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IMPROVING THE STUDENTS’ ABILITY IN WRITING EXPLANATION TEXT THROUGH PEER CORRECTION
(A Classroom Action Research at the Tenth Grade of SMA N 5 Surakarta in the Academic Year of 2015/ 2016)
THESIS
By:
FARICHA RIZQI K2212026
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY
SURAKARTA 2016
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PRONOUNCEMENT
I would like to certify that this thesis entitled “IMPROVING THE STUDENTS’ ABILITY IN WRITING EXPLANATION TEXT THROUGH PEER CORRECTION (A Classroom Action Research at the Tenth Grade of SMA N 5 Surakarta in the Academic Year of 2015/ 2016)” is not a product of plagiarism or is made by others. Anything related in others’ work is presented in quotation, the source of which is listed on the bibliography. If then this pronouncement proves wrong, I am ready to accept any academic consequences.
Surakarta, August 2016
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IMPROVING THE STUDENTS’ ABILITY IN WRITING EXPLANATION TEXT THROUGH PEER CORRECTION
(A Classroom Action Research at the Tenth Grade of SMA N 5 Surakarta in the Academic Year of 2015/ 2016)
THESIS
By:
FARICHA RIZQI K2212026
Submitted to Teacher Training and Education Faculty of
Sebelas Maret University as a Partial Fulfillment of the Requirements for Obtaining the Undergraduate Degree of Education in English
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY
SURAKARTA 2016
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vi ABSTRACT
Faricha Rizqi. K2212026. IMPROVING THE STUDENTS’ ABILITY IN WRITING EXPLANATION TEXT THROUGH PEER CORRECTION (A Classroom Action Research at the Tenth Grade of SMA N 5 Surakarta in the Academic Year of 2015/ 2016). Thesis. Surakarta: Teacher Training and Education Faculty, SebelasMaret University, 2016.
This research is aimed at improving the students’ writing skill and finding out what extent method of peer correction can improve the students’ achievement in writing explanation text. The subject of this research is the students of class X Science 4 at SMAN 5 Surakarta in the academic year of 2015/ 2016.
The research was carried out in two cycles. Each cycle encompassed planning, acting, observing, and reflecting. The research data were obtained in the form of quantitative data and qualitative data. The quantitative data was collected by conducting pre test and post test for the students. Meanwhile, the qualitative data was collected by conducting observation of the teaching learning process and interview with the teacher and the students.
Before implementing peer correction, the students had problems related to writing aspects namely content, organization, vocabulary, grammar, and mechanic. There were only eight students who succeeded in passing the standart minimum competence which was 67. In addition, the method applied by the teacher could not overcome the writing problems faced by them. The teacher gave inadequate feedback to the students’ writing. Meanwhile, based on the data analyzed, it was found that their writing ability continuously improved in each cycle. This was affected by the implementation of peer correction method. The students’ mean score increased from 64,5 in the pre test, while in post test I was 75,2, and became 82,7 in post test II.Those increases were followed by the improvement of the students’ score on each aspect of writing namely content, organization, vocabulary, grammar, and mechanic. Dealing with content of writing, the score was improved from 21,5 to 23,78 in post test I, and to 25 in post test II and organization aspect increased from 11,9 in pre test to 14,33 in post test I and became 16,9 in post test II. Furthermore, vocabulary mastery was improved from 12,6 in pre test to 14,56 in post test I and 16,06 in post test II. Aspect of grammar was also raising from 15,1 in pre test and became 18,55 in post test I and 20,8 in post test II. Lastly,mechanic aspect of writing improved from 3,45 in pre test, and then it was improved to 3,96 in post test I and 4 in post test II.Moreover, according to the observation in the students’ participation, the implementation of peer correction also influenced the improvement of the effectiveness of teaching learning process. It can be summarized that peer correction can improve the students’ writing ability and the teaching learning process.
