ANANALYSIS OF PEER EDITING USED BY ENGLISH TEACHER

IN WRITING CLASS AT SENIOR HIGH SCHOLL 5 PADANG

BACKGROUND OF THE PROBLEMS

In teaching writing, the teacher asks the
students to do peer editing by correcting
their friends writing task.
On the Otherhand:
The teacher does not explain what kinds of
evaluation that should be corrected by the
students in their friends writing task.
Therefore, the students faced confuse to
assess their friends writing task in peer
editing and the students just correct their
friends writing task as they know.
After asking the students to do peer
editing, teacher does not check again the
students task in correcting their friends
writing task. As the result, the students as
the writers do not know what kind of
mistake that they have done and the
HOWEVER;
If the students can be a good writer and
editor they should know their mistake in
their writing, next they can repair some
mistakes that have done. Especially as
editor, the students can improve their
writing when they know how to be a good
editor. They check their friends writing
task; it means that the students can find
their mistakes in their own written.
TYPES OF PEER EDITING
Vygotsky in Naomy (2013)
states that peer editing process
involves students interacting
with each other. There are two
categories in peer editing,
namely Teacher Preparation
and students readiness.
LIMITATION OF THE PROBLEM
It will be done by identifying teachers preparation and
students readiness in peer editing itself.

Formulation of the Problem

The researcher formulates the problem of the research
as follow: How is peer editing used by English teachers
in writing class at Senior High School 5 Padang?

Research Question
In order to investigate the relation between peer editing
and students quality of writing, the researcher
formulates the research question as follow:
How does the teachers preparation in helping the
process of peer editing more effective?
How are students readinesses in peer editing process?
Teachers Preperation
Students readiness