THE USE OF PEER EDITING STRATEGY TO IMPROVE STUDENTS’ WRITING SKILL ON ANALYTICAL EXPOSITION TEXT FOR SECOND-GRADE AT MA ASHRI JEMBER

Hanifah, Millatul (2024) THE USE OF PEER EDITING STRATEGY TO IMPROVE STUDENTS’ WRITING SKILL ON ANALYTICAL EXPOSITION TEXT FOR SECOND-GRADE AT MA ASHRI JEMBER. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

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Abstract

Writing skill is one of the language skills that should be thought besides
the other skills. One of the genres studied by second grade in senior high school
students in writing according to the 2013 curriculum is analytical exposition text.
This text is a text that describes the author's argument or opinion about a
phenomenon/issue. In learning analytical exposition text, students may have
difficulties in writing analytical exposition text. The students are confused to write
an Analytical Exposition text. Therefore, the English teacher decided to use the
peer editing strategy in the teaching and learning process. This strategy is
expected to overcome the problem that occurs in the field.
In this study the researcher used peer editing strategy to improve students'
writing skill. The research question of this research : “How is the use of peer
editing strategy able to improve students‟ writing skill on the analytical exposition
for second grade at MA ASHRI Jember?”. The objective of the research was to
investigate how the use of peer editing strategy is able to improve students‟
writing skill on the Analytical Exposition text for second grade at MA ASHRI
Jember. The researcher conducted this research in class XI-A MA ASHRI Jember
which consisted of 32 students.
The approach used in this research is Classroom Action Research (CAR).
The design of classroom action research used in this research is collaborative
classroom action research. This research was conducted in two cycles. Each cycle
consisted of four steps, namely planning, acting, observing, and reflecting. To
collect the data, the researcher used student's writing test, and observation. The
criteria of success in this research were if the students reached the minimum score
(75) equalto or higher than 75%.
The result of cycle one showed that 50% passed the criteria of success.
There are 16 students passed the criteria of success with 66,1 as the average score
in cycle one. This mean that the students have lower than it was indicated by
KKM score which is 75. While the second cycle showed that there was 87,5%
had passed the criteria of success. There are 28 students passed the criteria of
success with a 79,5 average score. It could be said successful. Based on the
results, this study reveals that students were able to improve students‟ writing skill
on analytical exposition text by implementing peer-editing strategy. The
researcher also provides suggestions for future researchers to conduct better
research and put more emphasis on the content and organization of writing skill
on the analytical exposition text.

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