The Effectiveness Of Peer Feedback In Improving Students’ Writing Achievement (An Experimental Study At Sma Negeri 11 Kota Tangerang Selatan)

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THE EFFECTIVENESS OF PEER FEEDBACK

IN IMPROVING STUDENT

S’

WRITING

ACHIEVEMENT

(An Experimental Study at SMA Negeri 11 Kota Tangerang Selatan)

By:

Dessy Iryanti

109014000056

Department of English Education

Faculty of Tarbiya and Teachers Training

Syarif Hidayatullah State Islamic University

Jakarta

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ABSTRACT

Dessy Iryanti (NIM : 109014000056). The Effectivness of Peer Feedback in Improving Students’ Writing Achievement. The paper of English Education Departement at Faculty of Tarbiya and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2015.

Keywords: Writing, Feedback, Peer Feedback.

This study is carried out to to find out empirical data about the influence of peer feedback on students’ writing achievement in writing

This study was conducted in April 2015 at SMAN 11 Kota Tangerang Selatan. The method used in this study was quantitative method with experimental research. Sixty four students were selected as the participants. They were randomly assigned into two groups, experimental and control group. The experimental group was treated by using peer feedback, while the control class was not.

The data were gathered through tests, pre-test and post-test. The pretest held to know the students’ basic ability or score before the treatment is given. Meanwhile, the post-test is held to know the students’ achievement and significant effect after the students were taught by using peer feedback.

The data was analyzed by using t-test with 0.05 level of significant. The gained score in experimental class result significant difference between tobservation (to) and ttable(tt). It shows that the value of to is 2,857, and the value

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ABSTRAK

Dessy Iryanti (NIM : 109014000056). The Effectivness of Peer Feedback in Improving Students’ Writing Achievement. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2015.

Keywords: Menulis, Umpan Balik, Umpan Balik Siswa.

Penelitian ini dilakukan untuk mengetahui data empiris mengenai pengaruh umpan balik siswa terhadap pencapaian kemampuan menulis siswa.

Peneliatian ini dilaksanakan pada April 2015 di SMAN 11 Kota Tangerang Selatan. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan mengguanakan tehnik experimen. Sebanyak 64 siswa dipilih menjadi partisipan penelitian. Mereka secara acak dibagi kedalam dua kelompok, eksperimen dan kontrol. Kelompok eksperimen menggunakan tehnik umpan balik siswa, sementara kelas kontrol tidak menerima perlakuan umpan balik dari siswa.

Data dikumpulkan menggunakan tes, pre-test and post-test. Pre-test dilakukan untuk mengetahui kemampuan dasar siswa sebelum perlakuan diberikan. Sementara, post-test dilakukan untuk mengetahui pencapaian siswa dan efek significan yang didapat siswa setelah mereka diajarkan dengan mengguanakan tehnik umpan balik.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, Lord of the world who has blessed the writer in completing this paper. Sholawat and

Salam are given upon our prophet Muhammad SAW, who has guided us the way of truth and brought us to the real light of life.

From the sincere of the writer’s deepest heart, she realized that if there were no support and motivation from people around her, she could not finish this paper. Therefore, she would like to express her gratitude and give her best appreciation to:

1. Prof. Dr. Ahmad Thib Raya, MA, as the dean of the faculty of Tarbiya and Teacher Training.

2. Drs. Alek, M.Pd. as the chairman of the Department of English Education.

3. Zaharil Anasy, M.Hum as the secretary of the Department of English Education.

4. Dra. Farida Hamid, M. Pd. for his time, guidance, and advice as the academic advisor

5. Dr. Farkhan, M.Pd. and Teguh Khaeruddin, MAppLing. for their time, guidance, valuable helps, correction, and suggestion during completing this paper.

6. A very deep thank is presented to all of the lecturers and staff of the Department of English Education at State Islamic University Syarif Hidayatullah Jakarta.

7. Drs. Rodani, M.Pd as the headmaster of SMAN 11 Kota Tangerang Selatan and Areta Wulan Dari, S.Pd as the English Teacher at SMAN 11 Kota Tangerang Selatan for their help during the research.

8. The writer’s parents. This paper is dedicated to them who have given her the big opportunity to experience the study from elementary until university level and support throughout her life, their moral support and guidance to their daughter.

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10. And other parties that have given helps, supports, and suggestions in finishing this paper.

Hopefully, this paper can be useful to the readers, particularly to the writer. Also, the writer realized that this paper is far from being perfect. It is a pleasure for her to receive constructive criticism and suggestion from anyone who read his paper.

Jakarta, December 2015

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TABLE OF CONTENT

APPROVAL ... i

ENDORSEMENT SHEET ... ii

ABSTRACT ... iii

ABSTRAK ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENT ... vi

LIST OF APPENDICES ... viii

LIST OF TABLE ... ix

LIST OF GRAPHIC ... x

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Problem Identification ... 3

C. Limitation of the Problem ... 3

D. Research Problem... 4

E. Objective of the Study ... 4

F. Significance of the Study ... 4

CHAPTER II LITERATURE REVIEW A. Theoretical Description ... 5

1. Definition of Writing? ... 5

2. Stages of Writing... 6

3. Definition Feedback ... 7

4. Kinds of Feedback... 8

5. Feedback in Writing ... 9

6. The Effect of Peer Feedback ... 9

B. Previous Study ... 10

C. Theoretical Framework ... 10

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CHAPTER III RESEARCH METHODOLOGY

A. Method and Design of the Study ... 12

B. Population and Sample of the Study ... 13

C. Technique of Collecting Data ... 13

D. Instruments ... 13

E. Technique of Data Analysis ... 13

F. Statistical Hypothesis ... 14

G. Time and Location of the Study ... 14

CHAPTER IV FINDING AND DISCUSSION A. Data Description... 15

B. Data Analysis ... 19

C. Discussion ... 20

CHAPTER V CONCLUSION AND SUGGESTIONS

A. Conclusion ... 23

B. Suggestion ... 24

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LIST OF APPENDICES

Appendix 1 Lesson Plan

Appendix 2 Pre-test and Post Test Writing Instruction

Appendix 3 Pre-Test and Post-Test Score

Appendix 4 Scores Rubric of Hortatory Exposition Writing

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LIST OF TABLES

Table 4.1 Pre-test and Post Test Result of Experimental and Control Class

Table 4.2 Standard Deviation Table

Table 4.3 Normality Test Result of Experiment Class

Table 4.4 Normality Test Result of Control Class

Table 4.5 Homogenity Test Result of Experiment Class

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LIST OF FIGURES

Graphic 4.1 Pre-test and Post-test of Control Class

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CHAPTER I

INTRODUCTION

This chapter discovers the general information about the background of

the study which includes the reason of the writer on taking the problem, problems

identification that includes some logical reasons of the problem occurrence, and

limitation of the problem that explains about the problem which is studied.Then,

research problem is about the questions that must be answered in this study,

objective of the study consists of the purpose why this study is held. As the last,

significance of the study that tells about what is hoped by this study.

