Abstrak

Kembali

This study was conducted to investigate the roles of peer editing in writing classroom and to investigate students’ perceptions of peer editing technique of the tenth grade students of science 1 at Bina Dharma Senior High School East Jakarta. A qualitative method with case study design was employed. Questionnaires were completed by 30 students. Then, interviews were conducted with 6 students, whether from high, middle, and low level students. Additionally, document of student’s writing also as the instruments of this study. The findings revealed that the students had positive perception of peer editing roles: as proofreading and language expert in writing technique. The students thought that peer editing technique can help them know their mistakes on their writing and revise them, such as in article, punctuation, add a word, omit a word, subject verb agreement, and capitalization. The students also stated that peer editing can help them to make their writing better than before. Based on the findings, there were some suggestions provided for the teacher. In teaching writing, it is important for the teacher to know an appropriate technique. It is also important to make students interested and developed their writing. Even though, there is no evaluation which is developed by the school, the teachers could evaluate themselves through peer observation with their friends. The teachers also can use students’ journal as another alternative of evaluation.