but also teacher-correction as a technique in teaching

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writing descriptive text because it can improve students writing ability

in descriptive text and each aspect of writing. These techniques also

built students confidence and awareness to correct and make a text.

b. English teachers may start using peer-correction and self-correction by

focusing on certain aspect of writing to increase or some linguistic

features.

c. English teacher should guide the students when are correcting, so the

aspects or the points that should be corrected are achieved.

2. Suggestions for Further Research

a. This study was conducted in the Senior High School level. Therefore,

the further research can try to find out the effect of using peer-

correction and self-correction in different level.

b. In this study, descriptive text was employed as the media to measure

the improvement of students writing ability after the implementation

of peer-correction and self-correction. Further research can try to

apply those techniques with another kind of text, it can be narrative,

recount, argumentative, and report text for instances.

c. Since in this study the researcher only used 14 codes of correction, the

further researcher are suggested to add and use more codes as much as

possible.
 115

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