Writing is a challenging academic subject that requires teachers to design effective materials and select appropriate texts. One technique used to teach writing where students critique each others work to improve the quality of their own writing is peer feedback. This study is aimed at finding out whether there is a significant difference in the writing skills between the eighth grade students of MTsN 1 Kota Kediri who were students taught using peer feedback techniques and students taught using self-assessment techniques. This research uses a quasi experimental method. This involves 70 students from two groups: Class VIII-G (36 students) is the experimental group, and Class VIII-J (34 students) is the control group. The experimental group was taught using peer feedback, while the control group was taught using self-assessment techniques. Data was obtained using two essay writing tests: the pre-test and the post-test. A pretest was administered to both groups before the treatment, and a post test was given after the treatment. The data from the pre-test and post-test of both groups were analyzed using ANCOVA. There was a significant difference in writing ability between students taught using peer feedback techniques and students taught using self-assessment techniques. It can be seen in the result of the hypothesis testing through the ANCOVA test. The significance value of 0.000 is less than the significance level of 0.05 (0.000 < 0.05), which means that the data of this study are considered to have a significant difference. Therefore, the hypothesis of this study has been accepted. It means that the peer feedback technique significantly improves the students’ writing ability in recount text at MTsN 1 Kota Kediri.

Zulva , Anisa Ismatul .   (2024). The effectiveness of peer feedback technique in improving students’ writing skill in recount text at MTSN 1 Kota Kediri. IAIN Kediri