THE USE OF PEER CORRECTION TO IMPROVE ELEVENTH-GRADE STUDENTS' WRITING ABILITY
Keywords:
writing skill, narrative Text, Quasi-experimental Design, AbilityAbstract
The objective of this research was to determine whether the use of the peer correction technique improved the writing ability of eleventh-grade students at SMK Negeri 2 Banawa. This research employed a quasi-experimental design involving an experimental group and a control group. The sample consisted of 48 students: 26 students from Class XI DKV as the experimental group and 22 students from Class XI PFI as the control group. The sample was selected using a cluster sampling technique. Data were collected through a writing test administered as a pre-test and post-test. The treatment was given only to the experimental group. The pre-test results showed that the experimental group's mean score was 29.80, while the control group's mean score was 40.80, indicating that the experimental group had lower initial writing ability. After the treatment, the post-test results showed that the experimental group's mean score increased to 75.13, whereas the control group's mean score reached 65.50. These findings indicated that the experimental group showed greater improvement in writing ability than the control group. Using 46 degrees of freedom (df) and a significance level of 0.05, the calculated t-value (3.76) was higher than the critical t-value (2.021).Therefore, the alternative hypothesis was accepted. In conclusion, the peer correction technique was effective in improving the writing ability of eleventh-grade students at SMK Negeri 2 Banawa.
References
Arikunto, S. (2006). Dasar-dasar evaluasi pendidikan (Rev. ed.). Bumi Aksara.
Alfaki, I. M. (2015). University students' English writing problems: Diagnosis and remedy. International Journal of English Language Teaching, 3(3), 40–52.
Amelya, N., & Baa, S. (2022). An analysis of students' difficulties in writing narrative text. Journal of Excellence in English Language Education, 1(4), 412–422.
Aisyah, J. S. (2016). Increasing students' ability in writing recount text through peer correction at SMA Negeri 5 Bandar Lampung (Undergraduate thesis, Universitas Lampung). Digital Repository Universitas Lampung. http://digilib.unila.ac.id/id/eprint/1329
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (2nd ed.). Pearson Longman.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners' writing skills: Problems, factors and suggestions. Journal of Education & Social Sciences, 4(2), 81–92. https://doi.org/10.20547/jess0421604201
Guo, K., Pan, M., Li, Y., & Lai, C. (2024). Effects of an AI-based approach to peer feedback on feedback quality and university EFL students' writing ability. The Internet and Higher Education, 62, 100962. https://doi.org/10.1016/j.iheduc.2024.100962
Harmer, J. (2004). How to teach writing. Pearson Education Limited.
Hatch, E., & Farhady, H. (1982). Research design and statistics for applied linguistics. Newbury House Publishers.
Hyland, K., & Hyland, F. (2006). Feedback in second language writing: Contexts and issues. Cambridge University Press.
Mulyasa, E. (2013). Pengembangan dan implementasi Kurikulum 2013. PT Remaja Rosdakarya.
Perdiana, D. R. (2022). The use of narrative text on students' reading comprehension ability. International Journal of English Linguistics, Literature, and Education (IJELLE), 4(2), 62–74. https://doi.org/10.32585/ijelle.v4i2.2935
Patwary, N. (2023). Exploring nuanced errors in Bangladeshi tertiary EFL students' writing mechanics: A pedagogical implication. Bulletin of Advanced English Studies, 8(2), 93–102. https://doi.org/10.31559/BAES2023.8.2.5
Qatrinada, C., & Apoko, T. W. (2024). Exploring the use of narrative texts in teaching writing for EFL classroom. Edulitics (Education, Literature, and Linguistics) Journal, 9(1), 62–74. https://doi.org/10.52166/edulitics.v9i1.6536
Shang, H.-F. (2020). Exploring online peer feedback and automated corrective feedback on EFL writing performance. Interactive Learning Environments, 28(1), 4–16. https://doi.org/10.1080/10494820.2019.1629601
Sa'adah, A. R. (2020). Writing skill in teaching English: An overview. EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran, 5(1), 21–35. https://doi.org/10.21462/educasia.v5i1.41
Togero. (2014). Improving writing skill of the ninth grade students through peer editing technique (Unpublished undergraduate thesis). Tadulako University.
Ulfah, M., Fuady, A., & Wardani, N. E. (2013). Teknik peer correction untuk meningkatkan kualitas proses dan hasil pembelajaran menulis karya ilmiah siswa sekolah menengah atas. BASASTRA Jurnal Penelitian Bahasa, Sastra Indonesia dan Pengajarannya, 2(1). https://www.neliti.com/publications/53687/teknik-peer-correction-untuk-meningkatkan-kualitas-proses-dan-hasil-pembelajaran
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Weng, F., Zhao, C. G., & Chen, S. (2024). The impact of peer feedback in English writing classes on EFL students' feedback literacy. Assessing Writing, 61, Article 100874. https://doi.org/10.1016/j.asw.2024.100874
Wahyuni, S. (2018). Peer correction on writing quality of college students having different cognitive styles. Inferensi: Jurnal Penelitian Sosial Keagamaan, 12(2), 513–538. https://doi.org/10.18326/infsl3.v12i2.513-538
Wu, Y., & Schunn, C. D. (2021). The effects of providing and receiving peer feedback on writing performance and learning. American Educational Research Journal, 58(3), 492–526. https://doi.org/10.3102/0002831220945266
Yu, S., & Hu, G. (2017). Understanding university students' peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 33, 25–35. https://doi.org/10.1016/j.asw.2017.03.004
Zemach, D. E., & Rumisek, L. A. (2005). Academic writing: From paragraph to essay. Macmillan.
Published
How to Cite
Issue
Section
Copyright (c) 2026 Rini Mawarni, Sriati Usman, Budi Budi, Wahyudin Wahyudin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with e-Journal English Language Teaching Society (ELTS) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
