his research aimed to determine the implementation of the peer correction
technique in writing narrative text and aimed to determine the students’ perception of
the peer correction technique. This research presented research on the implementation
of the peer correction technique in writing narrative text at eleventh grade of MAN 4
Bone. This research used a qualitative method. The participants consisted of 8
students of MAN 4 Bone. The research used two instruments, they were observation
and interview. Based on the results of observation, the students could do the peer
correction stage well with several times experiments. Based on the interview, the
researcher found that the peer correction technique could make students active in
class and could improve students' writing comprehension but this technique did not
guarantee that students be independent in the learning process. Therefore, this
technique had advantages and disadvantages, but more dominantly had advantages
that were suitable for use in improving students' writing skills.
A. CONCLUSION
Based on the discussion, the researcher concludes the results of the
observation and interview of students that have been carried out in the
application of peer correction in writing narrative text based on student
activities and students’ perception of this technique.
1. Based on the data on the results of the student's observation. The
researcher can conclude that the application of the peer correction
technique has steps that must be taken by students in learning narrative
text. Initially, students still have difficulty in writing narrative text but
have been able to correct the results of writing the theme and accompanied
by feedback, then at the next meeting students can write narrative text but
there are still some students who have not been able to check their friends'
writings because the teacher still controls the students so that this
application continues and then at the end of the meeting all students can
take the steps in peer correction well starting from writing narrative text to
the final stage, namely collect the writings to the teacher.
2. Based on the data on the results of the interview. The researcher can
conclude the students’ perception of peer correction technique in writing
narrative text. Students said that the peer correction technique can make
students enjoy checking their friends' writings, even make students active
in class, and improve students' understanding of writing narrative texts
because students gave feedback to both their friends and the teacher so
that they communicate well. but on the other hand, this technique does not
guarantee that students can be independent in learning because each
student had a different level of understanding, especially since the
language used is English, therefore teachers still monitor and guide their
students.
B. SUGGESTION
Based on the conclusions above, the researcher would like to give
suggestions to readers and especially for teachers, students, and researchers:
1. For teachers
The need for English teachers was suggested to apply the peer
correction technique in the teaching process, especially in teaching writing
because it helps students become easier understood the material in writing
a good text.
2. For students
The need for students should be active in the classroom and not
assume teachers as their only source for learning. Students also had to
make learning from peers as their needs as it could increase their social
activities such as respect and helping each other. As students respect their
peers with high or low ability in English.
3. For Researchers
The researcher suggests further research to conduct research in
examining what causes students' errors in writing narrative texts. In
addition, further researchers can add tests as an instrument by analyzing
students' mistakes in collecting data to support it.

STAR20220094

94/2022

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