USING PEER EDITING TO IMPROVE STUDENTS’ WRITING SKILL (A Classroom Action Research at the Second Year of SMK Negeri 1 Pati Using Peer-Editing To Improve Students’ Writing Skill (A Classroom Action Research at the Second Year of SMK Negeri 1 Pati in 2010

USING PEER EDITING TO IMPROVE STUDENTS’ WRITING SKILL ( A Classroom Action Research at the Second Year of SMK Negeri 1 Pati

in 2010/ 2011 Academic Year)

Nur ina Ika Rusmania A.320.040.156

School of Teacher Tr ining and Aducat ion Muhammadiyah Univer sit y of Sur akar t a

2012

Abstr act

The object ives of t he st udy ar e descr ibing t he Implement at ion of peer -edit ing t echnique t o impr ove st udent s’ wr it ing skill and descr ibing whet her peer -edit ing t echnique can impr ove st udent s’ wr it ing skill or not . This St udy was under t aken in Vocat ional School of SMK Neger i 1 Pat i. The subjecst of t he r esear ch ar e t he second year students of XI Account ing2 of SMK Neger i 1 Pat i, who consit of 30 st udent s. The r esear cher collect ed t he dat a of t he r esear ch obser vat ion, int er view, document , and t est (pr e-t est , post -t est 1,post -t est 2).In t his r esear ch t he r esear cher applied classr oom act ion r esear ch which r equir es four st eps, namely planning, implement ing, obser ving, and r eflect ing. The r esult of t his st udy shows t hat t eaching wr it ing usingpeer -edit ing can impr ove t he student s’ wr it ing abilit y. It is pr oved by t he impr ovement of t he st udent s’ mean scor e.The mean scor e of pr e-t est is 49,6%, while t he mean scor e of post -t est is 79,20%. In addit ion t he st udent s also fell int er st ed, mot ivat ed, and easy in wr it ing class.

 Introduction

Wr iting as one of the four skils has alw ays for med par t of the syllabus in the teaching of English. Syllabus helps the students to lear n many types of w riting such as genr es, shor t fungtioanal texts, and some expr ession. Of the four skills, w r iting is the most difficult skill to master . Accor ding to Stella in Byr ne (1997:280), the r eason that most students take a long time to master w riting skills ar e: 1) w ord in thousand,the vocabular y master y of the students is differ ent among each other ; 2) the students’ fear of being judged too har sly by their w or k; 3) the students do not under stand the instr uction or the title; 4) the students don’t know how to cor r ect the mistakes.

Those pr oblems also appear in SMK Neger i 1 Pati. The students of SMK Neger i 1 Pati consider ed w r iting as a diffcult subject. By obser ving the lear ning activity of the students, the r esear cher found some pr oblems faced by the students in lear ning r ecount text, ther e ar e: 1)

Students had pr oblem in ter m in lear ning language use; 2) They used incor r ect ver b especially in expr essing pas action; 3) students also had limited vocabular y, they used less English in expr essing their w r iting; 4) their w r iting text had poor or ganization. As they think that w r iting is difficult, sur ely it affects the class situation in teaching lear ning English w r itting.

Ther e w er e sever al pr oblems faced dealing w ith the students in lear ning w r iting. So it w as better to solve those pr oblems. The r esear cher decided to implement peer -editing technique in teaching w r iting to solve the pr oblems. The r esear cher chose peer -editing because it is a classr oom technique w her e lear ner s cor r ect each other , r ather than the teacher doing this. It could be used to encour age students to r evise and edit their ow n wr iting. Peer -editing also optimizes the classr oom time. Har mer (2004:115) says that peer editing or know n as peer -r eview is a valuable element in the w -rit ing p-r ocess w he-r e encou-r age students to -r ead othe-r students’ w or k w her e it does not. While accor ding to Oshima (2006:313) peer -editing is an inter active pr ocess or r eading and commenting on classmates’ w r iting. Based on those ar gument, the r esear cher believes that peer -editing technique can impr ove students’ w r iting skill.

 Problems of the Study

Ther e ar e tw o pr oblems appear ed in the r esear ch of this study, ther e ar e: 1) Can the peer editing technique impr ove the students’ skill in w r iting ?; 2) How is the implementation of peer -editing technique in impr oving the students w riting skill?

 Objectives if the Study

Based on the r esear ch pr oblems of the study mentioned above, the r esar cher for mulates some objectives of the study. The objective classified in tw o objectives, ther e ar e gener al objective and specific objective. In gener al, the objective of the study is to impr ove the students w r iting skill of eleventh gr ade students of Accounting2 of SMK Neger i 1 Pati. And in specific the objective of this study is descr ibing w hether peer -editing can impr ove students’ w r iting skill or not and descr ibing the implementation of peer -editing technique in impr oving students w r iting skill to the eleventh gr ade students of accounting2 of SMK Neger i 1 Pati.

 Subject of the Study

The subject of this study is the second year students of Accounting2 of SMK Neger i 1 Pati. Ther e ar e 30 students in the class, the male students ar e 4students, and the female students ar e 26 students.

