International Journal of Linguistics, Literature and Translation ISSN: 2617-0299 (Online); ISSN: 2708-0099 (Print) DOI: 10.32996/ijllt Journal Homepage: www.al-kindipublisher.com/index.php/ijllt Page | 189 Peer Correction Technique in Encouraging the Indonesian EFL Learners to Write Compositions Rafi’ah Nur English Language Education Department of Graduate Program Universitas Muhammadiyah Parepare, Indonesia ✉ Corresponding Author: Rafi’ah Nur, E-mail: rafiahnur@yahoo.com ARTICLE INFORMATION ABSTRACT Received: 17 September 2021 Accepted: 14 October 2021 Published: 30 October 2021 DOI: 10.32996/ijllt.2021.4.10.23 In writing an essay, a writer is demanded to consider several essential aspects of writing. They are mechanics, contents, coherence, organization, grammar, and vocabulary (Harmer, 2001, p. 88). Because of these demands on writing an essay, learners who are training their writing skills may face various problems in the process of writing an essay. Moreover, it is important to notice that many ESL students consider writing as hard and become suspicious when faced with writing assignments; thus, they often refuse to take time to write (Rankin-Brown, 2006). This research aims to discover how peer correction helps students find and reduce their mistakes in composing a recount text. This research used a quasi-experimental method. The population was the students of senior high school in Sidrap regency, Indonesia. The total population was 178 students from seven classes, and this research assigned two groups, namely experimental and control groups. The sample was selected by using a cluster random sampling technique. This research found that the students experienced some difficulties in arranging paragraphs and using grammar. They made many mistakes in their writings in terms of grammar, diction, coherence, organization, and they also lacked vocabulary. The problem is that they did not realize or do not know the mistakes that they have produced. By applying the peer correction technique, the students may experience the four elements in the writing process. The peer correction technique will facilitate the students to know either the strengths and the weaknesses they have made. This technique also helps them identify what was missing from their drafts so they can make corrections, revisions, and improvements to their writings. In addition, students with their partners could exchange their writing to verify the organization in writing. The research concluded that using peer correction technique is sufficient to reduce the students' mistakes in writing recount text of senior high school students in Sidrap, Indonesia. KEYWORDS Peer-correction technique, writing, Indonesian EFL learners. 1. Introduction 1 Writing serves as an essential form of communication in the modern era, which can replace oral communication (Vermeir et al. 2015). This belief was confirmed by Sadeghi and Richards (2016), who argued that the written language nowadays has an essential social and educational function. They believe that written language plays a high social prestige status. Writing is one of the important skills in studying a new language (Zeng, 2016; Ayu and Ari, 2018). It is a productive skill and activity carried someone to express their thoughts and feelings to gain knowledge and experience through written language (Astawa et al., 2017); (Nona & Chalak 2016). As a communication tool, writing requires comprehensive skills to get excellent communication (Ying 2018). Therefore, a writer must master the correct writing procedures. (Troia and Graham 2004; Harris and Graham 2016). Harmer (2007), on the essentiality of the writing skill, stated that the idea to teach writing to EFL learners involves reinforcement, language development, learning style, and, most importantly, writing as a skill in its own right. Therefore, students should learn the art of good writing as the essential order at both academic and professional levels (Hyland 2016). Copyright: © 2021 the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC-BY) 4.0 license (https://creativecommons.org/licenses/by/4.0/). Published by Al-Kindi Centre for Research and Development, London, United Kingdom.