THE IMPLEMENTATION OF PEER CORRECTION TECHNIQUE TO IMPROVE STUDENTS’ WRITING ABILITY

Abstract

The objective of this study was to find out whether students who were taught by using peer correction in their writing class would have better performance in composing a text than those who were not. The subject of this study was 50 students of MTsN Rukoh Banda Aceh from both experimental and control groups. The data were collected through quantitative method which obtained from the students’ pretest and posttest. The result of the data analysis can be seen from the result of posttest from each group in which the mean of the posttest score of the experimental group is 82,85, while the mean of the posttest score of the control group is 63,45. By comparing the t- test and t-table scores, it shows that the result of t-test is 8,457 while the result of t-table at the level of significance with = 0,05 is 1.686. It means that t-test score is higher than t-table score. Based on that result, it proved that the students can improve their writing ability, especially in using word order, word choice and mechanics. In other words, it could be concluded that the students who were taught by using peer correction have a better achievement in writing skill than those who did not.

Key words: Peer correction, writing achievement, and High School EFL Learners