Improving the Students’ Writing Skills Through Peer-Editing Technique

Volume 6 Issue 3
Satrio Ardi Nugroho Sumardi Suparno
Pages: 298-305 Download Count : 1646 View Count: 1326 DOI Number . Facebook Share on Google+ Save to Zotero Save to Mendeley


This research was conducted in order to identify: 1) whether peer-editing technique can improve the students’ writing skill and 2) the classroom situation when peer-editing technique is used in the classroom. The method used in this research was classroom action research which consisted of two cycles. Each cycle comprised of planning, acting, observing, and reflecting. The subjects of the research were grade XI class of Bahasa dan Budaya Department of an SMA in Kudus in the academic year of 2019/2020 consisted of 35 students made up of 23 girls and 12 boys. The qualitative data in this research were gathered using observation, interview, and questionnaire, while the quantitative data were collected by conducting pre-test, post-test 1, and post-test 2. The qualitative data were analyzed by using interactive model of analysis (Miles, et al 2014), while the quantitative data were analyzed by comparing the mean score of pre-test, post-test 1, and post-test 2. The result of the research showed that there were improvements in the students’ writing skills when they were taught using peer-editing technique. The result of the research also showed that the students became more active when peer-editing technique was implemented in the writing classroom. Based on the findings, it is suggested that the teacher implement peer-editing technique by using interesting activities. In addition, it is recommended that other researchers carry other studies about peer-editing techniques involving other variables.


  • Writing
  • peer-editing
  • classroom action research
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