A. Background of the Study

Writing is one of the skills in language that is important to be mastered.

People write to fulfill duties whether on their work or education. The

government includes writing as one of the skills that should be mastered by

Indonesian students as they prepare Indonesian to be ready to enter the global

world. In globalization era, students should compete with other countries,

thus they should master the skill. Students could also use their writing skill

when they want to apply for a scholarship. In scholarship requirement,

students usually have to make a essay, writing skill help them to reach it.

Moreover, when they want to apply for a job, they need to make documents,

such as application letter, CV, etc. The way people write an application letter

can affect the company to hire them as employee. Application letter is

assumed as good from the way people write it. It becomes the reason why

writing is important to be learnt before people entering a working life. The

first thing that the company will see when people apply for a job is the

application letter. In addition, writing skill is needed by people who have

already working such as when they have to make a report or presentation.

Another importance of writing is it itself teaches mental development.

Writing is not a simple activity. It has a quite long process, thus it needs effort

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into a product which will be read by the readers. Writing also teaches student

how to think critically and how to organize something. They should make the

draft, arrange, edit, and rearrange their writing into a good product. They

have to make it a very organized product and avoid word, sentence, or other

aspect that could lead readers into misunderstanding or confusion.

However, teaching writing is not always easy. There are still problems in

teaching writing. According to the writer’s experience when she teaches at school in her time while following teacher’s training as her university assignment, she finds several problems in teaching writing. Moreover, she

asks the English teacher at school about their problems in teaching writing

skills. First, students have difficulties arranging ideas into a piece of writing,

thus they need much time to do it. They put everything in their mind into their

work which make the writing become unorganized. Students usually do not

know about what and how to write. Their writing is not developed because

they always do the same mistake in their next writing. Teacher act as if

students writing as final products. They give correction without further

explanantion on valuable strategies for revising. Another problem occured is students hard to understand the teachers’ feedback. Thus, most of the students does not follow up the feedback.

Furthermore, the problems above shows that lack of teacher guidance,

correction, and explanation on writing become the major problems. Long

process of writing bring teacher not to follow the whole process or stages of

writing as the teacher time in the class is limited. In the process of writing,

teacher should correct the students work in every stages, thus the students

could revise it and learn the mistake not to occur in the next writing. Giving

feedback in order to make the mistake to occur in the next writing needs a lot

of effort because writing is a complex thing to do. It has a lot of aspects.

Tecaher must correct a lot of aspects such as grammar, arrangement of the

sentence, coherence, and also cohesion. Moreover, Indonesian teacher usually

have large class and even teach more than one class. It hampers him/her to

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or feedback in every stages of writing is needed before it turns into final product as when it is in the readers’ hand, writer does not have time to explain ideas or mistakes in their writing. Thus, they should make it clear

from the beginning.

From the explanation above on the problems of writing, limited time brings teacher’s correction uneffective for the students writing. Thus, she starts to apply peer feedback as she believes it could solve the time problem which occured on teachers’ feedback.

The writer preliminary study on peer feedback shows that it bring more

advantages than teacher feedback. It is not only bring advantages for teachers

but also students. Students could save time of giving correction on their

students writing as it is already done by the students peers. As the correction

is done by peers, the time in the class can be used by teacher to give guidance

and explanation on how writing should be done.

This study is conducted to examine whether students will gain significant

writing achievement after they have peer feedback in their writing. The study

is focused on investigating the effect of peer feedback on students writing

achievement. The writer wants to find the effectiveness of peer feedback in improving students’ writing achievement.

B. Problem Identification

In Indonesian class, the writer found that teacher is hampered to teach

writing as they have limited time. The condition appears as Indonesian teacher has large class. It causes teacher correction on students’ writing become less advantageous. First, teacher sometimes misread the students’

composition. They have different understanding with their students about the

content of the text. Teacher should provide correction in a lot of aspects in

every stages of writing. Meanwhile, it is difficult for students to correct tose

things in a very large class of Indonesian students.

C. Limitation of the Problem

The writer limits the problem on finding whether or not the use of peer

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D. Research Problem

1. Is there any significant difference between experiment using peer

feedback and control group without peer feedback in their writing

achievement?

2. Does peer feedback in teaching writing affect students’ writing

achievement?

E. Objective of the Study

The objective of the study is to examine whether peer feedback in teaching

writing affect students’ writing achievement.

F. Significance of the Study

This study is held in the purpose of giving the teacher idea of what can

make students easy to learn writing. It is also hoped that the teacher can have

idea on what is the suitable technique of teaching writing. And then, the

writer hopes that after getting the result of this study, the teaching and

learning process of writing can be better and make Indonesian students can

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CHAPTER II LITERATURE REVIEW

In this chapter, the writer explains about the theories used in this study.

There are also previous studies which become the references for this study.

Theoretical framework is also included in this chapter which consists of the writer

conclusion based on several theories explained. The last is the hypothesis of this

study.

A. Theoretical Description 1. Definition of Writing

According to Hamp-Lyons and Kroll, writing is “an act that takes

place within a context, that accomplishes a particular purpose, and that is

appropriately shaped for its intended audience”.1

Writing has a lot of aspect

that must be taken care such as the passive voice, matching subject and

verb, adjectives and adverbs, pronouns, like-sounding words, prepositions,

punctuation (period, comma, semicolon, colon, hyphen, dash, parentheses,

question and exclamation marks, ellipses, quotation marks), spelling. The

writers have to take care of those aspects because they cannot explain to

the readers if there are mistakes in the text. Beside those aspects, the

writers also have to make the sentences or paragraphs coherent, so each

sentence flows logically to the next.2

Writing is not a one-step action. There are some processes that

must be followed so it can produce a good text. When people write

something, they have to know about what to write and how they will write

it. They have the ideas. They arranged the idea into a paragraph. When

they finish writing, it does not mean that it is done, but they still have to

read it and make correction into it. They have to write and revise and write

1

Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2002) P. 19

2

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and revise again until the text becomes a satisfying text.3Some people

believe that writing cannot be taught because writing is a skill with

complicated aspects inside it. However, this skill can be taught if the

teacher know how.4 Writing is a process that relates various variables.

