THE EFFECT OF PEER-ASSESSMENT TOWARDS
STUDENTS’ WRITING SKILL OF RECOUNT TEXT
(A Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 11 Kota Tangerang Selatan year 2015/2016)
By:
AFNI AMALIA
1111014000046
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
STATE ISLAMIC SYARIF HIDAYATULLAH UNIVERSITY
JAKARTA
THE EFFECT OF PEER-ASSESSMENT METHOD TOWARDS STUDENTS’ WRITING OF RECOUNT TEXT
(A Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 11 Tangerang Selatan year 2015/2016)
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial
Fulfillment of the Requirements for the Degree of Strata I (Bachelor of Art) in English Language Education
By:
AFNI AMALIA
1111014000046
THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING STATE ISLAMIC SYARIF HIDAYATULLAH UNIVERSITY
JAKARTA
i ABSTRACT
Afni Amalia. 1111014000046. The Effect of Peer-Assessment Method on Students’ Writing of Recount Text (A Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 11 Tangerang Selatan year 2015/2016). Skripsi of the Department of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic Syarif Hidayatullah Jakarta University, 2015.
Advisor I : Dr. Alek, M.Pd.
Advisor II : Zaharil Anasy, M.Hum.
Key words: Peer-Assessment, writing, recount text
The objective of this study was to know the empirical evidence about the effect of peer-assessment method on students’ writing of recount text. The samples of this research were the tenth grade students of SMA Negeri 11 Tangerang Selatan. They were X.1 as the experimental class and X.3 as the controlled class. X.1 has 41 students while X.3 has 39 students. The sampling technique used convenience sampling. The method used in this study was a quantitative method. In addition, the design used in this study was a quasi-experimental study and the instrument of this research was written test. To gain the reliability of the test instrument, the research used analytical scoring which was derived by Jacobs to
give score on the students’ writing pre-test and post-test. The finding of this research was the result of mean score of both classes indicated that the mean score of the experimental class was lower than the mean score of the controlled class which was 68.11 < 69.58. There was decline of the score of the experimental class in the post-test. Furthermore, the value of tcount was 1.27 and the value of ttable in the degree of freedom (36) and the degree of significance 0.05 was 1.68, it meant tcount < ttable or 1.27 < 1.68. It can be concluded that H0 was accepted and H1 was rejected. It meant that peer-assessment method was not effective on
students’ writing of recount text at the tenth grade students of SMA Negeri 11
ii ABSTRAK
Afni Amalia. 1111014000046. The Effect of Peer-Assessment Method on Students’ Writing of Recount Text (A Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 11 Tangerang Selatan year 2015/2016). Skripsi pada jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015.
Advisor I : Dr. Alek, M.Pd.
Advisor II : Zaharil Anasy, M.Hum.
Kata kunci: Peer-Assessment, menulis, menulis recount.
3
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent the Merciful
All praises be to Allah the Lord of the World for the strength, the kindness
and the guidance to the writer completing this Skripsi entitled by The Effect of Peer-Assessment Method on Students’ Writing of Recount Text (A
Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 11 Tangerang Selatan year 2015/2016). Peace and blessing are upon to Prophet Muhammad SAW as always, his family and his followers.
It is a precious thing that the writer can accomplish this skripsi. In this occasion, the writer would like to thanks to people who were contributed in this
skripsias follow:
1. Dr. Alek, M.Pd., the Head of the Department of English Education and also as
the advisor I who always give the kindness and patience to guide and to
motivate completing thisskripsi.
2. Zaharil Anasy, M.Hum., the Secretary of the Department of English Education
and also as the advisor II who was supporting and motivating the writer to
finish theskripsiontime.
3. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and
Teachers’Training.
4. All lecturers of the Department of English Education who have given their
knowledge, experience and time to lecturing the students in this department.
5. Drs. Rodani, M.M., the Headmaster of SMA Negeri Tangerang Selatan who
had given permission to the writer to do the research in his school.
6. Dalilah Siskayanti, S.Pd., the English teacher of SMA Negeri 11 Tangerang
Selatan who helped the writer by giving permission to join and to do research
in her class.
7. The writer’s beloved parents, Mr. Khozin, M.Pd.I. and Mrs. Khasanatul
Munawaroh who always give prayer, support, love and motivation for the
4
best friends; Ervi Nur Azizah, Lulu Walidaini, Siti Khafidoh, Melia
Noprianda, Kumala Dewi, and Dian Rahmaharani who have accompanied the
writer’s journey studying in this University.
10. All people who have contributed to this skripsi but cannot be mentioned one by one.
The words are not enough to express my joyful of their kindness. May
Allah bless them all as always. The writer realizes that this skripsi is far from perfect and it is pleasure to get critique and suggestions to make it better.
Jakarta, September 20th, 2015
5
TABLE OF CONTENT
Letter of Writing Authenticity Approval Sheet Endorsement Sheet
Abstract……….……....i
Abstrak……….ii
Acknowledgement………..iii
Table ofContent ………..…….. v
List of Table…... vii
List of Appendix………..viii
CHAPTER I. INTRODUCTION... 1
A. Background of the Study... 1
B. The Identification of the Problem... 3
C. The Limitation of the Problem... 3
D. The Formulation of the Problem... 3
E. The Objective of the Study... 4
F. The Significance of the Study... 4
CHAPTER II. LITERATURE REVIEW ... 5
A. Writing Skill... 5
1. Definition of Writing... 5
2. Purposes of Writing... 7
3. Writing Process ... 7
4. Text Types of Writing ... 9
5. Teaching Writing... 10
B. Recount Text... 11
1. Definition of Recount Text... 11
2. Generic Structures of Recount Text ... 11
3. Features of Recount Text ... 12
4. Types of Recount Text ... 12
C. Peer Assessment... 13
6
E. Previous Studies... 17
F. Thinking Framework... 20
G. Research Hypotheses... 21
CHAPTER III. METHODOLOGY ... 22
A. Place and Time of the Study ... 22
B. Method and Research Design ... 23
C. Population and Sample... 23
D. Instrument of the Research ... 24
E. Technique of Data Collection ... 24
1. Conceptual Definition... 24
2. Operational Definition... 24
F. Data Validity... 25
G. Technique of Data Analysis... 26
H. Statistical Hypotheses ... 29
CHAPTER IV. FINDING AND DISCUSSION ... 30
A. Data Description ... 30
B. Data Analyzing ... 33
C. Statistical Hypothesis Test ... 38
D. Discussion ... 43
CHAPTER V. CONCLUSION ... 45
A. Conclusion ... 45
B. Suggestion... 45
BIBLIOGRAPHY ... 47
vii
LIST OF TABLE
Table 4.1 The Score of Pre-Test and Post Test of
the Experimental Class ……….. 30
Table 4.2 The Score of Pre-Test and Post0Test of the Controlled Class ……… 32
Table 4.3 The Result of Normality of Pre-Test………. 33
Table 4.4 The Result of Normality of Post-Test………... 34
Table 4.5 The Result of Homogeneity of Pre-Test……… 36
Table 4.6 The Result of Homogeneity of Post-Test……….. 37
Table 4.7 The Students’Gain Score between Experimental Class and Controlled Class ………. 38
viii
Appendix 3. Pre-Test Instrument ……….,,,,,,.. 73
Appendix 4. Post-Test Instrument………. 74
Appendix 5. Analytical Scoring……… 75
Appendix 6. Writing Rubric of Peer-Assessment (Bahasa Version)………. 78
Appendix 7. Result of Pre-Test………... 80
Appendix 8. Result of Post-Test……….... 90
Appendix 9. The t-table……… 91
Appendix 10. Surat Bimbingan Skripsi………... 92
Appendix 10. Surat Izin Penelitian………... 93
1
CHAPTER I
INTRODUCTION
This chapter consists of background of the study, identification of the
problem, limitation of the problem, research question, the objective of the study,
and the significance of the study.
