期刊名称：Celt: A Journal of Culture, English Language Teaching & Literature
印刷版ISSN：1412-3320
电子版ISSN：2502-4914
出版年度：2017
卷号：17
期号：2
页码：196-207
DOI：10.24167/celt.v17i2.1120
语种：English
出版社：Soegijapranata Catholic University
摘要：The study aims at describing the students’ response to the application of Group Correction of Students’ Written Assignment technique assisted with Peer-Editing Worksheet in cause-effect essay teaching. The type of the study is descriptive qualitative research. The respondents of the study are the fourth semester students of the English Education Department of Universitas PGRI Semarang. The techniques used to collect the data are questionnaire and interview. The data are analyzed qualitatively The result of the study shows that through Group Correction of Students’ Written Assignment technique assisted with Peer-Editing Worksheet, the students can take some advantages. For example, the students can review other group’ works easily; they can also learn from other work errors to avoid making the same errors in their own writing, and add more ideas on their own writing by reading others’ works, etc. In conclusion, Group Correction of Students’ Written Assignment technique assisted with Peer-Editing Worksheet is useful learning technique for both the writer of the essay and the students who provide feedback.
其他摘要：Abstrak: Penelitian ini bertujuan mendeskripsikan respon mahasiswa terhadap penerapaan Group Correction of Students’ Written Assignment berbantu Peer-Worksheet dalam pengajaran Cause-Effect essay. Penelitian ini adalah penelitian kualitatif deskriptif.
关键词：students’ response; group correction of students’ written assignment; peer–editing worksheet; cause–effect essay teaching
其他关键词：respon mahasiswa; karya tulis hasil koreksi kelompok siswa; peer–editing worksheet; pengajaran esai cause–effect