Writing as a process has several ideas. First, writing represents a way of

making meaning of our experience. Itb provides us with a unique way of

learning. Next, writing occurs as a chain processes. It is a series of

interactions with words and ideas that develop and charge over time. these

interactions may sometimes be complicated because students engange in

so many activities almost at the same time such as thingking of

grammatical rules, vocabularies, and so on. Thirdly, external and internal

factors affect students such as experience, time, and how deeply students

care about the writing.5

2. Stages of Writing

According to Betty MattixDietsch, there are four stages of writing

process; prewriting, drafting, revision and editing/proofreading.6Seow also

describes the basic process of writing that is planning, drafting, revising,

and editing. He added that there are three other stages inserted in the

drafting stage; responding, evaluating, and post-writing. 7

a. Planning

Planning or pre-writingis the activity in the classroom that encourages

students to write. At this stage, students can do some activities such as

group brainstorming, clustering, rapid free writing, and wh-questions.

b. Drafting

3

Alice Oshima& Ann Hogue, Introduction to Academic Writing, (USA: Pearson, Longman, 2007) , P.15

4

Diane Larsen-Freeman & Marti Anderson, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2000), P.65

5

Gary Tate, Four Worlds of Writing (Janice M Lauer, Gene Montague, Andrea Lunsford, Janet Emig, 1981), Pg.2

6

Betty mattixdietsch, Reasoning and writing well, (New York: McGraw-Hill, 2006), P.11

7

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At the drafting stage, the writers focus with how to arrange the ideas

that they get at the pre-writing stage. Neatness is not necessary at this

stage. The important of this stage is the writers can choose which idea

they will use and arrange them into a good order. To make it easier in

arranging the idea, the students have to know about who are their

audiences. At this stage the students can do three other stages;

responding, evaluating, and post-writing. They respond to their writing

by reading it again and then evaluate it by giving correction of the

mistakes they made. Responding and evaluating can be done not only

by the students but also by their peers. After the writing has been given

the respond and evaluation, they can do the post-writing. While doing

the post-writing, they rewrite the text.

c. Revising

At this stage, the students read their writing more and more. Anthony

Seow stated that when students revise, they review their texts based on

the feedback given in the responding stage. According to Barbara E.

Walvoord, there are three steps of revising.8 The first step that can be

done is by reading the writing and have attention to the meaning and

style of the writing. Then, they can do the second step that is revising

the grammar and punctuation. The last step that they have to do is

revising the spelling, capitalization, and abbreviations.

d. Editing

At editing stage, students revise the some other aspects of the writing. It

is the final evaluation and correction before they submit it to the

Barbara E. Walvoord, Three Steps to Revising Your Writing for style, Grammar, Punctuation, and Spelling, (USA: Scott, Foresman and Company, 1988), P.317

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assessment. Feedback can come from many sources such as teachers,

peers, parents, etc.

There are some aims of giving feedback, such as:10

a. To encourage;

b. To correct error;

c. To improve performance;

d. To customize explanation for particular issues or students;

e. To reward particular behavior;

f. To penalise certain behavior;

g. To demonstrate to students that tutors notice what they are doing and

care enough to comment.

4. Kinds of Feedback

Feedback can be divided into two kinds of feedback, peer feedback and

teacher feedback. Peer feedback is the feedback that is given by their

peers, while teacher feedback is given by the teacher. Many researches has

been conducted to find which one is the best technique to improve students

writing and most of the statement of the researchers resulted that peer

feedback has more effective effect in improving students writing. it is

supported by the opinion given by Elbow:

Elbow (1992) believes that when students write only for their teacher

(which usually means for a grade), they often fall into certain bad

habits, treating writing as an empty school exercise and attempting

simply to just “get it right” or “give teachers what they want”. When

students write for their peers, they become very concerned about what

they say and how they say it. Students may not be as skilled as their

teachers at responding to each other’s work, but they are excellent in

providing the one thing that writers need most – an audience. When

writers study other people’s writing to improve their own craft, they

read differently than when they read only to enjoy what someone else

has written.11

10

Catherine Haines, Assessing Students Written Work – Marking Essays and Reports, (New York: taylor&Francais e-Library, 2004), P. 19

11

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Andrea H. Penaflorida, in her paper Nontraditional Forms of

assessment and Response to Student Writing: A Step Toward Learner Autonomy, quoted Kroll’s statement that “because ESL students lack the language competence of native speakers of English who can react instructively to their classmates’ papers, peer responding in the ESL classroom must be modeled, taught, and controlled in order for it to be valuable activity.” Controlling peer response, just like self-feedback, can be done through the use of checklist.12

5. Feedback in Writing

Feedback and writing cannot be separated. Writing needs feedback

to make it becomes a good writing. Feedback is given to the students

writing in order to make them aware about their writing whether there are

errors in it.

Feedback is most useful when it is included as the process of

writing not as the final evaluation of the writing. It has been found that

students who receive feedback and self-correct their mistakes during

revision are more likely to develop their linguistic competence than those

who receive no feedback and those who are not asked to do re-writes.

Therefore, revision in the form of re-writes is a must if we want any

improvement.13

6. The Effect of Peer Feedback

Responding to student writing by the teacher (or by peers) has a

central role to play in the successful implementation of process writing.

Peer responding can be effectively carried out by having students respond to each other’s texts in small groups or in pairs. After the respond have been given, the students can start to evaluate the written. Andrea H.

Penaflorida stated that the traditional way of evaluating papers where the

teacher is the only reader for whom the students write and that the teacher’s role is to assume responsibility for reading through errors and

12

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching - An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), P.351

13

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editing the paper for grammatical and mechanical mistakes is now being

gradually replaced by the so-called extended readership. Seow describes

that at the evaluating stage, students may be encouraged to evaluate their own and each other’s texts once they have been properly taught how to do it.