A. Background of the Study
Writing is one of skills in English besides speaking, reading, and listening. It
becomes a challenging skill in any way, since not all of people can make it easily.
Writing is a developmental process; it is mainly giving information of what the
writer share on a piece of paper.1 Furthermore, writing is used by people in order
to communicate with others. Communicating with others needs encoding and
decoding process, it suits to the competence standard of writing in senior high
school, proposed by Kurikulum Tingkat Satuan Pendidikan (KTSP), which is to utter meaning of some functional text in written form.2 So, it is becoming an
important skill that people have to master it.
Mastering writing skill means mastering each of partial which is support it,
such as vocabulary, grammar, and also the way to construct a written. To produce
a good written, the students is introduced with some text; such as narrative,
recount, descriptive, argumentative, expository, and so on. Each of texts has its
own purpose and characteristic.
Recount text that is taught at the tenth grade of senior high school is formally
categorized as a kind of narrative text, because it tells past event and uses past
tense. Recount text is a piece of text that retells past events, usually in the order in
which they happened.3 Since this is a text which tells about past event, it should
be easily constructed or at least known by student while learn English.
1
Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 1996), p. 9.
2
Bambang Soehendro,Silabus Mata Pelajaran Bahasa Inggris,(Badan Standar Nasional Pendidikan, 2006), p. X.
3
In fact, there are some students who get difficult in writing text, includes in
writing recount text. Based on the observation of students’ writing at the tenth
grade of SMA N 11 Kota Tangerang Selatan, their problems in writing texts are
vocabulary, grammar, and writing structurally. These problems also uttering by
twelfth grade students from Khadijah Islamic School, which mentioned
vocabulary and grammar as main problems faced in writing recount text. In
addition, translating word by word done by letting online translator to solve it, the
students have not any encouragement to do it by themselves. The understanding
of vocabulary and grammar is not far from the teacher’s role in guiding them to
gain those materials and also how the teacher pays attention in their progress
through assessment.
Assessment places crucial range in teaching process. It requires some aspects
and criteria to be evaluated in order to measure the progress of students.
Assessment is usually developed and done by the teacher in and/or outside the
class. The results of it were clearly explained but some of them were not. Its case
may appear as the unmatched between subject-assessed and the assessment-used.
In a long period, kinds of assessment are proposed due to help teacher or
stakeholders applying it. That must be concerned of assessment, it is meaningful
and manageable or not. A meaningful assessment explained clearly about the
purpose, the rubric or criteria and also the results. Whilst, a manageable
assessment stands out the structural organization from setting goal of learning till
the way of communicating the results by stakeholders.4 Thus, the problem of
assessment that appeared most is students’ involvement in doing the assessment.
It is belief as the way to help teacher in conducting a better assessment and also
the students can learn from the others’ work.
To overcome those problems, the writer proposes assessment technique,
which is peer-assessment. Peer-assessment is an assessment tool that involves
students in it. The activities of assessment prefer to take student a part in
evaluating their peer’ work rather than waiting to the teacher in giving feedback
4
3
for their own work.5Using peer-assessment may give some benefits; one of them
is students can learn how to arrange a good writing while they are correcting their
friend’s work.
From those all the explanation above, this study tends to gain some data which
pointed out students’ problem mentioned above can be overcome by
peer-assessment. This study will be titled: “The Effect of Peer-assessment on
Students’ writing of Recount Text.” (A Quasi-experiment Research at the Tenth
Grade Students of SMA Negeri 11 Kota Tangerang Selatan year 2015/2016)
B. The Identification of the Problem
The identification of the problem:
1. The students are not intently read any literature which can enrich their
vocabulary, so they are lack of vocabulary mastery
2. Finding of the inappropriate usage of verb past form, it because of the
students’ less of habitually usage of those verbs.
3. Less of practicing writing skill and depend on online translator, the students
confuse in constructing sentences by their own words.
C. The Limitation of the Problem
Based on the background of the study and the identification of the problem,
the problem of this research was limited on the effect of peer assessment on
students’ writing skill of recount text at the tenth grade students of SMA Negeri
11 Tangerang Selatan year 2014/2015.
D. The Formulation of the Problem
This study will be guided by the question below:
“Was there any effect after using peer-assessment on students’ writing skill of
recount text at the tenth grade students of SMA N 11 Kota Tangerang Selatan?”
5
E. The Objective of the Study
The objective of this study was to know empirical evidence about the
effect of peer assessment on students writing of recount text.
F. The Significance of the Study
The results of this research were hoped to give some significances not only
theoretically but also practicality go to:
- For Students
Theoretically, the students can understand about peer-assessment method and
how to involve in assessment. Also, through peer-assessment method, the
students are being helped in improving their writing skill of recount text. The
students are hoped to not only understand about the theory of peer-assessment,
but also understand about how to apply it into their work practicality.
