The Effectiveness of Peer Correction Compared to Self Correction in Writing Descriptive Paragraph at SMPN 1 Mojo Kediri

Lestari, Ardelia Putri Eka (2025) The Effectiveness of Peer Correction Compared to Self Correction in Writing Descriptive Paragraph at SMPN 1 Mojo Kediri. Undergraduate (S1) thesis, IAIN Kediri.

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Abstract

This study investigates the effectiveness of peer correction compared to self-correction in teaching descriptive paragraph writing at SMPN 1 Mojo Kediri. Writing is a crucial skill in English learning, especially for junior high school students who are still developing their ability to express ideas in written form. Among different types of writing, descriptive paragraph is an essential genre that students need to master. The research applied a quantitative approach with a quasi-experimental design. The participants were seventh grade students, divided into two groups: the experimental group (Class 7J) consisting of 28 students using peer correction, and the control group (Class 7H) consisting of 28 students using self-correction. Writing tests were given as pre-test and post-test to measure the students’ achievement. Data were analyzed using SPSS through descriptive statistics, normality test, homogeneity test, and ANCOVA. The findings revealed a significant difference between the two groups. The ANCOVA result showed a significance value of 0.005, indicating that peer correction had a greater impact on students’ writing performance than self-correction. Moreover, the negative coefficient for self-correction confirmed that students in the peer correction group outperformed those in the self-correction group in the post-test. In conclusion, peer correction is more effective than self-correction in improving students’ descriptive writing skills. This method not only helps learners recognize their mistakes but also encourages collaborative learning and critical awareness in the writing process. Keywords: Peer Correction, Self-Correction, Writing Skill, Descriptive Paragraph, Junior High School

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