 Setting of the Research

This r esear ch w as car r ied out of at Vocational School, SMK Neger i 1 Pati, in the class of XI Acounting2. It is located in JL. Jendr al Ahmad Yani No.2 Pati.

 Type of the Research

In this r esear ch, the r esear cher applied Classr oom Action Resear ch (CAR). Accor ding to Suw andi (2009:9), action r esear ch is study w hich is used in self impr ovement, w or k exper ience, but it do by systematic and it be planed.

Accor ding to Bur n (1999:30) these ar e some char acter istics of action r esear ch taken fr om some exper ts definition as follow s.

1. Action r esear ch is contextual, small scale and localized. It identities and investigates pr oblems w ithin a specific situation.

2. It is evaluating r eflective as it aims to br ing about change and impr ovements in pr actice. 3. It is par ticipator s as it pr ovides for collabor aties investigation by teams of colleagues,

pr actitioner s, and r esear cher s.

4. Changes is pr actice ar e based on the collection of infor mation or data w hich pr ovides impetus for changes

Classr oom Action Resear ch is a r eflective r esear ch w hich is begun w ith the r eal pr oblem that is faced by the teacher in the teaching lear ning pr ocess. Then, it is r eflected in the solution of the pr oblem and applied. The action should be planed and can be measur ed. If the pr ogr am solution cannot solve the pr oblem, the teacher can conduct the next cir cle w ith the same pr ocedur e (Suw andi, 2009:42).

 Data and Data Source

The data of the r esear ch ar e quantitative and qualitative data. Quantitative data ar e the data that can be measur ed dir ectly, w hile qualitative data ar e the data that can be measur ed indir ectly. The r esear cher uses students’ scor e in pr e-test and post-test as quantitative data. Qualitative data on this r esear ch ar e:

1. Event

Event is the teaching w r iting pr ocess that focuses on the use of peer -editing to the second year of Acounting “2” of SMK Neger i 1 Pati.

2. Infor mants

This study involves the second year students of SMK Neger i 1 Pati in class “ XI A2” ( Accounting 2 ), 2010 / 2011 academic year , the r esear cher , and the students in collabor ative w ho conduct peer -editing.

In this study, the documents ar e the w r iting mater ials, lesson plan, and list students’ achievement in English Wr iting text.

 Method of Collecting Data

The r esear cher cunducted the data thr ough follow ing Pr ocedur es. 1. Obser vation

Obser vation is a method or w ay to analyze and conduct a systematic r ecor ding of behaviour by seeing or obser ving individuals or gr oups dir ectly

2. Inter view

Inter view is a w ay of collecting infor mation thr ough giving some questions to the inter view er and giving some answ er s to the inter view er . Her e the w r iter inter view ed the students about the difficulties of w r iting.

3. Documents

The document her e means lesson plan, field note, student’s w or k sheet. 4. Test

To measur e the w r iting ability of the students, the r esear cher needs some quetions and exer cises or usually called test. Accor ding to Ar ikunto (2006:138), test is a ser ies of questions or exer cises or other devices used to measur e the skills, know ledge, intelegence, ability or talent possesed by individuals or gr oups.

 Technique for Analyzing Data

In analyzing the data, the r esear cher uses the techniques, namely descr iptive compar ative and cr itical analysis technique. Descr i ptive compar ative technique is used to analyse quantitative data. It is done by compar ing the r esult of each cycle (Suw andi, 2009:61). The r esear cher compar es the students’ scor e on pr e – test, r esult of cycle I, as post - test, it is as descr iptive statistics. To find the students’ achievement befor e and after action, the r esear cher can calculate it w ith the Avarage for mula.

Me

X i

n

Where:

Me

: Mean ( the avarage of students’ test result )

Xi

: Score X to I

n

: the number of sudents

(Sugiyono, 2005:43)

While critical analytic technique is related with qualitative data. There are

three steps in analysing the data according to Miles and Huberman (1996:170).

1.

Reducting the Data

That is the first component in analyzing the data that contains selecting

process, focusing, and summarizing data from field notes. In this step, the

researcher selects, limits, and summarizes the data from the implementation of

teaching writing using peer – editing.

2.

Displaying the Data

The second steps of analyzing the data is describing the data in narrative

which the research conclusion will be possible to be done. This step is describing

the result of the research which is described in systematic and logic sentences

form, but it can be displayed in table from which supports the narrative data.

3.

Drawing Conclusion

The last step is that the writer makes a conclusion of the research. Then

the writer also verifies the conclusion of the technique by discussing the research

conclusion with the collaborator of the research. This step is very important to be

done in order to get good research conclusion.

 Reseseach Finding

The finding w as conducted at the Eleventh Gr ade of Accounting 2 of SMK Neger i 1 Pati. In this finding, the r esear cher became a pr actitioner w ho implemented the action of the teaching lear ning pr ocess in the classr oom, and as the obser ver w ho obser ved the teaching lear ning pr ocess fr om the begining of the finding until the end. The finding consisted of tw o cycles. Ther e w er e tw o meetings at the fir st cycle and tw o meetings in the second cycle. After each cycle w as done, the r esear cher conducted post-test to know the condition of the students’ w rit ing skill. The descr iption of the r esear ch finding can be explained as follow s.