- For Teachers
This study can help teachers in selecting assessment method towards students’
writing. Moreover, the teachers can get some useful theories of
peer-assessment in this study and then help them how to implement it in the right
way.
- For Other Researchers
This study may contribute to the further researchers who will conduct an
experiment with a same topic. It may help them in getting some theories of
their experimental variables and the result can be as the considerable one for
5 CHAPTER II
LITERATURE REVIEW
In conducting the research, researcher tried to collect some theory from
experts and other research which is in a same field. This chapter will elaborate the
variable of the research systematically. The variables are writing and
peer-assessment. Due to give some explanations clearly, the researcher will explain
from the definition of writing, the text types of writing, the purposes of writing,
Hyland, which stated writing is a developmental process.1 It can be reviewed by
mentioning writing as the way of communicates that produce written language
and it needed a process due to share what the writer want to say. Writing is also
the way of learning. None of us can write intensively without thinking, probing,
observing, asking, experimenting even reading. It is not as easy as artist seems it
has to be, because it is like an art which is needed more focus.2
Writing gives people a chance to share their ideas without feeling anxiety to
give it because they can easily construct a written form which is represent their
thought. It refers to an opinion from Dumais, writing is to fill the gap between the
ability to reveal ideas, feelings, opinions, and thought and also it is one of skills in
English.3
1
Writing is a continuous process of thinking and organizing rethinking, and
recognizing the power of individual own view through the topic or the idea.4Next,
O’ Malley and Pierce opine that writing skill is a personal act in which writer takes ideas and transform them into “self-initiative” topic.5 In the other term, writing is an individual act in delivering some messages to others which is
involves some senses such as eye, hand, ear, and also brain in case of they think.
In a particular activity, communication is needed. Communication is a process
of encoding and decoding. Encoding is a process in giving some codes to others.
Meanwhile, decoding means translate the codes-given into a meaning. One of
those processes includes in writing. So, writing is a process of encoding which is
serving ideas in words.
In another term, Flynn and Stainthorp suggest writing as a process of human
information which has so many activities in it and demands on the cognitive
system.6 People need to create the way to communicate with others before they
delivered it. It is doing in case of making the connection between them is in stable
and readers can take the information fully. It called by a complex activity which
required a more effort by the limited processing capacity.7
Furthermore, writing requires writers to develop a cognitive consciousness of
the writing options available to them. Due to produce a written form, writers need
some other contributing ways such as style or ideas about what and whom they
want to write. It is not as easy as people can imagine, it needs more concentrate
than they are in speaking stage. In writing, they need to focus on their mind and
search the most important memory about which can deliver to others.
To sum up all statements above, the writer opines that writing is one of any
tools in communicating with others which is involving their cognitive system. It
requires people conscious condition, so the message will be delivered as full as
the writer means.
4
Ken Hyland,op.cit.,pp. 8—9.
5 O’ Malley, J. Michael and Lorraine Valdez Pierce,
Authentic Assessment for English Language Learners,(United States: Addison-Wesley Publishing Company, Inc. 1996), p. 150.
6
Naomi Flynn & Rhona Stainthorp,The Learning and Teaching of Reading and Writing,
(West Sussex: Whurr Publisher Limited, 2006), p. 54.
7
7
2. Purposes of Writing
Writing in many ways has its own purposes. It can be looked by the contents
and the view of the writer. There are four main purposes in writing based on the
types of writing in English language learning, which are8:
a. Informative
It is kind of informative writing. It contains of some ideas, opinions,
describing events or experience, give directions or etc. as the purpose is to share
the knowledge or information which is important considerable for readers.
b. Expressive or Narrative
This kind is to share the expressive writing which contains of such pleasure
story from the writer. It is usually used to give some narrative story to the readers
and mostly use to amuse the readers.
c. Satirize
Satirize is also a form of humor but in a serious purpose as it is used to reform
something. It is a reality which is brought by the writer based on his or her view to
give knowledge about the fact surrounding the reader. It requires one or more the
fact in the writing as the way the writer avoids deliberately misinterpret the
purpose of the writing.
d. Persuasive
It is called persuasive writing which is purposed to persuade the readers to do
something or to follow the instructions. It is mainly appear in an advertisement, in
promoting product, controversial issue, in evaluation of book, and etc.
3. Writing Process
Writing will carry a successful process if they attempt whole steps exactly.
There are three steps in writing process, such as prewriting or planning9, writing
and revising10. Those are important to make the writing better and systematic.
a. Prewriting or Planning
It is the first step in writing. Before write, the writer should have connected
their brain in totally focused on what will be written. It also called warming up
activity. There are several ways in warm up, such as;
8
Martha Heasley Cox, Writing: Form, Process and Purpose, (California: Chandler Publishing Company, 1962), pp. 261—330.
9
Fletcher Flynn and Thomas G. McGuire, Design: Rhetoric and Anthology for College English,(California: Wadsworth Publishing Company, 1982), pp. 32—34.
10
1. Brainstorming
This way is lead us to list some ideas in a blank of paper that related to the
topic we decided before.
2. Clustering
In clustering, we visualize the ideas through the line and the circles which are
connected one to another. The topic is usually put on the center of the paper.
b. Writing
The next step is writing process. After we run out our ideas while doing
brainstorming or clustering, then we start to write sentences into a paragraph. Use
the ideas that we had generated in the prewriting. Here some tips while we are on
our writing process:
1. Begin with a topic sentence that states the main ideas, include several
sentences that support the main idea.
2. Stick the topic does not include information that does not directly support the
main idea.
3. Arrange the sentences so that the other ideas make sense.
4. Use signal words to help the reader understand how the ideas in your
paragraph are connected.11
c. Revising
The last step is revising. It is important to do in order to make our writing
be better. In this step, we will analyze all of our writing, start from the ideas, the
connecting word, the coherence or cohesion, the grammar used and the accuracy
of our sentence.
