THE EFFECT OF PEER FEEDBACK TECHNIQUE ON STUDENTS ACHIEVEMENT IN WRITING RECOUNT.

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THE EFFECT OF PEER FEEDBACK TECHNIQUE ON

STUDENT

S’

ACHIEVEMENT IN WRITING

RECOUNT TEXT

A THESIS

Submitted to the English Department Faculty of Language and Arts UNIMED in partial fulfillment of the Requirement for the Degree of

Sarjana Pendidikan

By:

DEBY ARIFSYAH PUTRA

Registration Number: 2101121010

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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ABSTRACT

Arifsyah Putra, Deby. NIM: 210112010. The Effect of Peer Feedback Technique on Students’ Achievement in Writing Recount. A Thesis. Faculty of

Languages and Arts (FBS), UNIMED (State University of Medan), 2014.

This study concerns on discovering the effect of applying Peer Feedback Technique on Student’s Achievement in writing Recount Text. It was conducted by using experimental research design. This population was 196 grade X students of SMA Dharma Pancasila Medan. The sample of the research was two classes divided into two groups, experimental and control group which were chosen by using random sampling technique. The Grade X MIA-3 as Experimental Group was taught by using Peer Feedback Technique and grade X MIA-2 as control group was taught With Discussion Technique. The instrument used to collect the data was by asking the students to write a Recount Text. Based on the result of the data analysis, it was concluded that Peer Feedback Technique significantly affect the student’s ability in writing recount text (t-calculated > t-table, α =0.05). The appication of Peer Feedback Technique made the students write recount correctly than Discussion Technique. The calculation of t-test is 2.29 > 1.66 with df 74 and the level of significance 0.05. It means that the application of Peer Feedback Technique in teaching learning process has significant effect on writing Recount text. It is implied that Peer Feedback Technique as one technique which affect students’ achievement.

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ACKNOWLEDGEMENT

First and foremost, the writer would like to express thanks to Allah SWT,

the Almighty God for Blessing, Health, Protection, knowledge and opportunity

that at last he is able to complete this thesis entitled “The Effect of Peer Feedback

Technique on Students’ Achievement in Writing Recount Text” as one of

requirement for the degree of Sarjana Pendidikan (S1) at English Department,

Faculty of Languages and Arts, State University of Medan.

This thesis could have not been accomplished without the guidance,

helping, suggestion, advice, motivation and encouragement from people, for

which the writer would like to express her extremely grateful which directed to:

 Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.  Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department and also

his Thesis Consultant.

 Dra. Masitowarni Siregar, M.Ed, as the Head of English Education Study Program.

 Dra. Rahmah, M.Hum as his Academic Consultant and his Reviewer.  Prof. Amrin Saragih, M.A, Ph.D and Dr. Rahmad Husein, M.Ed,

Syamsul Bahri, S.S, M.Hum as his Reviewers.

 Drs. Ibrahim Daulay, M.Pd the headmaster of SMA Dharma Pancasila Medan. And the English teacher, Kartina Rahmadani Rambe, S.Pd.  Fujiono and Sarini as his beloved parents, Dewi Fuji Astuti, A.Md.Keb

and Desi Krisna Sari, S.Pd as his beloved sisters, Sertu Arief Utomo A.Md.Kep as his brother in low, Azzam, Aira, Filzah as his nephew and nieces.

 Suprapto, Rahimah S.Pdi, Sri Rahayu S.E as his uncle and aunties, his beloved second parents.

 Vicky Zuanda Damanik, Aprianus Ermawan Purba, Junaidi Lesmana, and Citra Era Parangin-Angin as his brothers, best friends.  Adliya Eka Putri, Meina Safitri Siregar and Sartika Sari his sisters, his

best friends.

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Helena, Dessy Sari, Solly Novalia and all members of Reguler C 2010 as his best classmates.

 All the Lecturers of English Education Department and also Bu Eis, Mam Ola and Pak Pantas.

