The Effectiveness Of Peer-Editing To Teach Writing Viewed From Students’ Critical Thinking (An Experimental Research At The Eleventh Grade Students Of Sma Negeri 7 Surakarta In The Academic Year Of 2013/2014)

Penulis Utama : I. Farid Hidayat
NIM / NIP : S891108052
× The objectives of this research are to examine whether: (1) Peer-editing technique is more effective than Self-editing technique to teach writing, (2) the students who have high critical thinking have better writing skill than those who have low critical thinking, and (3) there is an interaction between teaching techniques and students‘ critical thinking in teaching writing. This experimental research was conducted at the eleventh grade students of SMA Negeri 7 Surakarta in the academic year of 2013/2014. The sample of this research was taken using cluster random sampling. The sample of this research was two classes; XI-IPA-4 as an experimental class and XI-IPA-5 as a control class. The experimental class was taught using Peer-editing technique, while the control class was taught using Self-editing technique. Each class was divided into two groups based on the level of critical thinking (high and low). The instruments for collecting the data were writing test (to measure the writing skill) and critical thinking test (to measure the critical thinking level). The data were analyzed in term of their frequency distribution, normality of the sample distribution, and the data homogeneity. Then, the data were analyzed using Multifactor Analysis of Variance (ANOVA) test 2×2 and TUCKEY test. The result of the data analysis shows that: (1) Peer-editing technique is more effective than Self-editing technique to teach writing because Fo > Ft and qo (between A1 and A2) > qt; (2) the students who have high critical thinking have better writing skill than those who have low critical thinking because Fo > Ft and qo (between B1 and B2) > qt; and (3) there is an interaction between teaching techniques and critical thinking in teaching writing because Fo > Ft, and the result of TUKEY test shows that: (a) for the students who have high critical thinking, Peer-editing technique differs significantly from Self-editing technique to teach writing because qo (between A1B1 and A2B1) > qt; and (b) for the students who have low critical thinking, Self-editing technique does not differs significantly from Peer-editing technique to teach writing because qo (between A1B2 and A2B2) > qt. It can be implied that Peer-editing technique reveals good effect on the students‘ writing skill. The students who were taught using Peer-editing technique have better writing skill than those who were taught using Self-editing technique. In addition, critical thinking is one of the factors influencing the students‘ writing skill; the students who have high critical thinking have better writing skill than those who have low critical thinking.
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Penulis Utama : I. Farid Hidayat
Penulis Tambahan : -
NIM / NIP : S891108052
Tahun : 2014
Judul : The Effectiveness Of Peer-Editing To Teach Writing Viewed From Students’ Critical Thinking (An Experimental Research At The Eleventh Grade Students Of Sma Negeri 7 Surakarta In The Academic Year Of 2013/2014)
Edisi :
Imprint : Surakarta - Pascasarjana - 2014
Program Studi : S-2 Pendidikan Bahasa Inggris
Kolasi :
Sumber : UNS-Pascasarjana Prodi. Megister Pendidikan Bahasa Inggris-S891108052-2014
Kata Kunci :
Jenis Dokumen : Tesis
ISSN :
ISBN :
Link DOI / Jurnal : -
Status : Public
Pembimbing : 1. Dr. Ngadiso, M.Pd.
2. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D.,
Penguji :
Catatan Umum :
Fakultas : Sekolah Pascasarjana
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