Some steps in revising are:
1. Add new ideas to support the topic.
2. Cross out sentences that do not support the topic.
3. Change the order of the sentences.
4. Using the following checklist to revise your paragraph.
11
9
a. Make sure you have a topic sentence.
b. Cross out sentences that do not relate to the main idea.
c. Check to see if the sentences are in the right order
d. Add new ideas if they support the topic sentences
e. Make sure you have included signal words to help guide the reader.
f. Check the punctuations, spelling and grammar.12
4. Text Types of Writing
In education field, students are oftentimes asked to write a different topic or
text for each occasion, it is because the teacher has a different objective in giving
the instruction. Traditionally, writing has been divided into four main patterns, its
division based on the purpose,13these are;
a. Description
Description is a verbal picture of a person, place, or thing. When you describe
someone or something, you give your readers a picture in words. The main
purpose of a descriptive is to make readers see – or hear, taste, smell, or fell—
what you are writing about. Vivid details is the key of descriptive text, it will give
the readers can picture to what we describe.
b. Narration
Narration is story of something that is happening in the past. Moreover,
narration is termed by storytelling, whether it is relating to a single story or
several related ones. Through narration, the writer make a statement clear relates
to the something that happened in the past.
The main purpose of narrative text is to make appoint to the readers about a
story that the writer want to tell. Colorful details and interesting events that build
up to a point of some kind make narrative enjoyable for readers and writers alike.
c. Exposition
Exposition provides information about and explains a particular subject.
Patterns of development within exposition include giving examples, detailing a
process of doing or making something, analyzing causes and effects, comparing
and contrasting, defining a term or concept, and dividing something into parts or
classifying it into categories.
12
Ibid., p. 28.
13
The main purpose of exposition is to inform the readers about story which is
supporting by the examples, the comparison, the definition and etc. as mentioned
above.
d. Argumentation
Argumentation is a text which explains of individual or groups’ opinion. A
writer attempts to support a controversial point or to defend a position on which
there is a difference of opinion. While the purpose of argumentative is to convince
readers of particular view or opinion on an actual issue and also to persuade the
audience to take some sort of action.
5. Teaching Writing
Some people say that teaching writing is a simple business. The students are
often giving a title and asking to write on a piece of paper. This assumption may
lead a negative effect toward the teacher while they are teaching writing in the
classroom. The teacher often gives pressure to the students to write. Some
students may think that they cannot or do not want to write in a current time. This
may because they lack of confidence and think that they have “nothing to say”.14
It is helpful to differ teaching writing by writing-for-learning and
writing-for-writing.Writing-for-learning means that writing is used as the tool to practice
and work with the language that they have been learning. Whereas
writing-for-writing means writing is deliberately doing to develop the students’ skill as
writers.15 As for the writing-for-learning, there is considerably four main stages
process of writing:
Jeremy Harmer, How to Teach English New Edition, (Essex: Pearson Education Limited, 2007), p. 113.
11
d. Free Writing means the students are pleased to write any letter, text or essay
by using patterns that they have learned before. In this process, the students
may think in English first and then write what they thought.18
B. Recount Text
1. Definition of Recount Text
People have their own real story in their life, whether it is good or bad. But
they often want to share it with others due to amuse and entertain them. Their
story written then, called recount text. Recount text is written to retell a story or
event in order to entertain readers. Anderson mentioned that recount is a piece of
text that retells past events, usually in the order in which they happened.19 Since
this text is retelling past events, so it requires past tense as the tense-used. The
more attention in conducting this text is in verb-form, in this case in participle
verb.
Furthermore, recount is a text type of narrating genre, but it is not complicated
as narrative text should be. There are no complication between the subject and the
event, it just tell the structurally event from one by one of the subject’s story. In conclusion, recount text is a piece of text that retells past events, usually in order
to retell the past activities to other people which are about experience, event and
real past activities in order to entertain the readers.
2. Generic Structures of Recount Text
The schematic structure of recount text as below:
a. Orientation is an introduction paragraph which is contain of who, what,
where and when of the story.
b. Eventsis a sequence of events that elaborate more in this part
c. Re-orientation (optional)tells about a conclusion of the whole story.20
3. Features of Recount Text
Some features of recount text are served by Evans are:
a. It is written in the past tense
b. It contains some time connectives, such as ‘after a while’, ‘then’, and ’later’.
c. It tells some kind of story with a beginning, middle and the end.
Moreover, other features proposed by Anderson, such as:
a. The use of nouns and pronouns is to identify people, animals or things.
b. The use of action verbs is to show some activities which is doing by noun or
subject
c. The use of past tense is to relate the writer’s story in an exactly time d. The use of time conjunctions is to connect the sequence of events
e. The use of adverbs and adverbs phrase
f. The use of adjectives is to define nouns21
4. Types of Recount Text
There are three types of recount:
1. Personal recount; it is retelling an activity in the past which the writer
personally involved in it.
2. Factual recount; it is a story about an accident. It is usually write by the
police, the historian, news report and etc.
3. Imaginative recount: it is written by the writer with put himself in imaginary
role.
4. Procedural recount; it means recording the steps in an investigation or
experiment and thereby providing the basis for reported results or findings.
5. Literary recount is to retell a series of events for the purpose of entertaining.22
Here the example of recount text:
21
Mark Anderson., Text Types in English 1, (South Yarra: Macmillan Education Australia, 2003), p. 50.
22
None. Engaging in and Exploring Recount Writing, Government of South Australia: A
Journalof Numeracy + Literacy: 2011, pp. 1—5.
Orientation Last week, I visited my grandmother who lives in Bumiayu, a small village in Brebes. It is not far fromTegal where I live. Though it is small, I like it because of the quiet and peaceful atmosphere.
Event 1
Event 2
When my grandmother saw me, she ran towards me and kissed me. She said that she really missed me. Last time I visited her was six months before
13
C. Peer Assessment
1. Definition of Peer- Assessment
Assessment is an ongoing process of measure students’ progress in
learning. As state by Brown, Assessment is an ongoing process that covers a
wider aspect.23 Whenever students give comment, answer the question, so at that
time the teacher make an assessment of it.
The use of peer-assessment is widely used with self-assessment. As in the
work of Sadler , the use of self-assessment was applied unsuccessfully at the first
time. Then, Sadler use peer assessment as a complement for the self-assessment.
In the other word, the use of peer-assessment can be used as an important
complement in any chance.24Thus, learning to assess students’ peers is invaluable
in the process of learning interpersonal skills.25 In short, peer-assessment is a
medium of the process students’ reflection on their work by looking at their peer’s
work.
According to Brown, peer-assessment is simply one arm of a plethora of
tasks and procedures within the domain of learner-centered and collaborative
education.26Peer assessment appeals to similar principles, the most of obvious of
which is cooperative learning. Students may go through the education from
kindergarten to graduate degree but they still did not appreciate a value of
cooperative learning.