B. Previous Studies

A research conducted by Yang Miao, Richard Badger, and Yu Zhen

(2006) found that teacher feedback led to greater improvements in writing.

this study examines whether peer feedback may provide a resource for

addressing this issue by examining two groups of students at Chinese

university writing essays on the same topic, one receiving feedback from the

teacher and one from their peers. Additionally, this research also revealed

that peer feedback was associated with greater of student autonomy.

Another research by BasmaMajari (2010) conducted to the 10th grade

Secondary L2 students in one private school in Lebanon. Both qualitative and

quantitative data were obtained and triangulated. Findings showed that

teacher feedback was preferred to peer feedback. No statistically significant

data was obtained concerning the impact of the teacher and peer feedback on

the writing quality.

Related to those researches, this study is purposed in examining whether peer feedback has a significant effect in improving students’ writing achievement in the country where English placed as a Foreign Language

(EFL) with most classes are big classes.

C. Theoretical Framework

Writing is not only a single process that result a product of writing. There

are some stages that should be followed when people want to make a good

writing. These stages are pre-writing, drafting, revising, and editing. When

teaching writing, the teachers can guide their students to follow these stages.

In the pre-writing, they can use free writing, brainstorming, etc, to make it

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they make their writing. In short, they have to think about their audience

before they write something. After they have ideas, they start to arrange ideas

into a good paragraph. The paragraph should be concise and coherence. In

order to find this as concise and coherent paragraphs, they have to go to the

next stage that is revising. In this stage, they start to respond to their writing

about which part of their writing that must be evaluated and corrected. If they

have done this stage, it does not mean that their writing is done. They have to

do the post writing to ensure that their writing is not recopying. After they

have done the rewriting of their writing, they can do the last stage, editing. At

this stage, the students only correct the grammatical, lexical, and mechanical

errors before they submit it to their teacher. From this explanation, it can be

concluded that check, evaluate, and correcting writing is the important thing

in writing.

By evaluate and correct students’ writing is the technique that the students use to give feedback to the writing. Feedback is the information that people

get from others; they can be your teachers, peers, or parents. Alice Oshima

and Ann Hogue said, “After you have finished writing, you read over and

over what you have written.

D. Hypothesis

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CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the writer presents the method and design of the study,

population and samples of the study, technique of collecting data, and techniques

of data analysis, statistical hypothesis in this study, and time and location of the

study.

A. Method and Design of the Study

This study uses experimental study. In experimental studies, the

investigator manipulates what the subjects will experience.1 From this

manipulation, the investigator wants to find whether particular treatment can

have effect in subject or samples attitudes, achievement, and so on.

Experimental research is the only form to investigate inquiry in which the

researcher has the opportunity to manipulate variables in order to study causes

and effects.2

The design of the study is using control group pretest-posttest design. The

observation held before the experiment called pre-test, and the observation

after the experiment called post-test.3 In this research design, the writer

compares the score of pre-test and the post-test of the control and

experimental group to judge whether the treatment given succeed. The pretest

will be held to know the students’ basic ability or score before the treatment is

given. Then, the students of experimental group are given treatment that is

taught writing by peer feedback technique and the control group taught by

teacher feedback technique. After given the treatment, the post-test is held to

know the students’ achievement or score after the treatment is given. The

result score of both pre-test and post-test in experimental and control class will

be analyzed by using t test with level of significance 5%.

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B. Population and Sample of the Study

The population of the study is the second grade students of SMA N 11,

science major. The sample of the study is 64 students taken randomly; 32

students of experimental group and 32 students of control group.

C. Technique of Collecting Data

The data in this study is collected by using tests. There are two tests that

will be held. First, pre-test is held to know the students’ basic writing ability.

Then, after treatment is given, there will be a post-test to know the final score

or achievement of the student writing.

D. Instruments

The instrument in this study is test. According to Suharsimi Arikunto test

are questions or practice and other tools that are used to measure skills,

intelligence, or a gift that is possessed by someone or group.4 The writer uses

writing test in form of essay because by essay test form the students could

write freely which could explore their writing ability in term of idea,

vocabularies, and arranging sentence. However, the writer gives instructions

before the students write to guide the students in order to ease the students

including kind of text they should write, the amount of paragraph, the topic,

time, and the aspects which will be scored. Students’ writing will be scored by

scoring rubric which score several aspects of syllabus target such as the

organization of the text, ideas, vocabulary, grammar, and mechanics.

E. Technique of Data Analysis

The data is analyzed by using t test. There are some procedures in for

computing t-test ratio.

to =

The Procedure of calculation as formula:

1. Determining mean variable X1 with the formula as follows:

M1 =

4

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2. Determining mean variable X2 with the formula as follows:

M2 =

3. Determining deviations variable X1 with the formula:

X1 = X1 – M1

4. Determining deviation variable X2 with formula:

X2 = X2 – M2

5. Determining t-table in significance level 5% with the formula:

df = N1 + N2 – 2

F. Statistical Hypothesis

Alternative Hypothesis (Ha) : If there is an increase in students’ score from

the pre-test to post-test, using peer feedback is

effective to teach writing.

Null hypothesis (H0) : If there is no increase in students’ score from

the pre-test to post-test, using peer feedback is

not effective to teach writing.

1. t0 > tt : The null hypothesis (H0) is rejected and the alternative

hypothesis is accepted.

2. t0 < tt : The null hypothesis (H0) is accepted and the alternative

hypothesis (Ha) is rejected.

G. Time and Location of the Study

The study is done at SMA N 11 Kota Tangerang Selatan. The time of the

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CHAPTER IV

FINDINGS AND DISCUSSION

This chapter will discover the research result from the data description and

the data analysis. This chapter also discuss about the discussion of the test result

and the correclation of the result and the theories given in the second chapter.

A. Data Description

The data of students’ achievement is divided into two kinds, pre-test and post-test data which gained from experiment and control class. The result of

pre-test and post-test in both classes is presented in the table below:

Table 4.1 Pre-test and Post Test Result of Experimental and Control Class

Experiment Class Control Class Pre-test Post-test Pre-test Post-test

Mean 40.375 62.5625 37.875 56.125

Dƒ 62 62 62 62

Median 40 65 38 57

Mode 40 66 20 52

Table 4.1 above shows the test score mean, degree of significance, median

and mode which gained from both classes. From the table, it can be seen that

there were improvement from pre-test and post-test score of experimental and

control class data.

