Pengaruh Umpan Balik Teman Sebaya Terhadap Kualitas Tulisan Narasi Siswa Kelas V SD Negeri 4 Ranomeeto
DOI:
https://doi.org/10.64690/jhuse.v2i7.944Keywords:
Peer Feedback, Narrative Writing, Writing Skills, Elementary SchoolAbstract
This study aimed to analyze changes in the quality of students’ narrative writing following the implementation of peer feedback among fifth-grade students at SD Negeri 4 Ranomeeto. The study employed a quantitative approach with a pre-experimental one-group pretest-posttest design. The participants were 69 fifth-grade students. Data were collected through narrative writing tests administered before and after the implementation of peer feedback. The writing was assessed based on five aspects: content or ideas, organization, language use, vocabulary, and mechanics. The data were analyzed using descriptive statistics, a normality test, and a paired-sample t-test. The results showed that the mean narrative writing score increased from 64.17 in the pretest to 81.36 in the posttest, representing an increase of 17.19 points. Improvements were observed across all assessed aspects. The normality test indicated that the difference scores between the pretest and posttest were normally distributed. Furthermore, the paired-sample t-test yielded a t-value of 16.842 with a significance level of 0.000 < 0.05, indicating a significant difference between students’ scores before and after the implementation of peer feedback. Thus, the implementation of peer feedback was associated with an improvement in the quality of students’ narrative writing. Reading peers’ writing, providing comments, receiving feedback, and revising their own work provided students with learning experiences that supported the improvement of their writing.
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