Medan, December 2014 The writer,

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LIST OF TABLES

Page

Table 1.1 The Presentage Students’ Score in Writing ... 2

Table 2.1 The Function of Rethorical Structure ... 11

Table 2.2 The Exampleof Recount Text ... 12

Table 3.1 Randomized Subject Design ... 21

Table 3.2 Assesment in Writing ... 23

Table 3.3 Teaching Learning Procedure for Experimental Class ... 27

Table 3.4 Teaching Learning Procedure for Control Class ... 29

Table 4.1 Total Score Pre-test Post-test Experimental Group ... 32

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LIST OF APPENDIXES

Page

Appendix A Lesson Plan ... 43

Appendix B Total Score Pre-test Post-test Experimental Group ... 84

Appendix C Total Score Pre-test Post-test Control Group ... 86

Appendix D The Calculation Score Pre-test Post-test Experimental

Group ... 88

Appendix E The Calculation Score Pre-test Post-test control Group ... 90

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REFERENCES

Ary, Donald. 2002. Introduction to Research in Education. Singapore: Wardswirth

Atay, D. & Kurt, G. 2007. "The Effects of Peer Feedback on the Writing Anxiety of Prospective Turkish Teachers of EFL". Journal of Theory and Practice in Education, 3 (1), 12-23 http://files.eric.ed.gov/fulltext/ED502015.pdf

Bloom, B,S. 1996. Taxonomy of Educational Objectives: the Classification of Educational Goals. New York; Longman.

Brown, H. Douglas. 2004. Teaching by Principles: An Interactive Approach to Language Pedagogy. San Fransisco: Pearson Longman.

Brown, H. Douglas. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy. San Fransisco: Pearson Longman.

Donaldson, S. I., Ensher, E. A., & Grant- Vallone, E. J. (2000). Longitudinal Examination of Mentoring Relationships on Organizational Commitment and Citizenship Behavior. Journal of Career Development, 26, 233- 249.

Felder, R. M.; Brent, R. 2004. Cooperative Learning. (http://www4.ncsu.edu/unity/lockers/users /f/felder/public/Papers/CLChapter.pdf)

Fulcher G.; Davidson F. 2007. Language Testing and Assessment. New York : Routledge (www.eBookstore.tandf.co.uk.)

Gerrot,L. & Wignell, P. 1994. Making Sense of Functional Grammar. Cammeray: Antipodean Educational Enterprises.

Hansen, Jette., & Jun Liu. 2005. Guiding Principles for Effective Peer Response. ELT Journal volume 59/ 1 January 2005 31-38. doi:10.1093/elt/cci004 http://teachingcomp.pbworks.com/f/Hansen+and+Liu.pdf

Harmer, Jeremy. 2001. The Practice of English Language Teaching. Third Edition.

Essex, England: Pearson Education.

Harmer, Jeremy. 2003. Just Reading and Writing Intermediate. England: Marshall Cavendish.

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Heaton, J.B. 1989. Writing English Language Test. New York: Longman Group UK.

Hyland, K. 2002. Teaching and Researching Writing : Applied Linguistics in Action Series. Pearson Education : Longman

Kagan, Spencer. 2009. Kagan Cooperative Learning. San Clemente: Kagan Publishing

Nunan, David. 1991. Language Teaching Methodology. Sydney: Prentice Hall .

Oshima, Alice., Hogue, Ann. 1998. Writing Academic English, Third Edition. New York: Library of Congress Cataloging in Publication Data.

Pardiyono. 2007. PastiBisa! Teaching Genre-Based Writing. Yogyakarta: Andi

Purnawarman, P. 2011. Running Head: IMPACTS OF TEACHER FEEDBACK

ON ESL/EFL STUDENTS’ WRITIN.

http://scholar.lib.vt.edu/theses/available/etd-12122011-211734/unrestricted/Purnawarman_P_Dissertation_2011.pdf

Slavin, R.1995. Cooperative Learning: Theory, Research, and Practice (Second Edition). London: A Simon & Schuster.