The writer provides a graphic to ease readers to understand the significant

result of the test in experiment and control class which make the research

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Graphic 4.1 Pre-test and Post-test of Control Class

The graphic above shows that the pre-test and post-test score in control class is

varied. The scores in control class increases after the class received treatment. The

lowest score in pretest is 20, while in post-test, it reaches 47. Meanwhile, the highest

score also increased from 48 to 65.

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From the graphics 4.2, it shows that the pre-test score in control class is still

be concluded as significant. Meanwhile, there were 32 participants in

control class where the mean score of pre-test reach 37.875, while the post-test

score was 56.125. the score gained from pre-test to post-test not as significant

as experimental class, only 18.25 points.

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13. 8 60 -14.2 41.8 201.64 1747.24

The writer used t-test formula to find out the effectiveness of the teaching

writing by using peer feedback as follows:

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to =

to = 2.857

Determining t-table in significance level 5% with dƒ: dƒ = N1 + N2 -2

= 32 + 32 – 2

= 62

The value of ttableis │1.67│. From the statistic calculation result, it can be

seen that the value of to is 2.857 and the degree of freedom in the table of

significance (dƒ) is 62.

B. Data Analysis

As mentioned in chapter one, this research is conducted in order to know

whether teaching writing using peer feedback at SMA N 11 Kota Tangerang

(32)

To answer the questions above, the writer made a null hypothesis and

alternative hypothesis. According to Anas Sudjiono, if to>tt, the null hypothesis

(Ho) is rejected, on the contrary the alternative hypothesis (Ha) is accepted. It

means that between variable x and y is significance. Meanwhile, if to<tt, the

null hypothesis is accepted and the alternative hypothesis is rejected. It means

that there is no significance increase between variable x and y.

By comparing the value of to = 2,857 and ttable on the degree of

significance 5% = 1.67, the writer concludes that to is higher than ttable, 2,857 >

1,67 which means that the alternative hypothesis is accepted and the null

hypothesis is rejected. In conclusion, teaching writing by using peer feedback

is more effective to increase students’ writing achievement than teaching

writing by using teacher feedback.

C. Discussion

As explained in the first chapter, the purpose of this study is to find out

whether peer feedback can improve students’ writing achievement. In this

section, the writer tries to discuss the findings of the research from the result of

pre and posttest of experiment and control group.

Before analyzing the hypothesis, the researcher calculated normality to

find the data has normal distribution. Whenever the data has normal

distribution, it can be calculated by using statistical parametric where the data

is assumed as valid as it counted by refering to several parameters. After

calculating the normality test, the writer counts the mean in each experiment

and control group. The result shows that mean of experiment group was higher

than control group.

Table 4.3 Normality Test Result of Experiment Class Normality Test Result of Experiment Class

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

.123 32 .200* .973 32 .590

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Table 4.4 Normality Test Result of Control Class Normality Test Result of Control Class

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

preex .079 32 .200* .968 32 .438

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

The table 4.3 shows the result of normality test in experiment and control

class. The result of normality test reach 0.590 or higher than the table of 0.05.

Meanwhile, the table 4.4 shows the result of normality test in control class

which reach 0.438 or higher than the table of 0.05. It can be concluded that the

data used in experiment and control class are normal and assessed as valid to

be used in this research.

After variance of experiment and control group was found, the writer

calculates homogenenity test to determined t-test formula. Based on the

calculation of homogenity test, it could be seen that the test is homogeneous in

both classes. The result of the homogenous test could be seen in the table

below.

Table 4.5 Homogenity Test Result of Experiment Class

Test of Homogeneity of Variances

preex

Levene Statistic df1 df2 Sig.

1.804 7 14 .165

Table 4.6 Homogenity Test Result of Control Class

Test of Homogeneity of Variances

preex

Levene Statistic df1 df2 Sig.

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The results of t-test shows that t-value is higher than t-table. Thus, in this

case, the null hypothesis (H0) in this research is rejected and alternative

hypothesis (Ha) is accepted. It means the treatment which is given to the

experiment group by using peer feedback technique to improve students’

writing achievement is successful.

There are some factors which make the success of this research. First, peer

feedback demanded students work in team. They have responsibility to help

their friends to understnd the material by giving them feedback. Students must

communicate with their friends once they could not understand the feedback.

Second, in peer feedback they will have to comprehend their peer’s work

carefully to give the feedback. At that time, unconciously, they study by

themselves and it also grow their motivation to know more.

Third, peer feedback demands students to be active. It also supports the

situation in the class. Learning a language can not be understood only by

explanation. They should practice it frequently. In most classes, the writers see

the fact that students who passively learn could not understand the material

well. Yet, learning by doing is still become the key to comprehend the material

well.

However, as this technique focus on students as the center of learning, teacher’s explanation is still needed to make them easily understand about what they should assess in their peers’ writing. The students’ participation will not be effective if the teacher did not give clear explanation about the students’ roles and job description and the procedure in doing the feedback. Another

discovery of this research is following stages of writing is very important as

includes feedback in some stages of writing could help the students to

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

After carrying the experiment, the result shows that the comparison of students’ scores of experimental class in SMAN 11 Kota Tangerang Selatan from analysis of data is significant. It means that peer feedback gives valuable

effect in improving students writing achievement.

According to the data, the gained score in experimental class result

significant difference between tobservation (to) and ttable(tt). It shows that the value

of to is 2,857, and the value of ttfrom the dƒ (62) on the degree of significance

of 5% is 1.67. It means that to value is higher than tt, so the alternative

hypothesis is accepted and the null hypothesis is rejected. It can be concluded

that teaching writing by using peer feedback is more effective than by using

teacher feedback.

In this study, the writer discovers other possible explanation. First, clear

teacher guidance before they do their role of giving feedback is important. She

found that when teaching writing, teacher should follow the stages of writing

to make it easier in building the students mapping on how to write effectively.

She also found that even it is a minor thing, the time allocations could hamper

the activity in the class.

However, this study still has limitation such as the writer did not know the

factors which might influence the result of this study, such as outside classroom activities that support students’ writing skill.

