期刊名称：Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya
印刷版ISSN：2549-5941
电子版ISSN：2549-6271
出版年度：2015
卷号：11
期号：1
页码：65-85
DOI：10.31002/transformatika.v11i1.112
出版社：Tidar University
摘要：The p urpose of this study was to determine the effectiveness of peer review technique in increasing students’ writing motivation and to determine the effectiveness of using peer review technique to improve students’ writing skills of anecdote text class X MIPA 1. The study is done in SMAN 2 Magelang from March – April 2014. The subjects are 31 students of X MIPA 1 class, with quantitative data, the result of anecdote writing activity and qualitative data in the form of quesionare, observation result, as well as teaching document.The quantitative data collection is in the form of test and qualitative data collection is in the form of non-test. The writer uses two technique s : quantitative data with descriptive analysis; qualitative data with triangulation method. The are two cycles in this study, with four actions (planning, actuating, observing, and reflecting) in each. The study shows that: (1) Peer review technique can increase students ’ motivation from “fair†level (2 . 23) to “good†level ( 2 . 97) ; (2) Peer review technique can increase the students ability in writing anecdote text from “poor†level (56 . 77) to “good†level (84 . 84). I t is clear that by applying peer review technique, the students ’ motivation and writing skill is increased. It is invited for language teachers to use varied teaching techniques , besides that, teachers should keep trying to eliminate peer review technique weakness for the sake of effective, efficient, and enjoyable teaching learning process.
其他摘要：The p urpose of this study was to determine the effectiveness of peer review technique in increasing students’ writing motivation and to determine the effectiveness of using peer review technique to improve students’ writing skills of anecdote text class X MIPA 1. The study is done in SMAN 2 Magelang from March – April 2014. The subjects are 31 students of X MIPA 1 class, with quantitative data, the result of anecdote writing activity and qualitative data in the form of quesionare, observation result, as well as teaching document.The quantitative data collection is in the form of test and qualitative data collection is in the form of non-test. The writer uses two technique s : quantitative data with descriptive analysis; qualitative data with triangulation method. The are two cycles in this study, with four actions (planning, actuating, observing, and reflecting) in each. The study shows that: (1) Peer review technique can increase students ’ motivation from “fair†level (2 . 23) to “good†level ( 2 . 97) ; (2) Peer review technique can increase the students ability in writing anecdote text from “poor†level (56 . 77) to “good†level (84 . 84). I t is clear that by applying peer review technique, the students ’ motivation and writing skill is increased. It is invited for language teachers to use varied teaching techniques , besides that, teachers should keep trying to eliminate peer review technique weakness for the sake of effective, efficient, and enjoyable teaching learning process. Â
