THE EFFECTIVENESS OF PEER TUTORING METHOD IN TEACHING WRITING

Abstrak

This research aimed to determine the students’ writing skills before and after being taught using the peer tutoring method and to identify whether there was a significant difference in students’ writing skills before and after the implementation of the method. This research used a quantitative approach with a pre-experimental design, namely one-group pre-test and post-test design. The population of this research was the eleventh-grade students of MA Darussalam Ngoro, while the sample consisted of 25 students of class XI A. The data were collected through writing tests in the form of pre-test and post-test. The students were asked to write narrative texts using reported speech. The data were analyzed using descriptive statistics and paired sample t-test.The results of the research showed that the students’ writing skills before being taught using the peer tutoring method were still low. The mean score of the pre-test was 52.4. After the implementation of the peer tutoring method, the students’ writing skills improved significantly, with the mean score of the post-test increasing to 79.9. The result of the paired sample t-test showed that the significance value (Sig. 2-tailed) was 0.000, which was lower than 0.05 (0.000 < 0.05). This indicated that there was a significant difference between students’ writing skills before and after being taught using the peer tutoring method. Based on the findings, it can be concluded that the peer tutoring method was effective in improving students’ writing skills in writing narrative texts using reported speech for the eleventh-grade students of MA Darussalam Ngoro.