B. Suggestion

There are several weaknesses in this study. First, in writing process,

several writing steps has not done effectively and unorganized. Sometime

students switch the stages of writing. In the beginning of the process, the

writer has difficulties to guide and motivate students in composing the ideas.

Thus several of this writing does not has original ideas. Students tried to copy

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limited time in the class also affect this study. The time allocation for the

whole writing processes does not well organized. Thus, it leads to unorganized

writing process. From those weaknesses, the writer provides several

suggestions in order to hint next study to have a better result in the future.

For the teacher, they should take attention on the students’ interest.

This study indicated that teachers’ awareness of students’ interest is

insufficient especially when the teacher has to determine the topic for writing. Teacher needs more effort in understanding the students’ need as it affect on the assignment given to students.

As for the students, they should be active in the classroom and not assume

teacher as their only source for learning. They also have to make learning

from peers as their needs as it can increase their social activities such as

respect and help each other. As they respect their peers with high or low

ability in English, it can help their peers confidence in learning.

Meanwhile for the research itself, the teacher should also pay attention

on stages of writing which should be done by the students as it will affect the students’ writing.

Finally, due to weaknesses in this study, further study could be conducted

to find other findings which could increase the students’ ability in learning

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BIBLIOGRAPHY

Arikunto, Suharsimi. ProsedurPenelitian. Jakarta: PT. RinekaCipta. 2006

Dietsch,BettyMattix.Reasoning & Writing Well: a Rhetoric, Research Guide, Reader, and Handbook. New York: McGraw-Hill Companies, 2006.

Flinders University, Principles of Good Feedback Practices, 2014, (www.Flinders.edu.au)

Freeman, Diane Larsen &Aderson. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. 2000.

Gulcat, Zeliha and Ozagac, Oya.Correcting and Giving Feedback to Writing. September 2004

Haines, Catherine, Assessing Students Written Work – Marking Essays and Reports, New York: Taylor&Francais e-Library. 2004

Miller, Robert Keith. Motives for Writing. New York: McGraw-Hill Companies. 2006.

Neeld, Elizabeth Cowan. The Way a Writer Reads. USA: Scott, Foresman and Company. 1987.

Oshima, Alice & Hogue, Ann. Introduction to Academic Writing. USA: Pearson, Longman. 2007.

Richards, Jack C. The Language Teaching Matrix. Cambridge: Cambridge University Press. 1999.

Tate, Gary. Four Worlds of Writing. United State of America: Harper & Row Publishers Inc. 1981

Walvoord, E. Barbara, Three Steps to Revising Your Writing for style, Grammar, Punctuation, and Spelling. USA: Scott, Foresman and Company. 1988.

Weigle, Sara Cushing. Assessing Writing. Cambridge: Cambridge University Press. 2002.

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Rencana Pelaksanaan Pembelajaran

1. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari

Kompetensi Dasar

1.1.Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition.

Indikator

1. Menyebutkan tujuan dari teks Horatatory Exposition.

2. Mengenali struktur umum dari sebuah teks Hortatory Exposition.

3. Menjelaskan fungsi dari setiap bagian dari struktur umum teks Hortatory Exposition.

4. Menentukan teks Hortatory Exposition berdasarkan ciri-ciri dan tujuan penulisannya.

5. Memproduksi sebuah teks Hortatory Exposition.

1. Tujuan Pembelajaran

a. Siswa mampu menyebutkan tujuan dari teks Hortatory Exposition.

b. Siswa mampu mengenali struktur umum dari sebuah teks Hortatory Exposition. c. Siswa mampu menjelaskan fungsi dari setiap bagian stuktur umum teks Hortatory

Exposition.

d. Siswa mampu menentukan sebuah teks Hortatory Exposition berdasarkan cirri-ciri dan tujuan penulisannya.

e. Siswa mampu memproduksi sebuah teks Hortatory Exposition.

 Karakter siswa yang diharapkan : Toleransi, Disiplin, Demokratis, Rasa Ingin tahu, Semangat kebangsaan, Bersahabat, Cinta Tanah Air, Cinta Damai, Peduli sosial, Tanggung Jawab, Rasa Hormat, Berpikir Kritis

 Kewirausahaan / Ekonomi Kreatif : Kepemimpinan, Percaya diri, Berorientasi Tugas dan Hasil, Jujur, Ulet.

2. Materi Pokok

Pengertian dan penjelasan teks Hortatory Exposition (Terlampir). Teks monolog berbentuk Hortatory Exposition (Terlampir). 3. Metode Pembelajaran/Teknik: Three-phase technique

(39)

 Kegiatan Awal Kegiatan apersepsi

 Guru mengucapkan salam.

 Guru menanyakan kabar siswa-siswi. Kegiatan Motivasi

 Tanya-jawab mengenai pendapat siswa mengenai suatu isu yang memacu siswa untuk mengungkapkan pendapatnya.

 Guru meminta beberapa siswa mengungkapkan argumen-argumen atau alasan-alasan mereka terhadap pendapat yang telah mereka ungkapkan.  Kegiatan Inti

 Guru membantu siswa menghubungkan hasil pengamatan mereka dengan materi Hortatory Exposition dengan memberikan stimulus kata kunci yang berhubungan dengan teks karakteristik dari teks Hortatory Exposition.  Guru membimbing siswa untuk menuliskan topic sentence untuk paragraf

yang akan mereka buat.

 Guru meminta siswa-siswi menuliskan poin-poin argumen yang bisa mendukung topic sentence yang sudah mereka buat.

 Guru meminta siswa-siswi untuk menyusun topic sentence dan poin-poin argumen tersebut menjadi sebuah paragraph berdasarkan struktur umum dari teks Hortatory Exposition.

Kegiatan Elaborasi

 Siswa menentukan apa yang terdapat pada paragraf awal, tengah dan akhir dari teks yang mereka baca.

 Siswa secara berkelompok menyusun paragraf acak menjadi paragraf utuh berdasarkan apa yang sudah mereka baca.

 Siswa menentukan teks Hortatory Exposition dari beberapa teks yang diberikan oleh guru.

 Siswa membuat topic sentence untuk paragraf yang mereka buat.

 Siswa menentukan poin-poin argumen yang bisa mendukung topic sentence

yang sudah mereka buat.

