ENHANCING STUDENTS’ CRITICAL THINKING SKILLS IN WRITING NARRATIVE TEXT THROUGH PEER-FEEDBACKING ACTIVITIES

Abstract

ABSTRACT This study aims to analyse the effectiveness in enhancing students’ critical thinking writing narrative and investigating the students’ perceptions on enhancing students’ critical thinking writing narrative. This study applied a mixed method design with the type of true-experimental pre-test post-test control group design for the quantitative data and close-ended questionnaire for the qualitative data. The population of this study were the students of tenth grade in one of vocational high school in Padaherang and the sample 30 students as the experimental group and 30 students as the control group. The data of this study collected from pre-test, post-test and questionnaire. The results showed that from the pre-test and post-test, the researcher concluded that Peer Feedback Activities is effective in teaching writing. The findings showed that the students’ score improved from pretest to posttest. In conclusion, there was a significant difference in students' critical thinking before and after being taught by means applying Peer Feedback Activities. From the questionnaire the researcher concluded that the students gave positive perceptions about peer feedback activities effective in enhancing critical thinking in writing narrative. The suggestion for other researchers to conduct experiment or action research to improve writing or other dependent variables ability through peer -feedbacking