ABSTRACT
This action research is aimed to improve writing skills of the tenth grade of SMA N 2 Wonogiri by using peer correction method. The main subjects of this study were X MIA 7 students of SMA N 2 Wonogiri who were in the second semester by the academic year 2014/2015. This study, which lasted for three months, was carried out in two cycles. The data were obtained from the observation during the implementation of the actions, interview with the students and the English teacher, students’ writing tasks, and tests. The data were in the forms of interview transcripts, field notes and students’ writing scores. Based on the result of the research, the implementation of peer correction method in this study is believed to be effective to improve the students’ ability in writing a recount text. Before this study was implemented, the students’ had writing problems in the aspects of grammar, content, vocabulary, mechanic, and organization. Besides, the teacher’s method in writing process did not solve the students writing problem. Specifically, it was caused by the inadequate assessment and feedback from the teacher side. By implementing peer correction method in the teaching and learning process, the students’ writing problem were successfully solved and improved. Peer correction method was also effective to improve the classroom situation. Finally, the students’ responses have been analyzed and discussed, and some recommendations have been provided regarding the practice of peer correction. In measuring the students writing ability, the researcher uses analytical scoring in the assessment process. Basically, the students’ ability in writing a recount text have a significant improvement related with five writing aspects. The students’ mean score in content improved from 21.06 (pre test) to 23.55 (post test) . Then, the students’ mean score in the organization aspect enhanced from 16.04 (pre test) to 16.44 (post test). Related with the vocabulary aspect, the students’ average score also improved from 14.13 (pre test) to 16.20 (post test). Next, the students’ mean score of grammar aspect improved significantly from 15.68 (pre test) to 21 (post test). Lastly, the students’ mean score in the mechanic aspect also enhanced from 4.15 (pre test) to 4.70 (post test).
Keywords: assessment, classroom dynamic, peer correction, recount text, writing.