 Siswa-siswi mulai menyusun topic sentence dan poin-poin argumen menjadi sebuah paragraf yang berdasarkan struktur umum dari teks

Hortatory Exposition. Kegiatan Konfirmasi

 Guru memberikan umpan balik atas kegiatan eksplorasi dan elaborasi yang sudah dilakukan siswa.

 Kegiatan Akhir

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5. Sumber/Bahan/Alat  Buku text book

 Script dari text book dan internet  Projector

6. Penilaian  Sumatif

Mengetahui Tangerang, 21 Maret 2015

Kepala Sekolah Guru Mata Pelajaran

Drs. Rodani Dessy Iryanti

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Indikator

1. Mengenali tenses yang digunakan dalam sebuah teks.

2. Mengenali susunan dari kalimat yang menggunakan simple present tense.

3. Menentukan kata kerja yang digunakan dalam simple present tense. 4. Membedakan penggunaan kalimat aktif dan pasif.

5. Memproduksi sebuah teks dengan menggunakan simple present tense.

a. Siswa mampu mengenali tenses yang digunakan dalam sebuah teks.

b. Siswa mampu mengenali susunan dari kalimat yang menggunakan simple present tense.

c. Siswa mampu menentukan kata kerja yang digunakan dalam simple present tense. d. Siswa mampu membedakan penggunaan kalimat aktif dan pasif.

e. Siswa mampu memproduksi sebuah teks dengan menggunakan simple present tense.

 Karakter siswa yang diharapkan : Toleransi, Disiplin, Demokratis, Rasa Ingin tahu, Semangat kebangsaan, Bersahabat, Cinta Tanah Air, Cinta Damai, Peduli sosial, Tanggung Jawab, Rasa Hormat, Berpikir Kritis.

(42)

 Guru mengucapkan salam.

 Guru menanyakan kabar siswa-siswi. Kegiatan Motivasi

 Tanya jawab dengan siswa mengenai kegiatan yang dilakukan dan kebenaran umum yang biasa terjadi di lingkungan sekitar siswa.

 Kegiatan Inti

Kegiatan Eksplorasi

 Guru meminta siswa untuk membaca dan memahami kalimat-kalimat yang terdapat pada layar.

 Guru meminta siswa untuk fokus pada tenses yang digunakan pada teks yang diberikan.

 Guru menanyakan ciri-ciri apa saja yang terdapat pada kalimat dalam teks tersebut.

 Guru meminta siswa mengerjakan soal latihan simple present tense.

 Guru meminta siswa membuat kalimat dengan penggunaan simple present tense.

 Siswa membaca teks yang ditampilkan di layar dan mengidentifikasi ciri-ciri dari kalimat yang mereka baca.

 Siswa mengerjakan soal latihan simple present tense yang diberikan oleh guru.

 Siswa membuat kalimat simple present tense.  Kegiatan Konfirmasi

 Guru memberikan umpan balik penjelasan tentang simple present tense.  Kegiatan Akhir

 Siswa menyimpulkan hasil dari kegiatan pembelajaran yang dilakukan. 5. Sumber/Bahan/Alat

 Buku text book

(43)

Indikator

1. Menyebutkan fungsi dari preposition. 2. Menyebutkan fungsi dari conjunction. 3. Menyebutkan jenis-jenis preposition. 4. Menyebutkan jenis-jenis conjunction.

5. Mengimplementasikan penggunaan preposition dalam sebuah kalimat. 6. Mengimplementasikan penggunaan conjunction dalam sebuah kalimat.

a. Siswa mampu menyebutkan fungsi dari preposition. b. Siswa mampu menyebutkan fungsi dari conjunction. c. Siswa mampu menyebutkan jenis-jenis preposition. d. Siswa mampu menyebutkan jenis-jenis conjunction.

e. Siswa mampu mengimplementasikan penggunaan preposition dalam sebuah kalimat.

f. Siswa mampu mengimplementasikan penggunaan conjunction dalam sebuah kalimat.

 Karakter siswa yang diharapkan : Toleransi, Disiplin, Demokratis, Rasa Ingin tahu, Semangat kebangsaan, Bersahabat, Cinta Tanah Air, Cinta Damai, Peduli sosial, Tanggung Jawab, Rasa Hormat, Berpikir Kritis.

2. Materi Pokok

Preposition dan Conjunction (Terlampir).

(44)

Kegiatan Motivasi

 Tanya jawab dengan siswa tentang pengetahuan dan pengalaman mereka menggunakan preposition dan conjunction.

 Kegiatan Inti

Kegiatan Eksplorasi

 Guru meminta siswa untuk membaca dan memahami sebuah teks yang terdapat pada layar.

 Guru meminta siswa untuk fokus pada penggunaan preposition dan

conjunction yang digunakan pada teks yang diberikan.

 Guru meminta siswa secara berkelompok me-list dan mengelompokkan

preposition dan conjunction apa saja yang mereka temukan pada teks tersebut.

 Guru meminta siswa untuk mengerjakan soal latihan mengenai penggunaan

preposition dan conjunction.

 Guru meminta siswa untuk membuat kalimat yang menggunakan

preposition dan conjunction yang diberikan. Kegiatan Elaborasi

 Siswa membaca teks yang ditampilkan di layar oleh guru.

 Siswa secara berkelompok me-list dan mengelompokan preposition dan

conjunction yang mereka temukan pada teks tersebut.  Siswa mengerjakan soal latihan yang diberikan oleh guru.

 Siswa membuat kalimat menggunakan preposition dan conjunction yang diberikan.

 Kegiatan Konfirmasi

 Guru memberikan umpan balik kepada siswa berupa penjelasan mengenai

preposition dan conjunction.  Kegiatan Akhir

 Siswa menyimpulkan hasil dari kegiatan pembelajaran yang telah dilakukan.

(45)

Mata Pelajaran : B. Inggris

Kelas/Semester : XI/2

Pertemuan ke- : 1

Alokasi Waktu : 4 x 45 menit

Keterampilan : Menulis

Standar Kompetensi

1.1.Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

dalam teks berbentuk: narrative, spoof, dan hortatory exposition.

Indikator

1. Menyebutkan tujuan dari teks Horatatory Exposition.

2. Mengenali struktur umum dari sebuah teks Hortatory Exposition.

3. Menjelaskan fungsi dari setiap bagian dari struktur umum teks Hortatory

Exposition.

4. Menentukan teks Hortatory Exposition berdasarkan ciri-ciri dan tujuan

penulisannya.

