Students’ Perception on Peer Revisions of Deemphasizing Grammar Correction in SMA Mulia Bhakti, Makassar, South Sulawesi

This research are aims at (i) investigating perceptions of learners about the implementation of peer revision of deemphasizing grammatical correction at SMA Mulia Bhakti Makassar, (ii) finding out the factors which influenced the implementation of peer revision of deemphasizing grammar correction at SMA Mulia Bhakti Makassar, and (iii) finding out how the peer revision of deemphasizing grammar correction is implemented at SMA Mulia Bhakti Makassar. The researcher conducted qualitative method. The data resources were 11th-grade students at SMA Mulia Bhakti Makassar who had experience in the practice of peer revision of deemphasizing grammar correction. The result showed that, (i) the researcher found the students’ positive perception and negative perception on peer revision of deemphasizing grammatical correction. The positive perceptions were students became more active, developed their critical thinking, leaded them to students’ self-directed learning, and decreased students’ writing apprehension while the negative perceptions were it created overly critical comments and also conflict (ii) the factors influenced the implementation were students’ ability as reviewer and sitting them in collaborative work (iii) the steps of peer revision of deemphasizing grammatical correction at SMA Mulia Bhakti Makassar consisted of six steps, namely writing, revision, first rewriting, editing, second rewriting, and scoring.

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Minding the music: Neuroscience, video recording, and the pianist

International Journal of Music Education ◽

10.1177/0255761410396966 ◽

2011 ◽

Vol 29 (4) ◽

pp. 347-358 ◽

Cited By ~ 2

Author(s):

Milton Schlosser

Keyword(s):

Music Education ◽

Mood Induction ◽

Negative Mood ◽

Video Recording ◽

Well Being ◽

Self Directed Learning ◽

Directed Learning ◽

Negative Perceptions ◽

Review Protocol ◽

Blood Flow Patterns

Research in music education asserts that video review by performers facilitates self-directed learning and transforms performing. Yet, certain videos may be traumatic for musicians to view; those who perceive themselves as failing or experience performance-related failures are prone to feelings of distress and sadness that can negatively affect their music-making and well-being. In this study, the reactions of nine Canadian undergraduate pianists to reviewing themselves regularly on video are examined. The study was designed in two parts: first of all, to track the effects of watching self-referent videos of piano lessons and other performances; second, to highlight student responses to a Recital Review Protocol (RRP). The RRP was designed with instructors and students in mind, incorporating neuroscience strategies to reverse blood flow patterns in areas of the brain responsible for negative mood induction. The results from the first part of the study point to how regular video analysis is able to shift initial negative perceptions and transform practicing and performing. The findings from the second part indicate that more attention needs to be paid to students by instructors immediately after performances.

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