Ningtyas, Rochma Hesty (2026) THE EFFECTIVENESS OF PEER FEEDBACK AND SELF-FEEDBACK IN WRITING ENGLISH PROCEDURE TEXT AT MAN 3 MADIUN. Undergraduate (S1) thesis, UIN KIAI AGENG MUHAMMAD BESARI PONOROGO.
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Abstract
Writing skills is an important and vital ability for learning English, but it can be difficult for students, especially when composing procedural documents. Many pupils still have trouble employing imperative sentences, structuring processes, and producing legible writing in procedural texts, according to observations made at a Madiun school. Additionally, during the revision process, teachers continue to be the main source of feedback, which lowers student participation in providing and receiving feedback on their own.
The purpose of this study was to ascertain how well 11th grade students at MAN 3 Madiun used peer and self-feedback to improve their procedural text writing abilities. The aim of this study is to ascertain if the ability of 11th-grade students at MAN 3 Madiun to create procedural texts is significantly impacted by peer feedback as opposed to self-feedback.
This quasi-experimental investigation employed a quantitative methodology. The 44 eleventh graders at MAN 3 Madiun made up the study population. Class XI B served as the control group using the self- feedback technique, whereas Class XI A served as the experimental group getting peer feedback. There were 30 pupils in the sample, 15 in each class. Pre-tests and post-tests were used to gather data, and the Jacob et al. rubric which addressed content, organization, vocabulary, language use, and mechanics was used to evaluate the results.
The findings of this study indicate that the pre-test scores in the experimental class increased from 69.47 to 87.60 on the post-test. The control class also showed an increase from 68.80 to 81.60. The results of the independent samples t-test also indicate that there is a significant difference between the two groups. The N-Gain score for the experimental class was 0.5929 and for the control class was 0.3947, indicating that the experimental class’s score was higher, although both fell into the moderate category. These findings suggest that peer feedback is more effective in improving students’ ability to write procedural texts compared to self-feedback.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Dhinuk Puspita Kirana |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 17 Jun 2026 07:33 |
| Last Modified: | 17 Jun 2026 07:33 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/40093 |
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