Abstract
This study investigates self-revision in essay writing conducted by 6 students. The analysis is based ondetermining common revised errors. The data have been reduced based on Language Related Episodes (LREs). The result shows that there are revision consisting of 1 change in punctuation both in first and second essay, 5 changes spelling in first essay, 19 changes vocabulary in the first essay and 6 changes in second essay, 25 changes in word form correction in the first essay and 27 changes in the second essay, and there are 19 changes in sentence level the first essay and 13 changes in the second one. This indicates that the self-revision is predominantly focused onthe word level changes particularly in morphology. Keywords: self-revision, common revised errors, Language Related Episodes (LREs)
Highlights
In the last decade, the issue of learning based on revision in writing has attracted a number of researchers such as DeJong and Schellens (1997), Bisaillon (2007), Fitzgerald and Stamm (1990), Crawford and Knoth (2008), Suzuki (2008), Chase (2012), Yang and Meng (2013), Wingard abd Geosit (2014) and Wang (2015)
There are common results of these researches that suggest the effectiveness of language learning in writing skill through revision since it enables both the teachers and learners to specify the learning needs of specific problems through error-indexing reference
This study attempts to investigate what aspects are mostly concerned by the EFL learners in the Indonesian setting through self-revision strategy
Summary
The issue of learning based on revision in writing has attracted a number of researchers such as DeJong and Schellens (1997), Bisaillon (2007), Fitzgerald and Stamm (1990), Crawford and Knoth (2008), Suzuki (2008), Chase (2012), Yang and Meng (2013), Wingard abd Geosit (2014) and Wang (2015). There are common results of these researches that suggest the effectiveness of language learning in writing skill through revision since it enables both the teachers and learners to specify the learning needs of specific problems through error-indexing reference. This shows that learning writing skill in EFL is regarded as the process that includes the most language aspects such as grammar, morphology, text structure and others. Shih (1986) mentions that the approach, focusing on the process and leading to the final product, helps students to understand their own writing process, enables learners to write, rewrite, and put the importance of revision process. Self-revision tended to involve based on individual knowledge such as word choices or grammar
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