The aims of this research were: 1) to identify whether peer-editing can enhance the students' skill in writing a narrative text and 2) to describe the situation of the classroom when the peer-editing technique is implemented. The method research used was classroom action research which consisted of two cycles. Each cycle consisted of planning, acting, observing, and reflecting. The research subject was the students of grade XI Bahasa dan Budaya of an SMA in Kudus in the academic year of 2019/2020. It comprised of 35 students with 12 boys and 23 girls. The qualitative data were collected by observation, questionnaire, and interview. The quantitative data were collected by conducting tests. The qualitative data were analyzed by condensing the data, displaying the data, and drawing the conclusion. The quantitative data were analyzed by comparing the mean score of the students' pre-test, post-test 1, and post-test 2. The result of the research showed that there were improvements in the students' skill in writing a narrative text when the peer-editing technique is implemented.

The aims of this research were to identify: 1) whether peer-editing can improve the writing skill of the students and to what extent and 2) the classroom situation when peer-editing is implemented in the classroom. The method used in this research was classroom action research which consisted of two cycles with each cycle consisted of planning, acting, observing, and reflecting. The subjects of the research were the students of grade XI Bahasa dan Budaya of an SMA in Kudus in the academic year 2019/2020. The class consisted of 35 students which were made up of 23 girls and 12 boys. The qualitative data were gathered by observation, interview, and questionnaire, while the quantitative data were gathered by conducting pre-test, post-test 1, and post-test 2. The qualitative data were analyzed by using the interactive model of analysis, while the quantitative data were analyzed by comparing the mean score of the pre-test, post-test 1, and post-test 2. The research result showed that there were improvements in the writing skill of the students when peer-editing is implemented in the classroom. Based on the findings, it is suggested for the teacher to implement peer-editing with interesting activities. Additionally, it is recommended for the other researchers to carry other studies regarding peer-editing which involves the other variables.