Factors Influencing the Improvement of Students’ Writing Skill Through Peer Editing Technique

Merina, Yola; Autila, Rani; Yelliza, Yelliza

doi:10.23887/jpi-undiksha.v8i1.15431

Cited by 4 publications

(4 citation statements)

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“…This finding is in line with the research that was conducted by Merina et al, (2019) who said that peer-editing can helo the students to write a better text with an appropriate topic. It is also in line with Puegphrom & Chiramanee (2011) who stated that peer-editing can help the students to create more complete content.…”

Section: The Implementation Of Peer-editing Technique Can Improve the Students' Skill In Writing A Narrative Textsupporting

confidence: 90%

Enhancing the students' skill in writing a narrative text using peer-editing

Nugroho

2021

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The aims of this research were: 1) to identify whether peer-editing can enhance the students' skill in writing a narrative text and 2) to describe the situation of the classroom when the peer-editing technique is implemented. The method research used was classroom action research which consisted of two cycles. Each cycle consisted of planning, acting, observing, and reflecting. The research subject was the students of grade XI Bahasa dan Budaya of an SMA in Kudus in the academic year of 2019/2020. It comprised of 35 students with 12 boys and 23 girls. The qualitative data were collected by observation, questionnaire, and interview. The quantitative data were collected by conducting tests. The qualitative data were analyzed by condensing the data, displaying the data, and drawing the conclusion. The quantitative data were analyzed by comparing the mean score of the students' pre-test, post-test 1, and post-test 2. The result of the research showed that there were improvements in the students' skill in writing a narrative text when the peer-editing technique is implemented.

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Section: The Implementation Of Peer-editing Technique Can Improve the Students' Skill In Writing A Narrative Textsupporting

confidence: 90%

Enhancing the students' skill in writing a narrative text using peer-editing

Nugroho

2021

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“…That is why by applying the peer response technique, the students can be more independent inside and outside the classroom to improve their writing skills. Thus, they can develop their writing skill as much as possible (Merina et al, 2019).…”

Section: International Journal Of Educational Best Practices (Ijebp)mentioning

confidence: 99%

Implementing the Peer Response Technique to Improve the Students’ Writing of a Personal Recount Text

Budiarsih,

Yuliana,

Sada

2023

IJEBP

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This classroom Action Research aims to observe the implementation of the Peer Response Technique to improve the students’ writing personal recount text and their behaviour in writing activity. The participants were the students in class VIII A of SMPN 2 Sungai Raya which consisted of 31 students. Based on the teacher’s direct observation, the students in this class faced some problems in writing a personal recount text. A mixed-method approach was used to collect the data. The observation sheet, field notes, and focus group interview were used to collect the qualitative data and the writing test was used to collect the students’ writing score as the quantitative data. Three cycles were conducted in this research where each cycle consisted of three meetings. The findings of this research have shown that the implementation of the Peer Response Technique in the writing process was effective in improving not only the students’ behaviour in writing activity but also the students’ scores in writing personal recount text. The writing activities that were done in pairs could boost the students’ confidence in writing. They could also have good communication and cooperation in every writing stage that they have to do. The feedback that the students gave to each other’s writing improved their trust and their ability to learn from others’ writing. Ultimately, the peer response could improve the students’ writing personal recount text that was proved by the improvement of the student’s writing score from cycle 1 to cycle 3.

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“…Based on the research results of Merina et al (2019) Students interact with peers as authentic readers and editors independently. The fourth factor is peer editing, covering the teaching-learning process from the planning to the revising stage of the writing process.…”

Section: Introductionmentioning

confidence: 99%

“…Students who have received negative feedback about their writing are also more likely to have a negative self-perception about their writing abilities. They feel that they will never be able to meet the expectations of others (Merina et al, 2019).…”

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confidence: 99%

An Analysis of Factors that Affectefl Students’ Writing Skill

Kemalsyah,

Solehuddin,

Hariyadi

et al. 2022

QLMN

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Writing skills are a specific perspective that allows writers to put their thoughts into words. Students mentally connect with words and messages through writing skills. Writing, on the other hand, is a difficult skill to master. It requires the ability to combine words and sentences. The researcher used qualitative research. Qualitative research methods focus on in-depth understanding, interpretation, and disclosure of the meaning of the data collected. The type of research used by the researcher is a case study. A case study is used because the researcher can understand the context, process, and complexity of the phenomenon under study. This type of research allows the researcher to explore perspectives, experiences, and meanings in the data collected related to An Analysis of Factors that Affectefl Studentsaffect students research results can provide deep, contextual, and detailed insights into the case under study, which can be used to inform policies, practices, or further theoretical development. The subjects in this study are English Education Students at a University in Jakarta, Indonesia. Based on the findings and discussion, it can be concluded that students who are less motivated, less confident, and do not want to practice writing are due to several interrelated factors. These factors are a misunderstanding of writing, lack of experience, and negative self-perception. Misunderstanding writing can make students feel that writing is difficult and boring. Lack of experience can lead students not to have the skills they need to write well. Negative self-perception can lead students to feel that they are not good writers and will never be able to improve their skills. Therefore, to improve students' motivation, confidence, and interest in writing, efforts must be made to address these factors. Teachers and students must collaborate to develop effective and efficient writing learning strategies.

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Factors Influencing the Improvement of Students’ Writing Skill Through Peer Editing Technique

Cited by 4 publications

References 0 publications

Enhancing the students' skill in writing a narrative text using peer-editing

Enhancing the students' skill in writing a narrative text using peer-editing

Implementing the Peer Response Technique to Improve the Students’ Writing of a Personal Recount Text

An Analysis of Factors that Affectefl Students’ Writing Skill

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