Penerapan Teknik Peer-Correction Untuk Meningkatkan Kompetensi Menulis Deskripsi Siswa Kelas Xi Ips 1 Sma Negeri 1 Ngemplak Tahun Pelajaran 2010/2011

摘要

The research is aimed to know and describe: 1) the application of peer- correction technique in improving the learning quality of writing description text learning; and 2) the application of peer-correction technique in improving the students’ writing competence in writing description text for XI IPS-1 students of SMA Negeri I Ngemplak Kabupaten Boyolali academic year 2010/2011.udThe type of the research was Classroom Action Research (CAR). The research was administered at SMA Negeri I Ngemplak Kabupaten Boyolali. The classroom used as the subject of the research was XI IPS-1 at first semester of academic year 2010/2011. The research was done within 12 weeks in the middle of the first semester of academic year 2010/2011, namely within September up to November 2010. The data collection were done using observation, test, and document techniques. The data analysis technique was done using interactive analysis model covering three main components, namely data reduction, data display, and verification.udThe research concludes that: 1) the application of peer-correction techniqueudcan improve the quality of writing description text learning process for class XI IPS-ud1 students at SMA Negeri I Ngemplak Kabupaten Boyolali academic yearud2010/2011. It is indicated with the improvement in students’ learning activities throughout the cycles; and 2) the application of peer-correction technique can improve students’ writing competence in writing description text for class XI IPS-1 students at SMA Negeri I Ngemplak Kabupaten Boyolali academic year 2010/2011. It is indicated with the improvement of students’ writing scores and the students’ mastery level throughout the cycles. The students’ mastery in writing description text improved from 55.56% at the initial stage became 69.44% at the end of cycle I, improved to 77.78% at the end of cycle II, and improved to 94.44% at the end of cycle III. The students’ writing score improved from 62.92 at the initial stage became 65.56 at the end of cycle I, and improved into 67.64 at the end of cycle II, and then improved into 69.17 at the end of cycle III.