Rahmawati, Azizah (2018) Peer-editing strategy to enhance the recount writing skills of the 8th graders of SMPN 11 Malang / Azizah Rahmawati. Diploma thesis, Universitas Negeri Malang.
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ABSTRACT Rahmawati Azizah. 2018. Peer-Editing Strategy to Enhance the Recount Text Writing Skills of the 8th Graders of SMPN 11 Malang. Undergraduate Thesis Department of English Faculty of Letters Universitas Negeri Malang Advisors (I) Prof. M. Adnan Latief M.A. Ph.D. (II) Dr. Sintha Tresnadewi M. Pd. Keywords Writing Skill Peer-Editing Strategy Recount Text Writing is one of the skills that English learners should master. According to the result of preliminary study the subjects of this study had low writing skill. In order to make the students master English writing the teachers must teach them using a proper strategy. One strategy that teachers can employ is Peer-Editing strategy. Regarding to the previous studies the students writing skills can be enhanced using peer-editing strategy. In peer-editing strategy students learn how to edit their friends work. Thus this makes them more aware with their own writing. This study was aimed at improving the writing skills of students of 8F class in SMPN 11 Malang. The design of this study was Classroom Action Research (CAR). The subjects of this research were the 8th graders of SMPN 11 Malang. The students belonged to 8F class. There were 23 students in that class who participated in this study. The instruments used in this study were scoring rubric opinionnaire and field notes. The instruments were validated through expert-validation and revised several times. There were four components scored in the scoring rubric namely organization grammar mechanics and content. In the opinionnaire the classroom teacher was interviewed before and after the implementation of the strategy. All activities were also recorded in the field notes. There are some steps to peer-edit. Beforehand the students must have composed a text and owned a scoring rubric. The texts are swapped to deskmates. Each point in the scoring rubric should be elaborated to the students. The students should have a clear idea how to peer-edit properly. Next the students can start peer-editing. While doing it the students may discuss with their partners and exchange feedback to each other. The work that has been edited is then returned to the writers and the writers are supposed to revise their work accordingly. Lastly the final revisions are submitted to the teacher. The final drafts are assessed by the teacher to be discussed in the next meeting. The findings show that peer-editing strategy gives a positive result to the improvement of the students writing performances. To define the success of this study the researcher set criteria of success. This study was considered successful if there were at least 70% of the students who scored 75 and above while 30% of the students scored 65 or above. At the end of the study there were 91% of the studentswho scored 75 and above while 9% of them scored not less than 60. Some suggestions are addressed to English teachers and future researchers. English teachers are suggested to teach English writing using Peer-Editing strategy. Furthermore future researchers are suggested to conduct related research to students with different level of English as well as to different genre of text and to apply the strategy in more meetings than this study.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 29 Jun 2018 04:29 |
| Last Modified: | 09 Sep 2018 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/10409 |
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