Peer-assessment is usually doing by students in evaluating the other
friends’ work or performance. O’Malley stated peer-assessment is an evaluation which is involves students in evaluating their friends’ writing27. Student is doing
his right to give some comment onto their friends’ work. Furthermore, Boud and
23
H. Douglas Brown.,Language Assessment: principles and classroom practices, (New York: Pearson Education, Inc., 2004), p. 4.
24
Paul Balck et al.,Assessment for Learning: Putting It into Practice,(New York: Open University Press, 2003), pp. 49—50.
25
Julie Cotton, The Complete Guide to Learning and Assessment – Assessment,(New
Delhi: Crest Publishing House, 2004), p. 137.
26
H. Douglas Brown,op. cit.,p. 270.
27 O’
Malley and Pierce,op.cit.,p. 156.
the whole day having a talk. We talked about many things
like my school, my childhood and my grandmother’s
youth.
Falchikov opine that peer-assessment is assessment which is involve students in
case of give a grade or comment to their friends’ work or performance based on
the criteria that decided by them before doing assessment or by teacher’s
guidance.28
Moreover, peer assessment can be used summative and collect it as the
overall assessment picture during a semester. Student peer-assessment can be
anonymous, with assessors randomly chosen by teacher so the friendship factor is
likely less intrude the result.29The criteria alike of self-assessment make it easy to
be taken by the student onto their hand to grading or giving some comments.
As the statement above, it can be conclude that peer assessment is one of
authentic assessment which involves student in assessing other students’ work
based on the criteria-given by the teacher in order to help they are increase their
understanding in some materials.As Matsuno’s opinion, peer-assessments tend to being more stable, although they seem to be more tolerance than assessments
made by teachers30.
2. The Advantages of Peer-Assessment
Peer-assessment has given some evidentially positive effect on the
students’ achievement in learning. As the utterance of some experts, there were some valuable benefits while applied peer-assessment in the classroom. As peer
assessment has served a writing scale instrument, it allows the students to see,
analyze and rate their peer’s work. It helps the students to learn through
performance criteria. It also gives the students a comparison substance to his or
her work and also it leads the students to discuss with their friends about their
peer’s work.31
Furthermore, there are several reason of peer-assessment applied in the
classroom. First, peer-assessment will improve the motivation of the students to
work carefully. It is believed that any comments or scoring from other students
may give the chance to discuss about their work and they often try to give the best
for the next task. Second, the students will take the criticism of their peers more
28
Boud, D. & Falchikov, N.Rethinking assessment in higher education. (London: Kogan Page, 2007), p. 52.
29
Phill Race.Assessment Series no. 9.(LTSN Generic Centre, 2011), p. 4.
30
Glenn Fulcher,Practical Language Testing,(Great Britain: Hodder Education, 2010), p. 71.
31
15
seriously rather than if it is from the teacher. Next, it helps the better
communication between the students and the teacher. In any condition, it is more
effective to complain about the difficulties of any subject by group voice rather
than by individually. Also, peer-assessment helps the teacher to observe of what is
going on while the students are busy involved in the peer-assessment.32
Tricia Hedge states the advantages of peer-assessment are:
a. The editing which is immediately after the writing make it meaningful and
useful to the writer,
b. Help students to recognize errors in theirs,
c. Students understanding about writing is redefined and clarified,
d. They tend to think carefully about clarify and acceptability in writing.33
In other hand, Spiller mentioned some advantages of peer-assessment are:
a. Peer-assessment can encourage collaborative learning through interchange
about what constitutes good work
b. Students can help each other to make sense of the gaps in their learning and
understanding
c. The conversation around the assessment process is enhanced.
d. Student is being more participative in learning process
e. Peer-assessment help students and teacher to make a link between them
f. Peer assessment can help the student to promote their development in learning
g. The immediate assessment make the formative learning can be enhanced.34
3. The steps of peer-assessment
There are some steps in conducting peer assessment, which are:
a. Guide the student in understanding of how they will do peer assessment
b. Manage the confidence of student and make sure that they are comfort to
make an assessment of their friend’s work
c. Elaborate to the students what is the objective of peer assessment
d. Prepare the score or grade of assessment as a guidance for the student
e. Make sure that the student in a same perspective of how they have to do in
assessment process
32
Paul Black,loc. cit.,p. 50.
33
Tricia Hedge,Writing,(Oxford: Oxford University Press, 1988), pp. 158—159.
34
f. Exchange the students’ work randomly to avoid some friendship factors that will be intrude the result
g. Monitor the students’ work in giving score or comment
4. The Challenges of Peer-Assessment
In the applying of any method in learning process, there will be found
some challenges to make it applied successfully. Such in applying
peer-assessment in the students’ learning process due to accomplish a benefit result for
their understanding and improvement. Several challenges may appear during
implement peer-assessment. First, the students may undervalue the assessment
because it is not contribute to their summative grade. The students lead to do the
best to make their summative grade become higher and may avoid doing the task
that has not involved into it. So, they may avoid doing seriously. Second, some
students may think that they are not expert in giving mark or comment to their
peer and the “expert” opinion may be valuable for their peer’s work. Third, peers
tend to give higher score for their friends rather than give comment and do tutor.
Next, the students may be confused of being assessor because of unclear mark
design or assessment criteria. It often makes the students give mark based on the
race, and the friendship. In other words, instead it is carefully design, but the
problems appear unavoidably.35
D. The Procedure of Teaching Recount Text through Peer Assessment
To attain the result what have planned before, the researcher is also take a
part in giving the material until the process of conducting the experiment include
giving the pre- test, the treatment and posttest. Here the procedures of teaching
recount text through peer assessment, briefly:
In the first meeting, the researcher will explain the material of recount text,
such as the definition, the purpose, the generic structures, and language features
for 2 classes which contain of experimental group and control group. Next, the
students will asked to write a recount text in minimum of three paragraphs, which
have to represent each part of generic structures. The theme of the recount text is
“Experience” in a paper; the pre-test is ongoing for an hour. Those papers will be collected in the end of meeting.
