THE IMPACT OF PEER REVIEW TECHNIQUE ON STUDENTS’ WRITING SKILL
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Institusion
Universitas Muhammadiyah Mataram
Author
RESTY, WIDIAWATI
Subject
420 Bahasa Inggris, Anglo-Saxon
Datestamp
2023-02-17 03:44:48
Abstract :
In order to help junior high school students become better writers, this study will examine the potential efficacy of peer review procedures. Statistical quasi-experimentation is the method used in this investigation. 30 pupils from class VII at SMPN 1 Labuapi West Lombok junior high school are taking part. Two experimental and control groups are randomly selected from them. While the control group asks students to produce descriptive writings based on the themes the teacher provides, the experimental group utilizes a peer evaluation method, while the control group uses a self review method. Two months pass while the trial is running. Pre- and post-testing for writing abilities is used to gather data. The results shows that the p-score is 0.000 <0.05, so Ho was rejected and Ha is accepted, which means that there is a difference between the post test experiment and post test control scores. it can be seen that in group statistic which the post test control has score 79,17 that?s mean the value is smaller than the post-test experiment with the is 95,60 This shows that the writing ability of students in the experimental group increased more than those in the control group. Also, those who engage in peer review methods to write more and enjoy writing. It concludes that peer review increased students' writing skill.
In order to help junior high school students become better writers, this study will examine the potential efficacy of peer review procedures. Statistical quasi-experimentation is the method used in this investigation. 30 pupils from class VII at SMPN 1 Labuapi West Lombok junior high school are taking part. Two experimental and control groups are randomly selected from them. While the control group asks students to produce descriptive writings based on the themes the teacher provides, the experimental group utilizes a peer evaluation method, while the control group uses a self review method. Two months pass while the trial is running. Pre- and post-testing for writing abilities is used to gather data. The results shows that the p-score is 0.000 <0.05, so Ho was rejected and Ha is accepted, which means that there is a difference between the post test experiment and post test control scores. it can be seen that in group statistic which the post test control has score 79,17 that?s mean the value is smaller than the post-test experiment with the is 95,60 This shows that the writing ability of students in the experimental group increased more than those in the control group. Also, those who engage in peer review methods to write more and enjoy writing. It concludes that peer review increased students' writing skill.
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