Tinambunan, Wilmar. 1988. Evaluation of Student Achievement. Jakarta: Depdikbud.

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CHAPTER I

INTRODUCTION

A. The Background Of The Study

English is becoming more important in this modern life which parallel

with the developement of science and technology. It is necessary and important to

be studied in order to improve the quality of social life. English is used in oral and

written to make an international contact and cooperation among people in

different countries.

Commonly, everyday people use writing form. They use a simple to

complex written text such as writing letters, notes, memos, stories, etc. It means

that writing holds an important role in daily communication. Through writing

people can express their experiences, events, stories, and ideas. So writing is

central to our personal experience and social identities which is focusing on the

contents, ideas, and written products (Hyland, 2002).

Writing skill is also served in a visible way, which is meant to convey a

message to the reader. The writing should communicate something clearly,

precisely and unambiguity. The aim of writing is conveying the ideas or thoughts

to writing form. Writing is process of putting ideas into words, and then arranges

the words into sentences, and then combines them in to paragraph. Writing

required the mastery of vocabulary, spelling, grammar, punctuation, appropriate

content, coherence. Since all that materials are difficult to master, writing

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Based on Indonesia curriculum , English Language Teaching in senior

high school is aimed at enabling students to reach functional level in a sense that

they can communicate in spoken and written way to solve daily problems. Based

on the Curriculum of 2013, the first grade of senior high school students are

expected to be able to express the meanings in the written forms of the

interpersonal, and transactional discourses, short functional texts, and many kinds

of genres; recount, narrative, news item, report, descriptive and etc in the

daily-life contexts.

Refers to English syllabus for grade X of Senior High School student,

recount text is one of genre in writing that should also be well mastered by the

students. They must be able to write a recount text related to their real life.

Recount is kinds of types text genre that retell the past event which the purpose is

informing or entertaining the reader.

Table 1.1

The Percentage Students’ Score in Writing

Semester KKM Score Students Percentage Mean

1st Semester

Source: Students’ accumulated score of Grade X MIA-1 students at SMA Dharma Pancasila Medan academic year 2013/2014

From the previous data, it can be concluded that the students’ ability in

writing is still low. It can be seen from the most of students’ score percentage was

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school is still need of improving. The minimum competence criteria for passing

the English test is 75.

The Expectation was different from the real life. The writer found that the

students were still confused of what to write and how to write. some students also

feel afraid and ashamed to ask questions to their teachers. Students’ difficulties

occured either because writing is a process to get a product is influenced by some

elements such as vocabulary, grammar, organization, spelling, and

prunounciation. Moreover, writer had interviewed the English teacher, and then

the writer can conclude that student hardly organize their idea in a right sentence.

Related to the problem described above, the way of teaching needs to be

improved. There are many techniques to make the students have a better

understanding in English learning process that can be used. One of these

techniques is peer feedback technique which is choosen by the writter that

expected to be useful to improve students’ achievement expecialy in writing

recount text. Peer feedback is a practice in language education where feedback is

given by one student to other students in the class. Students was divided into some

small group. In small groups, students share strengths and also develop their

skills. This technique also helps the students to develop their interpersonal skills.

They learn to deal with conflict and improve their understanding of subjects

explored. By grouping the students, teacher easier to teach the student and the

students also were encouraged by the other friends.

According to Atay and Kurt (2007), peer feedback provides the students to

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the teacher’s instruction and feedback. They also have chances to give feedback to

their friends’ work and ask for each other’s opinion. They can learn many things

from their groups. In this case, students' anxiety becomes lower and learning

motivation can be higher.

Considering the problem which was found during the observation that

some students feel afraid and ashamed to ask questions to their teachers, writer

expects that peer feedback technique can help to solve the problem. In this

technique students trained to share opinions with their peers. Giving and accepting

feedback and exchange their ideas and thought without being afraid to make

mistakes. Moreover, peer feedback also expected to help the students to take more

responsibilities in learning process. Not only doing their assignments, students

also have to read their friends’ work carefully to be able to give feedback.

