Vol-6,Issue-2,March - April 2021

Author: Satrio Ardi Nugroho

Keywords: classroom action research, peer-editing, writing skill.

Abstract: The aims of this research were to identify: 1) whether peer-editing can improve the writing skill of the students and to what extent and 2) the classroom situation when peer-editing is implemented in the classroom. The method used in this research was classroom action research which consisted of two cycles with each cycle consisted of planning, acting, observing, and reflecting. The subjects of the research were the students of grade XI Bahasa dan Budaya of an SMA in Kudus in the academic year 2019/2020. The class consisted of 35 students which were made up of 23 girls and 12 boys. The qualitative data were gathered by observation, interview, and questionnaire, while the quantitative data were gathered by conducting pre-test, post-test 1, and post-test 2. The qualitative data were analyzed by using the interactive model of analysis, while the quantitative data were analyzed by comparing the mean score of the pre-test, post-test 1, and post-test 2. The research result showed that there were improvements in the writing skill of the students when peer-editing is implemented in the classroom. Based on the findings, it is suggested for the teacher to implement peer-editing with interesting activities. Additionally, it is recommended for the other researchers to carry other studies regarding peer-editing which involves the other variables.

Article Info: Received: 22 Dec 2020; Received in revised form: 21 Feb 2021; Accepted: 19 Mar 2021; Available online: 11 Apr 2021

DOI: 10.22161/ijels.62.34

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Page No: 235-240

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