THE EFFECTIVENESS OF PEER EDITING IN IMPROVING WRITING SKILLS AMONG THE SECOND SEMESTER STUDENTS OF WRITING CLASS OF ENGLISH EDUCATION DEPARTMENT OF STATE UNIVERSITY OF YOGYAKARTA IN THE ACADEMIC YEAR OF 2011/2012
-, Wahtini · Universitas Negeri Yogyakarta
Abstrak / Ringkasan
THE EFFECTIVENESS OF PEER EDITING IN IMPROVING WRITING
SKILLS AMONG THE SECOND SEMESTER STUDENTS OF WRITING
CLASS OF ENGLISH EDUCATION DEPARTMENT OF STATE
UNIVERSITY OF YOGYAKARTA IN THE ACADEMIC YEAR OF 2011/2012
By: Wahtini
05202241044
ABSTRACT
The objective of this research is to find out whether there is a significant
difference in the writing skill between the students who are taught using peer editing
technique and those who are taught using teacher editing technique.
The design of this study was a quasi-experimental study. The study was
conducted in English Department of State University ofYogyakarta, Sleman. The
population of the study was included all the second semester students of Writing
Class of English Department of State University of Yogyakarta, Sleman, in the
academic year of 2011/2012. Two classes were selected using the cluster random
sampling technique from the population as the experimental and control groups, i.e.
Class A and Class B. There were 20 students in Class A and 20 students in Class B.
Class A waschosen as the experimental group while Class B was chosen as the
control group. The experimental group was taught by using peer editing technique
whereas the control group was taught by using teacher editing technique. The data
were collected by administering a pre-test and a post-test. The data were analyzed
using ANCOVA.
The results of the data analysis are as follows. First, the increase of mean
score of experimental group (1.95) is higher than that of the control group (0.15).
Second, the standard deviation of post-test of experimental group (1.67) is more
homogeneous than the control group (1.83). Third, the frequency of score of
experimental group increases (5%), while there is no increase in the control group
score frequency. Fourth, there is a significant difference in the writing skill between
both groups indicated by ANCOVA results, in which the significance level is 0.000
which is less than 0.05 (F= 7.643, p > 0.05). Therefore, the hypothesis of the research
“There is a significant difference in the writing skill between the second semester
students of Writing Class of English Department of Yogyakarta State University,
Sleman, in the academic year of 2011/2012 taught by using peer editing technique
and those taught by using the teacher editing technique” is accepted. Finally, it can be
concluded that peer editing is effective for improving the students’ writing skills
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Literatur Terbaru yang Relevan
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