A STUDY ON THE IMPLEMENTATION OF PEER EDITING TECHNIQUE IN ENGLISH WRITING SKILL
| Main Author: | SUSANTI, RETNO DWI |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2014
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/24850/1/jiptummpp-gdl-retnodwisu-37281-2-chapteri.pdf http://eprints.umm.ac.id/24850/2/jiptummpp-gdl-retnodwisu-37281-1-introduc-n.pdf http://eprints.umm.ac.id/24850/ |
Daftar Isi:
- Writing is a process of exploring ideas to share the writersÂ’ ideas with the readers through written language. One of the difficulties faced by students when they write is no one checking the studentsÂ’ writing. Based on the consideration above, the researcher argues that peer editing might become a teaching technique which can be applied to solve this problem. So, this present study is intended to know the way the lecturer implements the peer editing technique, to identify the problems faced by the students when the peer editing technique is implemented, and to understand the way how the students solve their problems when the peer editing technique is implemented at English Department, University of Muhammadiyah Malang. For that purposes, descriptive research was adopted because the researcher assessed the nature of existing conditions. The instruments used were observation field notes and questionnaire checklist. This research was conducted at the English Department, University of Muhammadiyah Malang on the academic year 2013-2014. The participants of the present study consisted of two parties. First, it was twenty four (24) students of English writing class (VIH). They were taken out from the target population using purposive sampling procedure. Second, it was one writing lecturer who taught writing IV in H class. He was taken as the sample because he taught writing IV using peer editing technique. The result showed that the way the lecturer implements the peer editing technique in writing class in proper way which was in line with the explanation from Yang et. al (2006). It included pre peer editing stage, while peer editing stage, and post peer editing stage. Dealing with the studentsÂ’ problems when the peer editing technique was implemented in writing class, the researcher concluded that 14 (58,33%) out of 24 students have problems in understanding the meaning of peerÂ’s writing, 18 students (75%) out of 24 students have difficulties in revising the peerÂ’s writing related with grammar, 16 students (66,66%) have problems in revising the peerÂ’s writing related with coherence (ideas in every sentence), and 5 students (20,83%) out of 24 students have problems in understanding what they should revise in the peerÂ’s writing related with organization of writing (introduction, body, and conclusion). Dealing with the way the students solved their problems when the peer editing technique was implemented in writing class, the researcher summarized that all of the students (100%) have the same opinions that when they feel hard to understand about the peersÂ’ writing, they will ask to the writer what does he or she means in his or her writing. Also, all students answer strongly agree and agree that they will ask to the lecturer when they have different opinions between the writers and the correctors.