1. Identifying Students’ Problem in Writing Skill

Befor e the r esear cher did the r esear ch finding, she conducted the obser vation and inter view with the students to identify the pr oblems that occur ed in the class dur ing lear ning pr ocess dealing w ith the students’ wr iting skill befor e using peer -editing. the r esear cher inter view ed the students to know mor e accur ate infor mation about the pr oblem faced by the students in lear ning English Wr iting. Fr om the obser vation and the inter view it w as

found that the students had pr oblem in w r iting and the classr oom atmospher e w as less conducive for effective lear ning. The students said that they w er e not able to use appr oppriate gr ammar and vocabular y.

By inter view ing the students, the other pr oblem faced by the students could be seen. The students told that they still had difficulty in spelling. They tended to w rite some things based on w hat they had listened. That w as w hy they did some mistakes in their spelling w hile they w er e w r iting. After inter view ing, the r esear cher gave pr e-test to the students. The pur pose of this pr e-test w as to gain the specific infor mation about the students’ w r iting skill. Befor e conducting the pr e-test, fir stly the r esear cher gave the students the model of r ecount composition

entiteld “ Visiting Mount Bromo”.

The r esear cher r ead the text once. The next, the r esear cer asked the students to r ead one mor e time. Then the r esear her asked the students about the main topic of the text and w hat the main topic of each par agr aph of the text, the sudents answ er ed the question cor r ectly. After giving some questions, then the r esar cher asked the students to r etell their stor y. The students r etell their stor y clear ly, but they had pr oblem in using past action. After r etelling the stor y, the r esear cher gave pr e-test to the students to w rite about their holiday exper ience. In pr e-test the r esear cher gave oppor tunity to the students for 30 minutes to w r ite the text.

After tabulating the r esult of students’ pr e-test, the w r iter then tr ied analyze the pr e-test r esult in or der to know the students’ initial condition. The pr oblem faced by the students that had been seen fr om the pr e-test ar e:

1) Students had pr oblem in ter m of language use, the students w er e not able to use appr opr iate patter n of tenses.

2) Students had pr oblem in mechanical aspects; incor r ect capitalization, punctuation, and spelling.

3) Students lacked of vocabular ies, students w er e not able to use suitable w ord in their w r iting.

4) The students’ wr iting texts had poor or ganization, students w er e not be able to or ganize their w r itting w ell.

The aver age of the students’ r esult in the pr e-test w as 49,6%, the r esult w as ver y low . The w r iter concluded that the student had not under stood r ecount text yet, so the teacher and r esear cher did the action to solve the pr oblem by using peer -editing.

First Cycle

The fir st cycle w as implemented in tw o meetings. Which cover ed model par agar ph, language based exer cise in each meeting, and the peer -editing pr acticed. Ther e w er e four stages in the pr ocess of the r esear ch namely planning, acting, obser ving, and r eflecting.

a. Planning

Based on the pr oblem faced by the students of XI A2 class of SMK Neger i 1 Pati, the r esear cher made a lesson plan, the mater ial, w or ksheet and the peer -editing check list sheet as the students guidelines. The implement ation focused on comphr ehension of char acter istics of r ecount text, they w er e gener ic str uctur e, and languge featur es.

b. Comphrehensing The characteristics of Recount Text

This phase focused on the r ecount w r iting comphr ehension. Her e is the elabor ation of the stages of the fir st cycle.

a) Opening

The r esear cher began the teaching lear ning pr ocess by nar ating her embr assing moment to the students. Then the r esear cher asked the students some question r elated to her stor y.

b) Main Activity

After giving some question then the r esear cher ditr ibuted the r ecount par agr aph model entiteld “My Fir st Flight”. This r ecount text is telling about someones’ exper ience in the air por t. After w ar ds, the r esear cher asked the students to deter mine the gener ic sr uctur e of the text, but some students did not under stand or might not know the r ecount text w ell. Ther efor e, the r esear cher explained the featur es of r ecount text. The r esear cher explained that the gener ic structur e of the text w as or ientation, event, and or ientation. The r esear cher also explained about the language featur e of r ecount text, especially the gr ammar used in r ecount text. The r esear cher explained that r ecount text use Simple Past Tense. The w r iter asked the students to discuss w ith their chair mate to analyze the w or ds or phr ases indicating the past tense and analyzed the synonym and antonym of vocabular ies r elated w ith the text.

The r esear cher w alked ar ound to see their w or ks; some seemed ver y enthusiastic and most w er e able to do.

c) Closing

Because of the limited time, the r esear cher shor tly concluded the mater ial at the meeting by r eveiw ing the featur es of r ecount text. Then closed the lesson by giving homew or k to them to make composition about their unfor getable moment.

a. Implementing Peer-Editing

Peer -editing w as conducted at the second meeting in the fir st cycle. In shor t, the teaching lear ning pr ocess r an as follow s.

a) Opening

The r esear cher shor tly r eveiw ing the pr evious lesson of r ecount text and its char acter istics. Then the r esear cher asked them to take out their composition that the r esear cher asked them to make it at home at the pr evious meeting.

b) Main Activity

After all the students w er e r eady w ith their composition. In this part the r esear cher w ould tr ained the students about peer editing technique. The steps of peer -editing technique ar e as follow s.

