V. CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusion of the discussions and also the suggestions to the other researchers and English teachers who want to utilize
Facebook closed group in peer correction activities and for those who want to conduct the similar research.
5.1. Conclusions
The research concerns on exploring the students’ peer correction activities
through Facebook closed group and its effects on peer correction activities. To conclude, several points can be elaborated.
First of all, in relation to exploration of the students’ Facebook closed group
peer correction activities, there are four main activities generated and explored, namely grouping and posting, Facebook closed group peer correction, comments
and suggestions, and evaluation and revision. Despite the other three main activities, namely planning, drafting, and revising
, ‘posting’ is a new necessary step in Facebook closed group peer correction before revising, in which the
students captured the image of their writing, uploaded, and posted it on their Facebook closed group. Posting seems to build the
students’ confidence and motivation in writing since it reflects the
students’ confidence in expressing their
idea in writing and eagerness to have their writing be praised and acknowledged. Besides, it is assumed that Facebook provides more time and space for the
students to perform peer correction than limited time provided in traditional peer correction. Thus, the students may have a lot of practice in peer correction
activities to spend a lot time reading and commenting on their students’ essays which may help them develop their critical thinking. Next, giving comments and
providing constructive criticism activities may boost the students’ self-esteem
since feedback can affect self-esteem. Finally, the feedback evaluated in evaluation and revision activities
may promote the students’ self-evaluation and critical thinking and develop their self-monitoring as well since the students
critically compared their self-evaluation with peer evaluation on their writing due to the differences between the two evaluations.
Secondly, Facebook closed group affects peer correction activities by providing useful features, namely Spell-Checker. It is seemingly beneficial to peer
correction activities since vocabulary was mostly identified by the students through Facebook closed group peer correction.
Thirdly, Facebook closed group peer correction can improve the students’
writing achievement. It appears to be an effective medium in teaching writing and build positive attitude in peer correction, leading to the improvement of the
students’ writing achievement since the holistic score of the students’ writing is improved.
In short, there are several points concluded from the students ’ Facebook
closed group activities and its effects on peer correction activities and writing achievement.
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