IMPROVING STUDENTS’ WRITING ABILITY OF NARRATIVE

Abstract

Abstract:

There are two main objectives of this research (1) to find out how peer

correction technique improves the students’ activities in teaching-learning process (2)

to find out how peer correction technique improves the students’ writing ability in

writing a narrative text. This research uses classroom action research. The subject of

the research is the students of class X at SMAN 1 Gadingrejo in the academic year

2011/2012.

The result of this research is that, there was 25.92% of improvement from the first

cycle until second cycle in learning process. It happened since the teacher asked the

students to change the position in order to make the teaching-learning process running

well. The passive students in the left row sat next to the active students in the right

row. It was done in order to make the passive students become more active. By

changing the students’ position, it encouraged the passive students being more active

since they sat next to the active students. Meanwhile, there are 23 students (85.18%)

whose scores had achieved the target of the indicator in learning product. It was found

that the students’ writing scores improved when the teacher focused on the specific

errors based on the correction checklist that was given. Correction checklist provided

specific errors to enable and help the students in correcting their peer’s work. By

using it, the students felt easier when they should focus on some errors. It made the

students know what should be corrected when peer correction was implemented.

They could learn from the mistakes that their friends had made and also they could

learn from their friends who gave the correction to make their writing better.

Keywords

: peer correction technique, writing, narrative text