35
17
In the second meeting, the researcher will give a treatment to the
experimental group. The treatment is giving a concept about peer assessment and
also how to apply it. The researcher will ensure the understanding of the student
by giving an example of recount text and asked them to analyze it. It is expecting
take 15 minutes. After that they will be asked to do the same in their friends’
paper. The researcher gives a command to the students to pay their attention in
giving mark, and ensure that they understand why they put that mark. The
students will not be confused of how to give mark or comment, because the
researcher will give a guidance mark scheme. It is expecting take an hour. Differ
with the experiment group; the control group will get the score directly from the
teacher without explanation more.
In the third meeting, the researcher will ask both of groups to make a
recount text contains of three paragraphs. This meeting called post-test. The theme
is “The most memorable event”. It will take an hour. After that, the researcher will
evaluate the papers by her own self and see whether the result point a different
score or not.
E. Previous Studies
In conducting this research, the researcher is guided by some previous
studies in order to make it aimed. Some studies that relevant to this research are
explain later as follow:
1. A skripsi “The Effectiveness of Peer Assessment Method on Students’ Narrative Writing Achievement at SMAN 11Tangerang Selatan” by Zein
Zarkasih36.
The objective of the study was to know the scientific evidences of peer
assessment on students’ narrative writing achievement. The sample was 64 taken
from the second grade of SMAN 11 Tangerang Selatan which had divided into
two groups, 32 from XI IPA 1 as the controlled group and the last 32 students
from XI IPA 3 as the experimental group.
The method of the study was using a quantitative method which is
specifically used quasi experimental design. As the experiment session, the
researcher was doing the activity of peer assessment by dividing the students into
36
several groups. Each group has 4 or 5 students. This peer assessment had done in
by work together in group.
The result of the study points out evidence that peer assessment method
give the positive result toward students’ narrative writing achievement. As the
statistical calculation done by the researcher, the value indicated that t-test (t0) >
t-table (tt) or 7.158 > 2.388. It concluded that the alternative hypothesis (Ha) is
accepted and null hypothesis (H0) is rejected. So, this study showed peer
assessment method was effective to increase the students’ narrative writing
achievement.
As this previous study was slightly similar to this study, whether the
school and the research design but this study prefer to find the evidence of the
effectiveness of peer assessment towards students’ writing of recount text that
taught in the first grade or the tenth grade of SMA N 11 Tangerang Selatan. So it
differed from the previous study in the taking sample for the study and also the
material-given in the experiment.
2. Askripsi “Improving the Students’ Ability in Writing Recount Text by Using
PeerAssessment at MTs Darunnajah Tanggunggunun” by Meiliana Hidayati. The aim of the study was to improve the students’ score in writing recount
text. The sample was taken from the eight year students of MTs Darunnajah
Tanggungunung year 2011/2012. The sample consists of 23 students.
The research design used was classroom action research which was
adapted from Kennis and Mc. Taggart Model that included two cycles, i.e.
planning, implementing, observing and reflecting. The researcher was conducting
two cycles for her research which each of cycle is done by four meetings. In
collecting the data, the students asked to write recount text which the theme was
given before. During peer assessment session, the students can talk and discuss
with their own peer.
The result of the study indicated that using peer assessment can improve
students’ ability in writing recount text and also make students to be more active
in the class. In brief, the researcher mentioned that the criterion of success
whether the students improved in their writing or not was 8,7% of the students
could pass the test, and in the cycle II, the research was success because 95,6% of
students could pass the test.37
37 Meiliana Hidayati,” Improving The Students’ Ability in Writing Recount Text by
19
The differentiation of the study with this previous study, the writer prefer
to take the sample from the tenth grade student and use quasi experiment as the
research design, because the writer thought that the tenth grade students was more
eligible to be studied rather than the junior high students and also using quasi
experiment was more simple than using classroom action research which is
needed more intention to gain the standard of the successful range.
3. A journal “The Impact of Using Peer Assessment to Improve Students’
writing in One AS-level Lesson with Eight Students” by Gillian Boocock.
The objective of this research was to examine the impact of using peer
assessment to improve students’ writing in one AS-level lesson with eight students. This research was took sample at BSix which was consist of eight
students AS Sociology students. Those sample used to be studied after they
claimed that they pleasantly to take part in the research.
This research used case study for the research method. Actually this
journal was a pilot study that will be used as guidance for the next research. Peer
assessment has been used as an ongoing learning tool in the class for about five
months. This research was doing as collaboration between the class teacher and
the BSix research-in-residence. As for giving mark, the students will be guided by
the mark scheme of the researcher.
In collecting the data, the researcher asked the students to write a brief
explanation of two problems of using official statistics in the study of suicide.
They had 8 minutes for answering that question. The data also got from the
questionnaire that is given before and after doing peer assessment.
The result of this study was the students’ score improved after they did peer-assessment. As brief, seven of the eight students improved their final score
and felt peer assessment had helped them improved. The maximum score for the
exercise was 14 marks.38
Another article which have done an experiment and focused on how
Swedish lower secondary-level students can improve their writing ability by
acting as peer reviewers found that the peer reviewers increased their awareness
Tanggunggunung year 2011/2012)”. A Thesis of State College for Islamic Studies (STAIN) of Tulungagung, 2012, unpublished.
38
of audience and genre; the revision acceptance affect their writing.39 In
conclusion, some previous research has point out some result that indicate the
positive effect of using peer assessment in improving students writing skill of
recount text and point out that there are some advantages of peer assessment in
enhancing students interest and motivation in writing recount text. The previous
studies used case study and action research methods which mean that the studies
are kind of qualitative method. For this research, the researcher is going to study
by using quantitative method and with the design is quasi-experimental study.
F. Thinking Framework
There are two variables in this study; they are “Peer-Assessment” as the independent variable and “Students’ writing of Recount Text” as the dependent
variable. This study will be focused on the significant different result in using peer
assessment toward students writing recount text and whether use peer assessment
give a contribution of lifting the knowledge to the students on how to construct a
good writing by their own words or not.
Writing skill is become more interesting for the researchers in conducting an
experiment since writing as a way to communicate with others besides speaking
or oral. Although writing skill is learned from the very beginning stage of
learning, but the students still cannot make it easily as they speak. Even in writing
their own experiences, it is called recount text in English subject. In contrast, this
text is seemed easily to construct because they just need to call back their
memories and write it down on the paper.
Assessment is a main concerning in learning because it is a way of how to
know the students’ progress. Moreover in assessing writing, the educator or Teacher need more focus in order to giving a right mark for students’ progress.
