The Perceive of Self and Peer Correction on the Improvement of Writing Ability, Critical Thinking and Students Learning Autonomy of Japanese Students

Authors

  • Febi Ariani Saragih Faculty of Cultural Studies, Brawijaya University, Malang, Indonesia
  • Dinda Surya Widanty Faculty of Cultural Studies, Brawijaya University, Malang, Indonesia

DOI:

https://doi.org/10.62793/japsi.v1i3.24

Keywords:

Ability, Correction, Japanese, Writing

Abstract

This study aims to perceive student perceptions on self-correction and peer correction feed back to improve writing ability , student perceptions on self-correction and peer correction to increase autonomy learningof Japanese students. Self-Correction is an activity of providing indirect feedback where the teacher gives choices to students that allow them to carry out the correction activity themselves. Meanwhile, Peer Correction is a method that consists of learners giving and receiving feedback about their writing from their peers, that is, other learners. This research belongs to ex-post facto and survey research designs. Determination of the sample using random sampling technique using the Slovin formula. In this research, the research object was 42 Japanese Language Education students class of 2020 who had taken the Chukyuu Sakubun 1 course in semester 3. The data collection technique was carried out using a questionnaire and documentation in the form of students' Sakubun scores. The data is then processed quantitatively using t-Test SPSS software. The results of this study indicate that the value of the count test for the self-correction variable is 2.541 where this value is greater than the table value of 2.0108 and is significant at a significance level of 0.015, so it can be concluded that the self-correction variable has a significant effect on ability, critical thinking, and autonomy. The peer correction variable is 3,533 where this value is greater than the table value of 2.0108 and is significant at a significance level of 0.001, so it can be concluded that the peer correction variable has a significant effect on ability, critical thinking, and autonomy.

References

Bitchener, J., Young, S., & Cameron, D. (2005). The Effect of Different Types o Corrective Feedback on ESL Student Writing. Journal of Second Language Writing. https://doi.org/10.1016/j.jslw.2005.08.001

Balderas, Irais Ramirez., Cuamatzi, Patricia Maria Gullen (2018), Self and Peer Correction to Improve College Students’ Writing Skills, Teachers' Professional Development, vol. 20, no. 2, pp. 179-194, 2018 Universidad Nacional de Colombia. https://doi.org/10.15446/profile.v20n2.67095

Ennis, R. H. (1985). Critical Thinking and the Curriculum. National Forum: Phi Kappa Phi Journal, 65(1).

Fahimi, Z., dan Rahimi, A. (2015). On The Impact Of Self Assesment Practice On Writing Skill. Journal Of Social And Behavioral Science.

Steinberg, L. (2002). Clinical Adolescent Psychology: What It Is, and What It NeedsTo Be. Journal of Consulting and Clinical Psychology, 70(1), 124–128.

Flower, L., & Hayes, J.R. (1981) A Cognitive Process Theory of Writing. College Composition and Communication.

Oomori, M., dan Kono, T. (2013). Sakubun Jugyou No Tsukurikata. Aruku.

Wahyuni, Sri. (2018). Peer Correction On Writing Quality Of College Students HavingDifferent Cognitive Styles. online at Inferensi Website: http://inferensi.iainsalatiga.ac.id

Downloads

Published

2024-11-08

How to Cite

Saragih, F. A., & Widanty, D. S. (2024). The Perceive of Self and Peer Correction on the Improvement of Writing Ability, Critical Thinking and Students Learning Autonomy of Japanese Students. Journal of Agriprecision & Social Impact, 1(3). https://doi.org/10.62793/japsi.v1i3.24

Similar Articles

You may also start an advanced similarity search for this article.