5. Memproduksi sebuah teks Hortatory Exposition.

a. Siswa mampu menyebutkan tujuan dari teks Hortatory Exposition.

b. Siswa mampu mengenali struktur umum dari sebuah teks Hortatory Exposition.

c. Siswa mampu menjelaskan fungsi dari setiap bagian stuktur umum teks Hortatory

Exposition.

d. Siswa mampu menentukan sebuah teks Hortatory Exposition berdasarkan

cirri-ciri dan tujuan penulisannya.

(46)

 Karakter siswa yang diharapkan : Toleransi, Disiplin, Demokratis, Rasa Ingin

tahu, Semangat kebangsaan, Bersahabat, Cinta Tanah Air, Cinta Damai, Peduli

sosial, Tanggung Jawab, Rasa Hormat, Berpikir Kritis

 Kewirausahaan / Ekonomi Kreatif : Kepemimpinan, Percaya diri,

Berorientasi Tugas dan Hasil, Jujur, Ulet.

2. Materi Pokok

Pengertian dan penjelasan teks Hortatory Exposition (Terlampir).

Teks monolog berbentuk Hortatory Exposition (Terlampir).

3. Metode Pembelajaran/Teknik: Three-phase technique

 Tanya-jawab mengenai pendapat siswa mengenai suatu isu yang memacu

siswa untuk mengungkapkan pendapatnya.

 Guru meminta beberapa siswa mengungkapkan argumen-argumen atau

alasan-alasan mereka terhadap pendapat yang telah mereka ungkapkan.  Kegiatan Inti

 Guru membantu siswa menghubungkan hasil pengamatan mereka dengan

materi Hortatory Exposition dengan memberikan stimulus kata kunci yang

berhubungan dengan teks karakteristik dari teks Hortatory Exposition.  Guru membimbing siswa untuk menuliskan topic sentence untuk paragraf

yang akan mereka buat.

 Guru meminta siswa-siswi menuliskan poin-poin argumen yang bisa

(47)

 Guru meminta siswa-siswi untuk menyusun topic sentence dan poin-poin

argumen tersebut menjadi sebuah paragraph berdasarkan struktur umum

dari teks Hortatory Exposition.

 Siswa menentukan apa yang terdapat pada paragraf awal, tengah dan akhir

dari teks yang mereka baca.

 Siswa secara berkelompok menyusun paragraf acak menjadi paragraf utuh

berdasarkan apa yang sudah mereka baca.

 Siswa menentukan teks Hortatory Exposition dari beberapa teks yang

diberikan oleh guru.

 Siswa membuat topic sentence untuk paragraf yang mereka buat.

 Siswa menentukan poin-poin argumen yang bisa mendukung topic sentence

yang sudah mereka buat.

 Siswa-siswi mulai menyusun topic sentence dan poin-poin argumen

menjadi sebuah paragraph yang berdasarkan struktur umum dari teks

Hortatory Exposition.

Kegiatan Konfirmasi

 Guru memberikan umpan balik atas kegiatan eksplorasi dan elaborasi yang

sudah dilakukan siswa.  Kegiatan Akhir

 Siswa menyimpulkan kegiatan yang pembelajaran yang dilakukan.

(48)

Pertemuan ke : 2

Skill : Menulis

Indikator

1. Mengenali tenses yang digunakan dalam sebuah teks.

2. Mengenali susunan dari kalimat yang menggunakan simple present tense.

3. Menentukan kata kerja yang digunakan dalam simple present tense.

4. Membedakan penggunaan kalimat aktif dan pasif.

5. Memproduksi sebuah teks dengan menggunakan simple present tense.

a. Siswa mampu mengenali tenses yang digunakan dalam sebuah teks.

b. Siswa mampu mengenali susunan dari kalimat yang menggunakan simple present

tense.

c. Siswa mampu menentukan kata kerja yang digunakan dalam simple present tense.

d. Siswa mampu membedakan penggunaan kalimat aktif dan pasif.

e. Siswa mampu memproduksi sebuah teks dengan menggunakan simple present

tense.

(49)

 Kewirausahaan / Ekonomi Kreatif : Kepemimpinan, Percaya diri,

Berorientasi Tugas dan Hasil, Jujur, Ulet.

2. Materi Pokok

kebenaran umum yang biasa terjadi di lingkungan sekitar siswa.  Kegiatan Inti

 Guru menanyakan cirri-ciri apa saja yang terdapat pada kalimat dalam teks

tersebut.

 Guru memberikan teks salah satu siswa yang memiliki kesalahan

pengguanaan tenses.

 Guru meminta siswa bersama-sama untuk mengidentifikasi kesalahan yang

terdapat pada teks yang ditampilkan dilayar.

 Guru memberikan hasil tulisan siswa di minggu sebelumnya dan

membagikannya secara acak kepada siswa.

 Guru meminta siswa untuk mengidentifikasi kesalahan penggunaan tenses

apa saja yang terdapat dalam teks yang sudah dibuat oleh temannya.

 Siswa membaca teks yang ditampilkan di layar dan mengidentifikasi

(50)

 Siswa mengidentifikasi kesalahan penggunaan tenses yang terdapat pada

tulisan yang dibuat oleh temannya.  Kegiatan Konfirmasi

 Guru memberikan umpan balik penjelasan tentang simple present tense.  Kegiatan Akhir

 Siswa menyimpulkan hasil dari kegiatan pembelajaran yang dilakukan.

(51)

Pertemuan ke : 3

Indikator

1. Menyebutkan fungsi dari preposition. 2. Menyebutkan fungsi dari conjunction. 3. Menyebutkan jenis-jenis preposition. 4. Menyebutkan jenis-jenis conjunction.

5. Mengimplementasikan penggunaan preposition dalam sebuah kalimat. 6. Mengimplementasikan penggunaan conjunction dalam sebuah kalimat.

a. Siswa mampu menyebutkan fungsi dari preposition.

b. Siswa mampu menyebutkan fungsi dari conjunction.

c. Siswa mampu menyebutkan jenis-jenis preposition.

d. Siswa mampu menyebutkan jenis-jenis conjunction.

e. Siswa mampu mengimplementasikan penggunaan preposition dalam sebuah

kalimat.

f. Siswa mampu mengimplementasikan penggunaan conjunction dalam sebuah

kalimat.