1) Choosing the peer s, fir stly the r esear cher asked the students to choose one of their fr einds to discuss their text. The students decided that they w ould choose one of their classmate. Ther e ar e 30 students in the class, so it devided into 15 gr oups.

2) The r esear cher asked the students to exchange paper s.

3) The r esear cher asked the students to use peer -editing checklist pr ovided. The r esear cher give the students 5 minutes to r ead the peer -editing check list sheets. After a w hile, the r esear cher explained the students that they w ould use the peer -editing check list as their guidelines.

4) The r esear cher asked the students to put their ow n names on the paper s they ar e to edit. After puting the names, the r esear cher gave time to the students to r ead their fr iends paper s car efully. After the students reading their fr iends’ paper , the r esear cher asked the students to edit their fr iends paper s used the peer -editing checklist sheets as their guidelines.

5) The r esear cher ask editor s to under line the mistakes and w rite the editing symbols above. Befor e cor r ecting their friends paper s, the r esear cher asked the students to give their compliments and suggestions on their fr iends’ paper . Based on their peer -editing checklist, the r esear cher r emi nded the students to check the composition for complete sentence, to check the cor r ect pr inciples of gr ammar of r ecount text that used of past tense, the cor r ect w or d spelling, and the used of capital letter . The r esear cher also r eminded the students t o use capital letter in pr oper nouns. After w ard the r esear cher also asked the students to check each sentence that should use the pr oper puntuation, and the last the r esear cher asked them to r er ead the paper car efully for all er r or s.

7) Based on the feedback they r eceived, the r esear cher asked the students w r iter s to cor r ect their ow n paper s. The r esear cher gave them 15 minutes to cor r ect their ow n paper s.

8) While cor r ecting their mistakes, the students asked by the r esear cher to consult the editor for clar ification. The r esear cher asked the students to discuss about their paper s. This activity let the students discussed about their comments or suggestions that they w er e not clear .

9) The r esear cher r eminded the students to negotiate their mistakes. In this step, the students w riter r eminded by the r esear cher to discuss their view points on the mistakes they ar e not convinced w ith their editor s.

10)While the students cor r ecting their mistakes, The r esear cher asked the students to use their dictionar y, gr ammar book, and their classnote in or der to make the students editing pr ocess r un w ell.

c) Closing

After the students had finished editing their composition, the r eseacher collected it and summar ized the lesson that they have lear ned that today. Then the r esear cher also asked the students to make the par agar ph r ecount at home as their homew or k Then the r esear cher closed the lesson by gr eeting and saying thank you.The r esear cher used students’ homew or k as the fir st post test. Based on the r esult it show ed that the aver age achievement of the students in the fir st cycle w as 67,46%. It cannot be concluded that the fir st cycle w as said successful.They made some mistakes w hen they pr oduce r ecount text, such as in gr ammar , spelling, and ar r anging good sentences. Consequently, the w r iter conducted the next cycle by emphasizing on that difficulties.

b. Observing

In the pr ocess of obser vation, the r esear cher could measur e the students impr ovemet in teaching lear ning pr ocess. By observing the attitude of the students, such as: their comment in the class, their question, and their r esult of the test in this cycle. She obser ved the teaching lear ning pr ocess by monitor ing the students’ activity in this action. The r esult of obser vation ar e: 1) ther e ar e a few students w ho still passive and felt difficult in w r iting; 2) sometimes the students still making gr ammatical er r or ; 3) some students can expr ess their idea easily; 4) most of students had motivation and enthusiastic at the task, it w as shown fr om the students question w hen lear ning in the class. ther e w as impr ovement in the fir st cycle w hen the r esear cher compar ed the r esult of pr e test and post test in first cycle.

After obser ving the students in the class, the next step w as r eflecting in w hich the r esear cher r eflected the technique that w as implemented. Most of the student got mor e motivation, the students mor e active in the clasr oom, ther e w er e ver y enthutiastic join the class. But, 25% students w ere still passive and felt difficult to w r ite especially to used the r ight gr ammar .

Based on the explanation above, the r esear cher concluded that the fir st cycle r an w ell. Peer -editing as the technique in teaching w r it ing could impr ove the students’ ability in expr esing their idea, decr eased the gr amatical er r or and they could used the appr opr iate vocabular y. In this cycle ther e w as an impr ovement of the students’ ability w hen w e compar ed betw een pr e-test. And pos-test1. It can be seen fr om the mean scor e, the mean scor e of pr e-test w as 49,6. w hile the mean scor e of post -test w as 67,46. After doing the r eflection the w r iter decided to go to the second cycle.

