The effect of different types of correction on the students' ability in writing descriptive text
Abstract
This research aimed to investigate the effect of peer correction and self-correction on the students' ability in writing descriptive text. This research applied a quantitative method with a quasi-experimental research design. 106 population samples of the three classes were taken from the students of the English Education Department at IAIN Palangka Raya. The technique of collecting the data used was the writing test. In analyzing the data, some procedures used were such as administering pre-test, conducting treatments, administering post-test, and analyzing the data. The results showed that there is a significant effect of peer correction and self-correction on the students' ability in writing descriptive text. It can be seen from the mean score between pre-test (55.13) and post-test (72.89) of the experimental group (Class A) using peer correction indicating that students’ scores increased after the treatment, and the mean score of pre-test (58.89) and post-test ( 73.34) of the experimental group (Class B) using self-correction indicating that students’ scores increased after the treatment. It is considered that peer correction and self-correction as the writing instruction technique can help them in writing especially descriptive text.
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