This research investigated: (1) was there a statistically significant difference of students’ writing improvement between the students treated with self-editing - peer review and peer review - self-editing; (2) was there a statistically significant difference of students’ writing improvement in different groups of proficiency of both classes; and (3) the aspect of writing significantly improved in both classes. The subject of this research was the students of IBI Darmajaya, Lampung. This research used quantitative approach. The instruments were writing test and Nelson English Language Proficiency Test (NELT). The result shows that 1) there was a significant difference of students’ writing improvement between Class A and Class B; 2) there was a statistically significant difference of students’ writing improvement in heterogeneous groups in both classes; 3) it was language use, a writing aspect mostly improved. Self-editing and peer review can help students to improve their writing. Besides, it is inferred that reversing the order of editingstages does affect students’ writing improvement differently.
This study is aimed to improve students' self-esteem toward mathematics learning in MTs Ummul Quro through Students Team Achievement Divisions (STAD) cooperative learning. This was a classroom action research study and the research subjects were thirty one students of Grade IX B. The data as indicators of the success of class actions were collected using a self-esteem questionnaire for mathematics learning, mathematics achievement tests, and observation sheets for the implementation of STAD cooperative learning. In the implementation, the results showed that in Cycle I there were still students who had low self-esteem, 67.74% of students attained KKM (short for kriteria ketuntasan minimal or 'the criterion for minimum mastery'), and the percentage of the implementation of STAD cooperative learning was 85.33%. In Cycle II, no students had low self-esteem, 77.42% of students attained KKM, and the percentage of the implementation of STAD cooperative learning was 96.67%. In general, the results of the study showed that STAD cooperative learning could improve the self-esteem of Grade IX B of MTs through two cycles.
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