Then for this study, the researcher use peer assessment in reason of the problem
that found in the population pointed out the ineffectively assessment-used in
writing. The traditional assessment seemed just give meaningless score for the
students while they still have in their stuck knowledge. In the researcher’s belief,
the assessment should give more valuable meaning for the students, at least they
39
21
can learn from the assessment process so it is increasing their understanding about
a material.
Peer assessment assumed giving more meaningful learning for the students
because it serves a direct assessment after the students passed their material.
Direct assessment means the students take a part in assessing their paper. Then, it
also gives more chance for the students to ask if they face some difficulties in
certain materials. The emotional between students help this process because of
they will not get shame in asking what they do not understand yet. In brief, peer
assessment gives more time to the students in recall their understanding while
they are assessing their friends’ work. So if peer assessment is used in assessing the students’ writing recount text, it will give a better effect for students.
G. Research Hypotheses
The Hypotheses of this research are:
H0(Null Hypothesis) : There is no effect of peer-assessment towards students’ writing of recount text.
Ha (Alternative Hypothesis): There is an effect of peer-assessment towards
22
In order to determine the effect of peer assessment towards students’
writing skill of recount text, the researcher deemed the tenth grade of senior high
school to be studied. This chapter outlines this research, including the place and
time of the research, research design, the sample and the instrument, the data
collection, and data analysis
A. Place and Time of the Study
To gain the data for this study included giving pre-test, material or treatment
and post-test; the researcher took time for a month from on August, 2015 at the
tenth grade students of SMA N 11 kota Tangerang Selatan year 2014/2015 which
is located in Jl. Sumatra I Gang Alpukat Rt. 002/06 Rawa Lele, Jombang, Ciputat,
Tangerang Selatan.
B. Method and Research Design
This study was a quantitative research. The method of this study was
experimental research. According to Fraenkel and Wallen, experimental research
is an experiment which has at least one variable in its study and it gives chance to
the researcher to make a hypothesis due to predict the result.1 Moreover, the
researcher can manipulate the independent variable in order to gain the result that
was predicted before do some treatments. In this study, quasi-experiment would
be used as the true method.
Quasi-experiment was an experimental design which has two subjects of
experiment termed as experimental and control group and also requires pre- and
post-test.2 Its main characteristic was no random assignments of subject, so it
meant the researcher try to manipulate the subject effectively. In this design, the
1
Fraenkel, Jack R. and Norman E. Wallen, How to Design and Evaluate Research Education; Fifth Edition,(New York: The McGraw-Hill Companies,. 2003), p. 268.
2
23
researcher needed at least two classes or groups to be experimented. One group
was as control group and another was as experimental group. The picture below is
illustrated the research design of the study adapted by Creswell:
Group A O --- X --- O
Group B O --- O
Explanation:
A : Experimental group
B : Control Group
O : Pre-test and post-test
X : Treatment
C. Population and Sample
1. Population
Population of this research was the tenth grade students of SMA N 11
South Tangerang in academic year 2015/2016. The tenth grade students of SMA
Negeri 11 Tangerang Selatan are divided into 7 classes.
2. Sample and Sampling Technique
The strategy in deciding the sample was non-probability sampling, namely
convenience sampling. Non-probability sampling allowed the researcher to select individuals which are available and convenient.3 In addition, individuals-selected
represented to what they are being tested. Furthermore, the researcher also
considered it based on the recommendation from the English teacher on this
school.
The sample of this research was two classes, which were X.1 as the
experimental class and X.3 as the controlled class. The class of X.1 has its
member for about 41 students and the class of X.3 has 39 students. Since some of
the criteria of this study which are mentioned in the instrument, the researcher has
just taken 19 students’ work from each class as the sample of this study.
3
D. Instrument of the Research
Instruments which were used by the writer were pre-test and post-test. The
pre-test is given due to knowing the background of knowledge of the students in
arranging recount text. Whereas post-test is used to know the effect of
peer-assessment towards students’ writing recount text. The pre-test and post-test
contained of same instruction in guiding the students to construct a writing of
recount text. The instrument of this study can be seen in the appendix 3 and 4.
E. Technique of Data Collection
Due to clarifying the variable in this study, the researcher tries to explain more
about the variable X as the dependent variable which is writing recount text. Here
the explanation of it based on the conceptual definition and defines more based on
the view of the researcher:
1. Conceptual Definition
Based on the explanation of experts, writing recount text is an activity of
writing a text in which look at the writer’sview of their past. In any occasion, the
people are emphasized on how to retell share their past stories in writing form in
order to entertain, to inform and to amuse the others.
2. Operational Definition
To make the explanation more meaningful and understandable for the readers,
the researcher give her own view about writing recount text in this study. The
sample of this study is administered to take a part in giving their contribution
through writing their own past experience in a paper. Writing in this case is about
delivering their own idea about their past into a structurally story. The story that
needed to be written is about the true/real story; it can be taken from their own
experience or from another person. Moreover, the criteria of giving score will be
seen by seeing several aspects of writing, such as the content, organization of the
text, vocabulary, language use (tenses, punctuation, and subject-verb agreement),
and mechanics (capitalization). Those criteria are hoped can help the researcher in
25
Then, in this study, the student would ask to write a recount text twice in the
pre- and posttest which the theme will be given first. In the pre-test, the
theme-given is “Experience” and “The Most Memorable Event” in the posttest
For experimental class, the treatment of peer-assessment was given. In the
peer-assessment activity, the teacher would play a role as a facilitator and
instructor. Those meant the teacher will give some instruction how to do
peer-assessment and monitoring the students’ work. In doing peer-assessment, the
experimental students will be guided by the rubric of peer-assessment below due
to help them in givingmark in their friends’ work:
The data of this research is collected from 38 students from two classes.
For the explanation of the data, the researcher would use quantitative data
technique, where the data will be range in number or score. Since the data was in
writing form, it will be scored first. The score would follow the rubric of scale
scoring categories of oral proficiency test developed by Jacobs. It called by
Analytic scoring,it can be seen in appendix 5.Inthe Analytic scoring,scripts are rated on several aspects of writing and the criteria are given rather than in a single
score. It is suggest a separate score for each of the element in writing test, include
of scoring of the content, organization, and mechanics and so on. Moreover, its
schemes provide more detailed information about a test taker’s performance in
different aspects of writing.4Although it was for an oral proficiency test but it also
can be used for the writing test.
