RESPONDING AND CORRECTING FEEDBACKS OF PEER CORRECTION ACTIVITY IN WRITING CLASS
Abstract
This study is conducted to analyze the types of language errors commonly amended by the students using the responding and correcting feedbacks in peer correction activities. The data was collected by collecting the written feedbacks in 25 argumentative essays of university students in the fifth semester. The results revealed that a number of 177 feedbacks were given for two types of errors: global and local errors. In correcting the global error, 75 feedbacks were provided, 50 by correcting feedbacks and 25 by responding feedbacks. Those feedbacks were given to correct errors in word choice, sentence structure, word order, omission, insertion, and unclear meaning. Meanwhile, in the local error, 102 feedbacks were provided from 88 by correcting feedbacks and 14 by responding feedbacks. Those feedbacks were given for errors in verb tense, capitalization, punctuation, spelling, word form, subject verb agreement, and singular and plural noun. Peer correction positively improves students’ writing ability because one of the characteristics of the technique is to involve the students in finding the mistakes in their friends’ writings. This activity trains them in being aware of their own writing errors.
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