In line with the advantages mentioned above, the previous researcher

Ibrahim (2012) proved peer feedback is one of technique which can be applied in

teaching writing. He conducted a research in SMA Negeri 18 Medan and found

that Peer Feedback technique improved students’ achievement in writing narrative

text. It can help students to be more active in class and help to increase students’

writing achievement. By applying peer feedback technique, students’ score in

writing increase from 68.08 to 74.70. It is proved that peer feedback technique is

one of promising technique which can be applied in teaching writing.

Natalia (2014) conducted the experimental research in SMA N 6 Medan

which objective of her studies were to find out the effect of peer feedback

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result of the analysis show that the value of observed is higher than value of

t-table (2.02>1.66 (α=0.05) with the degree of freedom (df) = N-2 = 66. It means

that there is significant effect of applying peer feedback technique on students’

achievement in writing recount text.

In line with the background above, to achieve writing competence,

corresponding meaning and retorical structure of recount text accurately and

appropriately in the context of daily life. The writer expects to find the effect of

peer feedback technique on students’ achievement in writing recount tex.

B. The Problem of the Study

Based on the background of the study, the problem is formulated in the

following:

“Is there any significant effect of applying peer feedback technique on

students’ achievement in writing recount text?”

C. The Objective of the Study

This study is intended to find out whether students’ achievement taught by

Peer Feedback Technique is higher than the students’ achievement taught without

Peer Feedback Technique in writing Recount text.

D. The Scope of the Study

There are several cooperative learning techniques that can be applied to

improve students’ writing achievement. This study focuses on the applying of

Peer Feedback Technique to improve students’ achievement in writing Recount.

The object of the study is limited on the senior high school students grade X at

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E. The Significance of the Study

The study were expected to have both theoretical and practical

perspectives:

1. Theoretical perspectives

a. The result of the research will be useful to improve the teaching

learning process; not only recount material, but also the other

materials.

2. Practical perspectives

a. For the teachers

The writer hopes that this research and technique will be inspiring

for English teacher to develop the teaching learning process; not only in

teaching writing but also other skills.

b. For the students

This study also expected to encourage the students to develop their

writing achievement, especially in writing recount through peer

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After the data had been analyzed, it was concluded that peer feedback

technique significantly affect the student’s ability in writing recount text

(t-calculated > t-table, α=0.05). Applying peer feedback technique made the students

write recount text grammatically than with discussion technique. The calculation

of t-test is 2.29 > 1.66 with df 74 and the level of significance 0.05. From the

result of the data, it can be seen that the highest score of experimental group was

90 and the lowest score was 60 in post-test. Meanwhile the highest score of

control group was 88 and the lowest score was 55 in post-test.

In conclusion, those findings imply that the alternative hypothesis (Ha) :

Peer Feedback technique affect the students’ achievement in writing recount text

is accepted. Means that peer feedback technique significantly affected on students

achievement in writing recount text.

B. Suggestions

The result of this study shows that application of Peer Feedback

Technique is significantly affect the students’ achievement in writing recount test.

Based on the conclusion above, the researcher point out some suggestions in the

following:

1. For the teacher : in order to get the teaching succesful, it is sugested the

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teacher in monitoring and encouraging the students so that the students can

expand the ideas easily by shared it to their friends.

2. For the students : it helps the students to write recount text based their

mistakes wich were reviewed by their friends, and also to make the

students more active in the learning process.

3. For the other researcher, may this research will bring a good understanding

how make teaching learning process more eficient and usefull by applying

Peer Feedback Technique not only in writing recount text, but also in each

THE EFFECT OF PEER FEEDBACK TECHNIQUE ON STUDENTS ACHIEVEMENT IN WRITING RECOUNT.