Second Cycle

The second cycle w as implemented in tw o meetings. In gener al, the pr ocedur e of teaching and lear ning in this cycle w as the same as the pr evious cycle.

a) Planning

After conducting post-test1, the r esar cher designed a lesson plan to teach w r iting in the class. In the second cycle the r esear cher pr par ed the implementation of peer -editing in impr oving students’ w r iting skill. The mater ial taken fr om students’ book entiteld “English for Vocat ional Schools IIA Based on The Recent Cur r iculum, The KTSP Model 2006, Element ar y level, by: Yiyis Kr isnani”. The main focused of the implementation in the second cycle w as to eliminate students’ difficulties in constr ucting sentences and gr ammar (Simple Past Tense).

d. Implementing Peer – Editing

The r esear cher implemented the action in the fir st meeting of second cycle. Her e is the elabor ation of the stages.

a) Opening

The r esear cher began the teaching lear ning pr ocess by r eview ing about r ecount text that they had lear ned in the last meeting. And explained that they w ould lear n mor e about r ecount text.

b) Main Activity

Fir stly the r esear cher asked the students to open their students book of “English for Vocat ional Schools IIA Based on The Recent Cur r iculum, The KTSP Model

2006, Element ar y level, by: Yiyis Kr isnani”, and r ead the model par agr aph .The title of the model par agr aph w as” A Tr ip to The Botanical Gar dens”. After w ar ds, the r esear cher asked the students to answ er the question r elated to the text. Tenth minutes later , the r esear cher pointed sever al students to answ er the question. All of them answ er ed cor r ectly, although w ith simple answ er . Then, the r esear cher asked to do next task; that w as made tenth sentences using past tense. The r esear cher gave the students 15 minutes to make sentences using past tense. After 15 minutes the r esear cher asked the students to pr actice the pee-editing technique to edit their fr iends’ sentences.

1) Fir stly the r esear cher asked the students to choose the peer .

2) After the gr oup w or k w as for med, then the r esear cher asked them to exchange their dr aft ar ound the gr oup.

3) After w ard, the r esear cher asked the students to used their peer -editing checklist that had been distr ibuted by the r esear cher in the pr evious meeting. 4) To make the gr oup discussion r an w ell, the r esear cher asked the students to

put their ow n names on their fr iends’ dr aft.

5) The next step , the r esear cher asked the students to r ead the dr aft car efully and asked them to check gr ammatical used and w or d spelling in each sentences on the dr aft.

6) After cor r ecting the dr aft, the r esear cher asked the students to get their paper s back and gave them 15 minute to cor r ect the dr aft. While the students cor r r ecting their dr aft, the r esear cher contr olled their activity. The students edit their own dr aft cor r ectly, the r esear cher found that they made only a few mistake.

7) The r esear cher also r eminded the students to consult the editior s clar ification and negotiate their viewpoint on the mistake. The students discuss their dr aft enthusiastic and they enjoyed the activity. The students also asked about the gr ammatical use in r ecount text.

Aft er peer -editing pr ocess finished, the r esear cher asked the students to collect their dr aft and asked them to get back to their ow n chair .

c) Closing

The r esear cher asked the students to submit their w or ksheet. Ever y student had submited their ow n w r iting. Befor e the lesson w as closed, the r esear cher asked about their feeling. “Gimana kir a-kir a kar angan kalian, bisa menger jakan?”

asked the r esear cher . “Lumayan, Miss..t ambah mudeng,” said one of the student.

kayak gimana Miss”. The students’ r esponse of peer -editing w as good and a few minutes later the r esear cher closed the meeting by saying thanks and goodbye.

In t he r esear cher asked the students to make a r ecount composition and use peer -editing checklist as their guideline to make a good composition. The r esear cher gave them 30 minutes to make the composition. After finishing the compsition, then the r esear cher asked the students to submit their composition as the second pos-test .

Based on the r esult of post test , it show ed the aver age of the students’ achievement in the second cycle w as 79,20. The tr eatment in the second activity w as successful because 86% (28 of 30 students) of the w hole students got mor e than 75 and it show ed that the avar age achievement of the students w as mor e than 75% so the r esear cher can conclude that the implementation of peer -editing in teaching lear ning pr ocess is succesfull.

. Obser ving

In this step, the r esear cher car r ied out obser vation to know the impr ovement of the students w riting skill. In this cycle, the r esear cher obser ved the teaching lear ning pr ocess by monitor ing the students activity in this action. The r esult of obser vation ar e: 1) the students mor e active and felt easier to w r ite and to expr ess their idea in w r itng; 2) most of the students had motivation and enthusiastic do the task, because they can discuss with their fr iends and the r esear cher w hen pr acticing peer – edting; 3) the students less er r or in gr ammatical, they choose appr opr iate vocabular y; 4) ther e w as an impr ovement in fir st cycle. The r esult of the second cycle test can be seen in the table of students r esult in second post -test.

Reflecting

In this phase, the r esear cher found that ther e w as a good impr ovement of students’ achievemen. The summar y of the second r esult show ed that the excellent and good cr iter ia incr ease fr om the last cycle, w hile fair cr iter ia w er e decr ease, The maximal scor e in this cycle is 96 and the minimal scor e is 60. The avar age of content is 25,6,for m/ or ganisation 17,9,vocabular y 18,1,gr ammar 18,4 and mechanic 3,3. It can be concluded that guided can impr ove students w r iting ability.

