Dina Rachmawati, Yudi Juniardi, Zahra Fauziah


This research aimed to: 1) analyze quality of students’ exposition text; 2) analyze their responses towards learning writing exposition text using peer correction technique; and 3) find out challenges that they faced during the learning. Qualitative research method, especially document analysis design, was chosen. In this research, students’ texts were analyzed to answer first research question and open-ended questionnaire was given to students to answer second and third research questions. To triangulate the findings from those instruments, peer debriefing and member checks methods were done. To analyze the data, qualitative data analysis by Miles et al. (2014) was employed. The data analysis revealed that: 1) quality of students’ exposition texts improved, especially in generic structure aspect; 2) students mostly grouped themselves with more competent peers, learned lesson material beforehand as preparation for correcting, used both English and Indonesian when correcting, concerned more about language feature of peers’ texts, employed their critical thinking in processing feedbacks, became a better writer in the end of semester, and still preferred teacher correction over peer correction technique; and 3) students biggest challenge was poor writing skill. From those findings, it is highly recommended that teachers who want to apply this technique should thoughtfully group the students by themselves and give any assistance needed by students as probably their writing skill may impede them in giving meaningful feedback.



Peer Correction Technique, Exposition Text.

Full Text:



Anderson, M., & Anderson, K. (1998). Text Types in English. South Yarra: Macmillan Education Autralia PTY LTD.

Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to Research in Education. Wadsworth: Nelson Education, Ltd.

Axelrod, R. B., & Chooper, C. R. (1985). The St. Martin’s Guide to Writing. New York: St. MArtin's Press.

Blanchard, K., & Root, C. (2003). Ready to Write More: From Paragraph to Essay. New Yourk: Longman.

Brown, D., & Burnette, B. (1984). Connection 'A Rhetoric/Short Prose Reader. New Jersey: Houghton Mifflin Company.

Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. San Fransico: Addison Wesley Longman, Inc.

Brown, H. D. (2007). Principles of Language Learning and Teaching. New York: Pearson Education.

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Addison Weasley Longman, Inc.

Brown, H. D., & Abeywickrama, P. (2010). Language Assessment Principles and Classroom Practices. New York: Pearson Longman.

Brown, J. D. (1995). The Element of Language Curriculum: A Systematic Approach to Program Development. Boston: Heinle&Heinle Publishers.

Brown, J. D., & Bailey, K. M. (1984). A Chategorical Instrument for Scoring Secon Language Writing Skills. Language Learning , 21-42.

Bumagat, C. (2008). Nurse Licensure Examination.

Creswell, J. W. (2007). Qualitative Inquiry and Research Design. London: Sage Publications, Inc.

Derewianka, B., & Jones, P. (2012). Teaching Language in Context. Oxford: Oxford University Press.

Dillenbourg, P. (1999). Cllaborative-learning: Cognitve and Computational Approaches. Oxford: Elsevier.

Fareh, S. (2014). macrolinguistic error. macrolinguistic error in Essay , 1664, 234.

Fernandes. (1984). Testing and Measurement. Jakarta: Nasional Education Planning.

Foster, P. (1998). A Clasroom Perspective on the Negotiation of Meaning. Applied Linguistics , 1-23.

Fraenke, R, J., & Wallen, E. N. (2003). How to Design and Evaluate Research in Education: Fifth Edition. New York: McGraw-Hill.

Glenn, F., & Fred, D. (2007). Language Testing and Assessment. New York: Routledge.

Gronlund, E. N. (1968). Constructing Achievement Test. London: Prentice Hall.

H. Douglas Brown, P. A. (2010). Language Assessment Principle and Classroom Practices, Second Edition. America: Pearson Longman.

Hansen, J., & Liu, J. (2005). Guiding Principles for Effective Peer Response. ELT Journal , 31-38.

Hughes, A. (2003). Testing for Language Teacher, Second Edition. Cambridge: Cambridge University Press.

Hughes, A. (2003). Testing for Language Teachers ( 2nd ed.). Cambridge: Cambridge University Press.

Jahanian, R. (2012). Educational Evaluation: Functions and Applications in Educational Contexts. 254.

Jalalifarahani, M., & Azizi, H. (2012). The Efficacy of Peer vs. Teacher Response in Enhancing Grammatical Accuracy & General Writing Quality of Advanced vs. Elementary proficiency EFL Learners. IPEDR , 88-92.

Johnson, D. W., & Johnson, R. T. (1998). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Boston: Allyn and Bacon.

Juniardi, Y. (2016). ESL Students’ Critical Thinking and Their Academic Writing Skill. Konferensi Linguistik Tahunan Atma Jaya 14 , 72-76.

Labaree, D. F. (2000). A Course on Language Teaching . Cambridge: Cambridge University Press.

Lynn, M. (2010). Test Anxiety.

Mangelsdorf, K., & Schlumberger, A. (1992). ESL Students Response Stnaces in a Peer-Review task. Journal of Second Language Writing , 235-254.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis. London: SAGE Publications, Inc.

Murphy, T., & Jacobs, G. M. (2000). Encouraging Critical Collaborative Autonomy. JALT Journal , 228-244.

Nelson, G., & Carson, J. G. (1998). ESL Students' Perceptions of Effectiveness in Peer Response Groups. Journal of Second Language Writing , 113-131.

Nunan, D. (1998). Designing Task for The Communicative Classroom. Boston: Heinle&Heinle Publishers.

O' Malley, J., & Pierce, L. V. (1996). Authentic Assessment for English Language Learners. Massachussetts: Addison Weasley Publishing Inc.

Palmer, A. S., & Bachman, L. F. (1996). Language Testing in Practice. New York: Oxford University Press.

Raimes, A. (1998). Teaching Writing. Annual Review of Applied Linguistics , 142-167.

Reid, J. M. (1993). Teaching ESL Writing. New Jersey: Prentice Hall Regents.

Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. New York : Cambridge University Press.

Rollinson, P. (2005). Using Peer Feedback in The ESL Writing Class. ELT Journal , 23-30.

Savova, L., & Donato, R. (1991). Group Activities in the Language Classroom. English Teaching Forum , 12-15.

Storch, N. (2005). Collaborative writing: Product, Process, and Students' Reflections. Journal of Second Language Writing , 153-173.

Swain, M., & Lapkin, S. (1998). Interaction and Second Language Learning: Two Adolscent French Immersing Students Working Together. Modern Language Journal , 320-337.

Ur, P. (1996). A Course in Language Teaching: Practice and Theory. London: Cambridge University Press.

Vilamil, O. S., & De Guerrero, M. C. (1995). Peer Revision in the L2 Classroom: Socialcognitive Activities, Mediating Strategies, and Aspect of Social Behavior. Journal of Second Language Writing , 51-75.



  • There are currently no refbacks.

Copyright (c) 2018 Dina Rachmawati, Yudi Juniardi, Zahra Fauziah

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

RILL is a journal of first and second (foreign) language learning and teaching such as Javanese, Sundanese, Bahasa Indonesia, English, Arabic, Malay, etc. with p-ISSN 2614-5960 and e-ISSN 2615-4137