ANALYSIS OF FACTORS AFFECTING THE EFFECTIVENESS OF PEER EDITING TECHNIQUES IN IMPROVING STUDENTS’ WRITING SKILLS

Abstract

This study aims to analyze the factors influencing the effectiveness of the peer editing technique in improving recount writing skills of Grade XI IPA 2 students at SMAN 20 Palembang. A mixed methods approach was employed, with a one-group pretest-posttest design for quantitative data and interviews and observations for qualitative data. The study involved 35 students and one subject teacher. Research instruments included an analytic writing scale, peer editing worksheets, observation sheets, and interview guides. The results show a significant improvement in students’ writing skills after the implementation of peer editing. The average pretest score of 3.04 increased to 4.16 in the posttest, representing a 37% improvement. The aspects with the highest improvement were text organization and mechanics (40%). Factors affecting the effectiveness of peer editing include student readiness, feedback-giving skills, teacher support, and a conducive learning environment. Peer editing not only helps students improve their writing but also enhances independence, critical thinking, and responsibility for the quality of their own and peers’ work.