 Discussion

The w r iter has conducted this r esear ch to pr ove that peer -editing can impr ove the students’ w riting skill. She tr ied to solve the pr oblem encounter ed by XI A2 students of SMK Neger i 1 Pati in w r iting. After descr ibing some stages of action r esear ch, the w r iter discused the r esult. Based on the r esult above, the w r iter concludes that in doing the r esear ch, the r esear cher used the technique w hich w as appr opr iate with the theor y.

In teaching w r iting using peer -edting, the technique included: 1) giving compliment; 2) giving the author some specific ideas about how to make his or her w r itting better ; 3) giving cor r ection to the author s’ w r ittng. By peer -editing technique, the studetns ar e easier to expr ess their idea, because ther e w er e some guidelines given by the r esear cher .

To measur e the students’ impr ovement in w r iting ability, the w r iter conducted pr e-test, and post -test. The r esult of the test show s that the highest scor e in pr e test w as 80 w hile the low est scor e w as 24, highets scor e in post test 1 w as 88 w hile the low est scor e w as 48, in highest scor e in post test 2 w as 96 w hile the low est scor e w as 60. The sudents impr ovements on the students’ wr iting skill also can be seen in the avar age scor e in pr e-test w as 49,6. While after the w r iter conducted a r esear ch, the avar ages scor es w as 67,46 for fir st post-test and 79,20 for the second post -test. To know the impr ovement of the students, the r esear cher compar es each categor y in each test. The incr easing mean scor e based on the r esult above. The r esear cher concluded ther e w er e significant differ ence beetw en the st udents’ achievement befor e and after cycle.

Based on the obser vation of the teaching lear ning pr ocess in teaching w r iting using peer -editing. Ther e is a good inter action betw een the students and the teacher . To cr eate a good atmospher e, some times the teacher make some jokes to make them enjoy joining the class. By the discussion above, the w r iter concluded that the technique can impr ove the students w r iting skill at XI A2 of SMK Neger i 1 Pati.

 Conclusion

After discussing and analyzing the data w hich obtained fr om the action r esear ch, the w r iter concludes this study as follow s.

1. Review ing at the r esult of the study, the w riter concluded that an incr ease in the students’ achievement had happened after they got some tr eatments; it w as pr oven by the compar ison of the pr e-test and the post -test in w hich the post -test r esult w as higher the pr e-test.

2. Peer -editing make the students thinking cr eatively by developing their idea in giving their fr einds’ paper compliment, suggestion, cor r ecting and pr acticing to do r eal w r iting by w ritten composition. To suppor t it, the r esear cher used peer -editing checklist and gr oup w or k discussion.

By implemented it, the r esear ch r esult not only incr ease the students’ scor e but also show ed a positive impr ovement in classr oom situation. The class situation dur ing pr e-r esear ch w as not conducive, bor ing,and monotonous. They often made noise and some of them w er e sleepy. Ther e w as no feedback to follow up the students’ w r iting. Other w ise, the class situation dur ing implementing peer -editing w as mor e lively because the students not only joined in gr oup w or k dicussion, but also in individual w or k.

The students felt the differ ent lear ning situation w hile they w er e joining in gr oup w or k. They w er e not r eluctant to ask w ith their fr iends and could lear n together . The use of peer -editing checklist made them easier to gener ate the idea by follow ing the steps in peer -editing checklist. This situation succesfully cr eated a good atmospher e in English class. The students became mor e active and all of the students w er e involved in the teaching lear ning pr ocess.

3.

Ther e w as significant r esult on students’ achievement in master ing w riting r ecount text by using Peer -Editing Technique. The students’ pr ogr ess dur ing the teaching w r iting activity by using peer -editing technique w as good; 49.6% (pr e-test), 67.46% (post-test1), and 79.20% (post -test2). It show ed that the use of peer -editing technique w as effective in teaching and lear ning English w r iting classes. Their master y of str uctur e on topic “w r iting r ecount text” w as impr oved after the activities by using peer -editing technique w er e given. These r esults could be concluded to give significant r esult for the students’ achievement w ith the compar ison betw een the pr e-test and post -test. It w as suppor ted by the data r esult of the pr e-test w as low er (49.6%) than the post -test (79.20 %). Ther efor e, the r esult of the students’ achievement incr eased 29.6%.



References

Burn, Anne. 1999.

Collaborative Action Research for English Language

Teacher

. Cambridge: Cambridge University Press.

Harmer, Jeremy. 2004.

How to Teach Writing.

London: Pearson Education

Limited

Miles, M, B, and Huberman, M, A. 1994.

Qualitative Data Analysis

.

California: SAGE Publications. Inc.

Oshima, A. And H. Ann. 2006.

Writing Academic English

: 4th Edition. New

York: Pearson Education.

