Implementing Peer-Editing Identifying Students’ Problem in Writing Skill

a. Implementing Peer-Editing

Peer -editing w as conducted at the second meeting in the fir st cycle. In shor t, the teaching lear ning pr ocess r an as follow s. a Opening The r esear cher shor tly r eveiw ing the pr evious lesson of r ecount text and its char acter istics. Then the r esear cher asked them to take out their composition that the r esear cher asked them to make it at home at the pr evious meeting. b Main Activity After all the students w er e r eady w ith their composition. In this part the r esear cher w ould tr ained the students about peer -editing technique. The steps of peer - editing technique ar e as follow s. 1 Choosing the peer s, fir stly the r esear cher asked the students to choose one of their fr einds to discuss their text. The students decided that they w ould choose one of their classmate. Ther e ar e 30 students in the class, so it devided into 15 gr oups. 2 The r esear cher asked the students to exchange paper s. 3 The r esear cher asked the students to use peer -editing checklist pr ovided. The r esear cher give the students 5 minutes to r ead the peer -editing check list sheets. After a w hile, the r esear cher explained the students that they w ould use the peer - editing check list as their guidelines. 4 The r esear cher asked the students to put their ow n names on the paper s they ar e to edit. After puting the names, the r esear cher gave time to the students to r ead their fr iends paper s car efully. After the students reading their fr iends’ paper , the r esear cher asked the students to edit their fr iends paper s used the peer -editing checklist sheets as their guidelines. 5 The r esear cher ask editor s to under line the mistakes and w rite the editing symbols above. Befor e cor r ecting their friends paper s, the r esear cher asked the students to give their compliments and suggestions on their fr iends’ paper . Based on their peer -editing checklist, the r esear cher r emi nded the students to check the composition for complete sentence, to check the cor r ect pr inciples of gr ammar of r ecount text that used of past tense, the cor r ect w or d spelling, and the used of capital letter . The r esear cher also r eminded the students t o use capital letter in pr oper nouns. After w ard the r esear cher also asked the students to check each sentence that should use the pr oper puntuation, and the last the r esear cher asked them to r er ead the paper car efully for all er r or s. 6 The r esear cher asked the students to get their papers back. 7 Based on the feedback they r eceived, the r esear cher asked the students w r iter s to cor r ect their ow n paper s. The r esear cher gave them 15 minutes to cor r ect their ow n paper s. 8 While cor r ecting their mistakes, the students asked by the r esear cher to consult the editor for clar ification. The r esear cher asked the students to discuss about their paper s. This activity let the students discussed about their comments or suggestions that they w er e not clear . 9 The r esear cher r eminded the students to negotiate their mistakes. In this step, the students w riter r eminded by the r esear cher to discuss their view points on the mistakes they ar e not convinced w ith their editor s. 10 While the students cor r ecting their mistakes, The r esear cher asked the students to use their dictionar y, gr ammar book, and their classnote in or der to make the students editing pr ocess r un w ell. c Closing After the students had finished editing their composition, the r eseacher collected it and summar ized the lesson that they have lear ned that today. Then the r esear cher also asked the students to make the par agar ph r ecount at home as their homew or k Then the r esear cher closed the lesson by gr eeting and saying thank you.The r esear cher used students’ homew or k as the fir st post test. Based on the r esult it show ed that the aver age achievement of the students in the fir st cycle w as 67,46. It cannot be concluded that the fir st cycle w as said successful.They made some mistakes w hen they pr oduce r ecount text, such as in gr ammar , spelling, and ar r anging good sentences. Consequently, the w r iter conducted the next cycle by emphasizing on that difficulties.

b. Observing