3. Data Validity
Every test should represent to what the test want to measure. It called validity.
It also implement in this research. Validity can be defined as the degree to which a
test measures what it supposed to measure. Grondlund, as cited by Brown
explains that validity of a test is the extent to which inferences made from
assessment results are appropriate, meaningful, and useful in terms of the purpose
4
of the assessment.5 A test aimed at providing true measurement of the particular
skill that is intended to measure.
Validity was a complex concept; it is reminding the teacher on how to make a
good test. The researcher would use face validity in order to gain the validity. Mousavi suggested that “Face validity refers to the degree to which a test looks
right and appears to measure knowledge or ability it claims to measure.”6 This
validity cannot be empirically tested by the teacher or even a testing expert. It
purely see by the “eye of beholder” or in another word by the test-takers and
test-giver in which they can intuitively understand the instrument. It meant that the
validity depended on the view of both test takers and test-giver by looking at its
surface, appeal and perceived, for example the instruction of the test.
4. Technique of Data Analysis
Before the test is given to the students in the pre and posttest, it will be
tested in. After make an instrument, it will be tried out. The result from tryout-test
will be analyzed first by the test of normality and test of homogeneity. After
doing pre-test, students would do peer assessment; they will correct their peer’s
writing. This process is expected to give a different result in the posttest. Then, the
students did a posttest and it will be analyzed by the researcher. The data will be
analyzed by assumption testing and hypothesis testing. The kind of assumption
testing was normality test and homogeneous test. It is calculated due to know the
next step of analyzing the data which whether using parametric test or
non-parametric test.
1. Normality Test
Normality test is used to know whether the data come from the normal
distribution or not. In this study, the researcher tends to use SPSS version 22
to find out the normality of the data by followed these steps:
5
Douglas Brown,Language Assessment Principles and Classroom Practice,(New York: Pearson Education Inc., 2004), p. 22.
6
27
a. Open SPSS Program
b. Input the data to the data view by first fill the variable view with write
down X as score of pre-test or post-test score and Y as the kind of class
c. ClickAnalyze >> Descriptive Statistics >> Explore
d. Drag the X to theDependent Listand Y to theFactor list e. ClickPlot >>checklistNormality plots with test >> ok
The criteria of determining the normality of the data was:
a. If tvaluewas smaller than ttable(tvalue< t table), it meant that H0was accepted
and H1was rejected
b. If tvaluegreater than ttable(talue> ttable), it meant that H0 was rejected and H1
was accepted.
2. Homogeneity Test
Homogeneity test is used to know whether the data come from the
homogeneous variance or not. To calculate the data, the researcher use SPSS
version 22 as follows:
a. Open the SPSS program
b. Input the data to the data view by first fill the variable view with write down X
as score of pre-test or post-test score and Y as the kind of class
c. ClickAnalyze >> Compare means >> One-way ANOVA
d. Drag the X theDependent Listand Y to theFactor list
e. ClickOption >>checklistHomogeneity of Variance Test >> Ok
The criteria of determining the homogeneous of the data was:
c. If tvaluewas smaller than ttable(tvalue< t table), it meant that H0was accepted and
H1was rejected
d. If tvaluegreater than ttable(talue> ttable), it meant that H0 was rejected and H1was
After calculated the data and found that both the data were in normal
distribution and from homogeneous variance, the next calculation uses t-test. it is
to test the hypothesis. Here, some tests which are used to analyze the score:
1. Mean. This test means to know the average of the score in each of the groups.
M
x=
M
y=
2. Standard Deviation. This test means “a sort of average of the differences of all
scores from the mean”7.
S
Dx=
S
Dy=
3. Determine the Standard Error Mean of Variable X and Variable Y
SEM SD
n1 1
SEM
2 1
4. Degree of Freedom is used to know the t-table on the significance 0.05
d n1 n2 2
5. T-test. This test is used to know the significant difference score from both
groups which is taken from gain score from both groups. It is preferred used if
the result if post-test of both groups showed the different mean score8.
The formula is;
7
James Dean Brown,Testing in Language Programs: A Comprehensive Guide to English Language Assessment,(New York: The McGraw-Hill Companies, Inc., 2005), pp. 102 104.
8
29
Explanation:
Mx : The mean score of gain’s score of experimental class
My : The mean score of gain’s score of experimental class
∑ x : The total scoreof experimental class gain’s score
∑ y : The total scoreof controlled class gain’s score
∑ x2 : The total score of the calculation the score minus mean score of
experimental class
∑ y2 : The total score of the calculation the score minus mean score of
controlled class
SDx : The standard deviation of gain’s score of experimental class
SDy : The standard deviation of gain’s score of controlled class
1 : The mean score of post-test in the experimental class
2 : The mean score of post-test in the controlled class
SEMx : Standard error mean of the experimental class
SEMy : Standard Error mean of controlled class
n1 : Total Students of the experimental class
n2 : Total Students of the controlled class
5. Statistical Hypotheses
The statistical hypotheses of this research are:
- H0= X1< X2(The mean score of the experimental class post-test is smaller
than the mean score of the control class post-test)
- Ha = X1> X2 (The mean score of the experimental class post-test is greater
than the mean score of the control class post-test)
The formulation of the statistical hypothesis is as follows:
H0 :tcount< ttable
30
This chapter consists of the score of pre-test and post-test of the
experimental class and the controlled class, the statistical analysis of the data and
also followed by the discussion of the research findings.
A. Data Description
In the following explanation, it will be presented the findings based on the
pre- test and post test score of the experimental class and the controlled class. The
data was collected from 19 students in the experimental class and 19 students in
the controlled class.
1. The Pre-Test Score and The Post Test Score of Experimental Class
Pre-test score was collected before the researcher giving any treatment of
peer-assessment to the experimental class. Post-test was given after all of the
treatments had been applied. Here the score getting from the experimental class:
Table 4.1
The Pre-Test and the Post Test of Experimental Class
No. Student’s
Code
Pre-Test
Score Post-Test
Gain score
1 A 84 65 -19
2 B 64 60 -4
3 C 72 68 -4
4 D 63 46 -17
5 E 65 55 -10
6 F 64 82 18
7 G 32 64 32
8 H 69 70 1
9 I 70 78 8