TESTIMONIAL STATEMENT

I her eby asser t ther e is no plagiar ism in this jour nal. Ther e is no other w or k that has been submitted to obtain the bachelor degr ee and as far as i am concer ned ther e is no opinion that has been w r itten or published befor e, except the w r itten r efer ences w hich ar e r effer ed in this r esear ch jour nal and mentioned in the bibliogr aphy.

If any incor r ectness in pr oved in the futur e dealing w ith my statement above, i w ill be fully r esponsible.

Sur akar ta, 5 Agustus 2012 The Wr iter ,

Nur i na Ika Rusmania A.320.040.156

2006, Element ar y level, by: Yiyis Kr isnani”, and r ead the model par agr aph .The title of the model par agr aph w as” A Tr ip to The Botanical Gar dens”. After w ar ds, the r esear cher asked the students to answ er the question r elated to the text. Tenth minutes later , the r esear cher pointed sever al students to answ er the question. All of them answ er ed cor r ectly, although w ith simple answ er . Then, the r esear cher asked to do next task; that w as made tenth sentences using past tense. The r esear cher gave the students 15 minutes to make sentences using past tense. After 15 minutes the r esear cher asked the students to pr actice the pee-editing technique to edit their fr iends’ sentences.

1) Fir stly the r esear cher asked the students to choose the peer .

2) After the gr oup w or k w as for med, then the r esear cher asked them to exchange their dr aft ar ound the gr oup.

3) After w ard, the r esear cher asked the students to used their peer -editing checklist that had been distr ibuted by the r esear cher in the pr evious meeting. 4) To make the gr oup discussion r an w ell, the r esear cher asked the students to

put their ow n names on their fr iends’ dr aft.

5) The next step , the r esear cher asked the students to r ead the dr aft car efully and asked them to check gr ammatical used and w or d spelling in each sentences on the dr aft.

6) After cor r ecting the dr aft, the r esear cher asked the students to get their paper s back and gave them 15 minute to cor r ect the dr aft. While the students cor r r ecting their dr aft, the r esear cher contr olled their activity. The students edit their own dr aft cor r ectly, the r esear cher found that they made only a few mistake.

7) The r esear cher also r eminded the students to consult the editior s clar ification and negotiate their viewpoint on the mistake. The students discuss their dr aft enthusiastic and they enjoyed the activity. The students also asked about the gr ammatical use in r ecount text.

Aft er peer -editing pr ocess finished, the r esear cher asked the students to collect their dr aft and asked them to get back to their ow n chair .

c) Closing

The r esear cher asked the students to submit their w or ksheet. Ever y student had submited their ow n w r iting. Befor e the lesson w as closed, the r esear cher asked about their feeling. “Gimana kir a-kir a kar angan kalian, bisa menger jakan?”

asked the r esear cher . “Lumayan, Miss..t ambah mudeng,” said one of the student.

kayak gimana Miss”. The students’ r esponse of peer -editing w as good and a few minutes later the r esear cher closed the meeting by saying thanks and goodbye.

In t he r esear cher asked the students to make a r ecount composition and use peer -editing checklist as their guideline to make a good composition. The r esear cher gave them 30 minutes to make the composition. After finishing the compsition, then the r esear cher asked the students to submit their composition as the second pos-test .

Based on the r esult of post test , it show ed the aver age of the students’ achievement in the second cycle w as 79,20. The tr eatment in the second activity w as successful because 86% (28 of 30 students) of the w hole students got mor e than 75 and it show ed that the avar age achievement of the students w as mor e than 75% so the r esear cher can conclude that the implementation of peer -editing in teaching lear ning pr ocess is succesfull.

. Obser ving

In this step, the r esear cher car r ied out obser vation to know the impr ovement of the students w riting skill. In this cycle, the r esear cher obser ved the teaching lear ning pr ocess by monitor ing the students activity in this action. The r esult of obser vation ar e: 1) the students mor e active and felt easier to w r ite and to expr ess their idea in w r itng; 2) most of the students had motivation and enthusiastic do the task, because they can discuss with their fr iends and the r esear cher w hen pr acticing peer – edting; 3) the students less er r or in gr ammatical, they choose appr opr iate vocabular y; 4) ther e w as an impr ovement in fir st cycle. The r esult of the second cycle test can be seen in the table of students r esult in second post -test.

Reflecting

In this phase, the r esear cher found that ther e w as a good impr ovement of students’ achievemen. The summar y of the second r esult show ed that the excellent and good cr iter ia incr ease fr om the last cycle, w hile fair cr iter ia w er e decr ease, The maximal scor e in this cycle is 96 and the minimal scor e is 60. The avar age of content is 25,6,for m/ or ganisation 17,9,vocabular y 18,1,gr ammar 18,4 and mechanic 3,3. It can be concluded that guided can impr ove students w r iting ability.

 Discussion

The w r iter has conducted this r esear ch to pr ove that peer -editing can impr ove the students’ w riting skill. She tr ied to solve the pr oblem encounter ed by XI A2 students of SMK Neger i 1 Pati in w r iting. After descr ibing some stages of action r esear ch, the w r iter discused the r esult. Based on the r esult above, the w r iter concludes that in doing the r esear ch, the r esear cher used the technique w hich w as appr opr iate with the theor y.

