Improving Students` Writing Skill on Narrative Essays by Using Peer Assisted Writing at Grade XI.1 Social Science SMAN I Salimpaung Tanah Datar Regency

Based on the researcher’s pre observation and experience at grade XI.1 Social Science of SMAN 1 Salimpaung in 2007/2008 academic year, it was noticed a problem that the students’ writing skill on narrative essays was unsatisfactory. It can be caused by teaching strategy used was not able to improve students’ writing skill eventhough it has applied maximum. This research is Classroom Action Research. The purpose of this research is to find out whether Peer Assisted Writing better improves students’ writing skill on narrative essays and to find the factors influencing the improvement of students’ writing skill of narrative essays. Participants in this research are the researcher, a collaborator, and 26 students at grade XI Social Science 1. Instruments used are observation checklist, field note and writing test. This research was conducted by two cycles within six meetings. The data were analyzed quantitatively and qualitatively. Quantitatively by counting mean scores of each writing indicator on students’ test. Meanwhile, the data about students’ and teacher’s activities in the classroom was analyzed qualitatively. In cycle 1, students’ writing test showed an improvement on content, text organization, and mechanics. Meanwhile, language use had the least improvement among them. In cycle 2, all aspects of writing skill better improve and almost all of the students were actively involved in the process of writing. The result of this research shows improvement on students’ writing skill on narrative essays. It was much better compared to their writing skill before Classroom Action Research was conducted. It can be seen from mean scores of writing indicators (content, text organization, language use and mechanics). The conclusion of this research are 1) Peer Assisted Writing can better improve students’ writing skill on narrative essays and 2) The improvement is influenced by classroom atmosphere, students’ participation and teaching strategy.