THE IMPACT OF PEER AND TEACHER CORRECTIONS TO THE STUDENTS’ PARAGRAPH WRITING IN DISCUSSION TEXT: Experimental Research to the 1st Semester Students of Information Technology Faculty at UNISBANK Semarang 2017/2018

Abstract

This study used experimental and control groups to distinguish between the use of peer correction and teacher correction in students’ paragraph writing results from the initial task to its revision. There were 50 students as participants who were divided into two groups. The experimental group used peer correction to produce revision of written task while the control group used teacher correction for the final revision. The correction was based on five categories of analytic scoring such as content, organization, vocabulary, grammar and mechanics. The data were collected by means of paragraph writing test. Findings showed that indirect teacher correction by circling errors and describing the type of error with correction codes was better than peer correction for producing accurate revisions. The result of the t-test of the comparative mean score between the pre-test and post-test was 0,00% while the t-test of comparative mean score between the use of peer and teacher correction was 20,1%. It indicates that the use of teacher correction can improve the students’ paragraph writing. However, students apparently felt that they learnt more from peer correction rather than teacher correction since they were involved in taking part for the correction directly, and it could lessen the time-consuming job for the teacher on the first and the final draft.