In teaching w r iting using peer -edting, the technique included: 1) giving compliment; 2) giving the author some specific ideas about how to make his or her w r itting better ; 3) giving cor r ection to the author s’ w r ittng. By peer -editing technique, the studetns ar e easier to expr ess their idea, because ther e w er e some guidelines given by the r esear cher .

To measur e the students’ impr ovement in w r iting ability, the w r iter conducted pr e-test, and post -test. The r esult of the test show s that the highest scor e in pr e test w as 80 w hile the low est scor e w as 24, highets scor e in post test 1 w as 88 w hile the low est scor e w as 48, in highest scor e in post test 2 w as 96 w hile the low est scor e w as 60. The sudents impr ovements on the students’ wr iting skill also can be seen in the avar age scor e in pr e-test w as 49,6. While after the w r iter conducted a r esear ch, the avar ages scor es w as 67,46 for fir st post-test and 79,20 for the second post -test. To know the impr ovement of the students, the r esear cher compar es each categor y in each test. The incr easing mean scor e based on the r esult above. The r esear cher concluded ther e w er e significant differ ence beetw en the st udents’ achievement befor e and after cycle.

Based on the obser vation of the teaching lear ning pr ocess in teaching w r iting using peer -editing. Ther e is a good inter action betw een the students and the teacher . To cr eate a good atmospher e, some times the teacher make some jokes to make them enjoy joining the class. By the discussion above, the w r iter concluded that the technique can impr ove the students w r iting skill at XI A2 of SMK Neger i 1 Pati.

 Conclusion

After discussing and analyzing the data w hich obtained fr om the action r esear ch, the w r iter concludes this study as follow s.

1. Review ing at the r esult of the study, the w riter concluded that an incr ease in the students’ achievement had happened after they got some tr eatments; it w as pr oven by the compar ison of the pr e-test and the post -test in w hich the post -test r esult w as higher the pr e-test.

2. Peer -editing make the students thinking cr eatively by developing their idea in giving their fr einds’ paper compliment, suggestion, cor r ecting and pr acticing to do r eal w r iting by w ritten composition. To suppor t it, the r esear cher used peer -editing checklist and gr oup w or k discussion.

By implemented it, the r esear ch r esult not only incr ease the students’ scor e but also show ed a positive impr ovement in classr oom situation. The class situation dur ing pr e-r esear ch w as not conducive, bor ing,and monotonous. They often made noise and some of them w er e sleepy. Ther e w as no feedback to follow up the students’ w r iting. Other w ise, the class situation dur ing implementing peer -editing w as mor e lively because the students not only joined in gr oup w or k dicussion, but also in individual w or k.

The students felt the differ ent lear ning situation w hile they w er e joining in gr oup w or k. They w er e not r eluctant to ask w ith their fr iends and could lear n together . The use of peer -editing checklist made them easier to gener ate the idea by follow ing the steps in peer -editing checklist. This situation succesfully cr eated a good atmospher e in English class. The students became mor e active and all of the students w er e involved in the teaching lear ning pr ocess.

3.

Ther e w as significant r esult on students’ achievement in master ing w riting r ecount text by using Peer -Editing Technique. The students’ pr ogr ess dur ing the teaching w r iting activity by using peer -editing technique w as good; 49.6% (pr e-test), 67.46% (post-test1), and 79.20% (post -test2). It show ed that the use of peer -editing technique w as effective in teaching and lear ning English w r iting classes. Their master y of str uctur e on topic “w r iting r ecount text” w as impr oved after the activities by using peer -editing technique w er e given. These r esults could be concluded to give significant r esult for the students’ achievement w ith the compar ison betw een the pr e-test and post -test. It w as suppor ted by the data r esult of the pr e-test w as low er (49.6%) than the post -test (79.20 %). Ther efor e, the r esult of the students’ achievement incr eased 29.6%.



References

Burn, Anne. 1999.

Collaborative Action Research for English Language

Teacher. Cambridge: Cambridge University Press.

Harmer, Jeremy. 2004.

How to Teach Writing.

London: Pearson Education

Limited

Miles, M, B, and Huberman, M, A. 1994.

Qualitative Data Analysis.

California: SAGE Publications. Inc.

Oshima, A. And H. Ann. 2006.

Writing Academic English: 4th Edition. New

York: Pearson Education.

TESTIMONIAL STATEMENT

I her eby asser t ther e is no plagiar ism in this jour nal. Ther e is no other w or k that has been submitted to obtain the bachelor degr ee and as far as i am concer ned ther e is no opinion that has been w r itten or published befor e, except the w r itten r efer ences w hich ar e r effer ed in this r esear ch jour nal and mentioned in the bibliogr aphy.

If any incor r ectness in pr oved in the futur e dealing w ith my statement above, i w ill be fully r esponsible.

Sur akar ta, 5 Agustus 2012 The Wr iter ,

Nur i na Ika Rusmania A.320.040.156