Assessing the impact of freewriting and peer editing techniques on writing skills: An experimental study on personal recount texts in the context of education

Background: Writing plays a crucial role in helping students communicate their ideas in various situations. However, tenth-grade students at SMA N 1 Wanadadi face challenges in writing, such as a lack of vocabulary and difficulties understanding grammar and text structure. This study aimed to assess the effectiveness of Free Writing and Peer-Editing techniques in improving students' ability to write personal recount texts. Methods: This research utilized an experimental design with a quantitative approach. The population consisted of 360 tenth-grade students at SMA N 1 Wanadadi, with XA class as the experimental group and XB class as the control group. Data were collected using pretests and post-tests in written form. The data were analyzed using IBM SPSS Statistics 23. Findings: The results of the t-test showed that t count (6.319) was greater than the t value (2.030), and the significance (Sig = 0.000) was less than 0.050. This indicates that the Null Hypothesis (Ho) is rejected, and the Alternative Hypothesis (Ha) is accepted, proving that Free Writing and Peer-Editing techniques effectively enhance students' ability to write personal recount texts. Conclusion: The use of Free Writing and Peer-Editing techniques is effective in improving the tenth-grade students' ability to write personal recount texts at SMA N 1 Wanadadi Banjarnegara. Novelty/Originality of this Study: This study contributes to the body of knowledge by demonstrating the effectiveness of Free Writing and Peer-Editing techniques in a high school setting, specifically for students struggling with writing personal recount texts. The combination of these two techniques offers a practical approach to enhancing writing skills in a classroom where students face language-related difficulties.

研究背景：写作在帮助学生在各类场景中表达自身观点方面发挥着至关重要的作用。然而，万纳达迪第一国立中学（SMA N 1 Wanadadi）的十年级学生在写作方面面临诸多挑战，例如词汇储备不足、难以理解语法规则与文本结构。本研究旨在评估自由写作（Free Writing）与同伴互评（Peer-Editing）技法对提升学生撰写个人叙述文（personal recount texts）能力的有效性。

研究方法：本研究采用定量实验设计。研究总体为万纳达迪第一国立中学的360名十年级学生，其中XA班为实验组，XB班为对照组。数据通过书面形式的前测与后测收集，并采用IBM SPSS Statistics 23进行数据分析。

研究结果：t检验结果显示，t统计量（6.319）大于临界t值（2.030），显著性水平（Sig=0.000）小于0.050。这表明需拒绝原假设（Null Hypothesis, Ho），接受备择假设（Alternative Hypothesis, Ha），证实自由写作与同伴互评技法可有效提升学生撰写个人叙述文的能力。

研究结论：在万纳达迪第一国立中学班惹加拉（Banjarnegara）校区，运用自由写作与同伴互评技法可有效提升十年级学生撰写个人叙述文的能力。

研究创新性/原创性：本研究通过证实自由写作与同伴互评技法在高中场景下的有效性，为相关知识体系补充了实证依据，尤其针对在撰写个人叙述文方面存在困难的学生。这两种技法的组合为存在语言学习障碍的课堂环境提升学生写作技能提供了切实可行的解决方案。