The Effect of Peer Correction and Self– Esteem towards Students’ Ability in Writing Analytical Exposition Text at SMAN 1 Kubung.

This research was the experimental research. The design of this research was factorial design. Population of this research was eleventh grade students at SMAN 1 Kubung. The total population was 119 students. The sample was chosen by using cluster random sampling technique. One class was assigned as experimental class and another was assigned as the control class. The instrument of this research was writing test and questionnaire. This research used t-test formula and ANOVA 2X2 to analyze the data. The result of this research is all hypotheses are accepted, hypothesis 1, H1 is accepted which means that peer correction gives significant effect on students’ ability at eleventh grade students of SMAN 1 Kubung, Solok Regency. Then hypothesis 2, the H1 is accepted means that peer correction produces better writing ability of students with high self- esteem than teacher written feedback. Then, hypothesis 3, the H1 is accepted means that peer correction produces better students’ ability in writing analytical exposition text with low self- esteem than teacher written feedback. Hypothesis 4, H0 is accepted. It can be concluded that there is no interaction between both instructional strategies and self- esteem to students’ ability in writing analytical exposition text. Based on the findings, it is suggested the English teacher apply the peer correction as one of the technique to help students get better ability in writing analytical exposition text. Besides, it can help teacher provide various activities in teaching writing