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vii ABSTRAK
Faricha Rizqi. K2212026. IMPROVING THE STUDENTS’ ABILITY IN WRITING EXPLANATION TEXT THROUGH PEER CORRECTION (A Classroom Action Research at the Tenth Grade of SMA N 5 Surakarta in the Academic Year of 2015/ 2016).Skripsi. Surakarta: Fakultas Keguruan dan Ilmu Pendidikan, Universitas SebelasMaret, 2016.
Penelitian ini bertujuan untuk meningkatkan kemampuan siswa dalam menulis teks explanation dan mengetahui sejauh mana metode peer correction dapat meningkatkan prestasi siswa dalam menulis teks explanation. Subjek dari penelitian ini adalah siswa kelas X IPA4 di SMA Negeri 5 Surakarta pada tahun ajaran 2015/ 2016.
Penelitian ini diadakan selama dua siklus. Setiap siklus terdiri dari langkah perencanaan, tindakan, observasi, dan refleksi. Data yang diperoleh terdapat dalam bentuk data kuantitatif dan data kualitatif. Data kuantitatif diperoleh dengan mengadakan pre test dan post test untuk siswa. Sementara itu, data kualitatif diperoleh melalui observasi kegiatan mengajar di kelas dan melalui interview dengan guru bahasa inggris dan siswa.
Sebelum menerapkan metode peer correction, siswa memiliki kesulitan dalam menulis yaitu mengenai konten, organisasi, vocabulary, grammar, dan mekanik. Hanya ada delapan siswa yang berhasil mencapai nilai lebih dari KKM, yaitu 67. Selain itu, metode yang diterapkan oleh guru tidak dapat mengatasi masalah siswa dalam menulis. Guru kurang dalam memberikan feedback terhadap hasil tulisan siswa. Sementara itu, berdasarkan data yang dianalisa, dapat ditemukan bahwa kemampuan siswa dalam menulis mengalamai peningkatan dalam setiap siklus. Hal ini dipengaruhi oleh penerapan metode peer correction. Nilai rata-rata siswa meningkat yaitu 64,5 pada hasil pre test, pada post test I menjadi 75,2, dan meningkat pada post test II menjadi 82,7. Peningkatan tersebut diikuti dengan peningkatan nilai siswa pada setiap aspek menulis. Dalam aspek konten, nilai meningkat dari 21,5 pada pre test, 23,78 pada post test I, dan menjadi 25 pada post test II. Pada aspek organisasi, nilai mengalami peningkatan dari 11,9 pada pre test, 14,33 pada post test I, dan pada post test II menjadi 16,9. Kemudian, pada aspek vocabulary, nilai siswa mengalami peningkatan dari 12,6 pada pre test, 14,56 pada post test I, dan menjadi 16,06 pada post test II. Selain itu, aspek grammar juga mengalami peningkatan dari 15,1 pada pre test, kemudian pada post test I menjadi 18,55 dan pada post test II meningkatan menjadi 20,8. Aspek terakir adalah mekanik, pada pre test nilai siswa adalah 3,45, pada post test I menjadi 4,96 dan meningkat menjadi 4 pada post test II. Selain itu, berdasarkan hasil observasi pada partisipasi siswa, penerapan peer correction juga mempengaruhi peningkatan keefektifan pada kegiatan belajar mengajar.
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viii MOTTO
“Allah does not charge a soul except (with that within) its capacity” Q.S. Al-Baqarah: 286
“Indeed, Allah will not change the condition of a people until they change what is in themselves”
Q.S. Ar-Ra’du: 11
“And whoever strives only strives for (the benefit of) himself” Q.S Al-Ankabut: 6
“Indeed, with hardship (will be) ease” Q.S Asy-Syarh: 6
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DEDICATION
This thesis is whole heartedly dedicated to: 1. My greatly beloved parents
For every single prayer, the encouragement, and time to take care of me 2. My beloved brother
For endlessly supporting me
3. All my beloved friends, my second family
For every laugh we create, for every lesson we share, for every chapter we write together
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ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin, the highest gratitude is expressed to Almighty Allah, The Lord of universe for the blessing, mercy, love, health and opportunity given to the researcherin finishing the thesis as a partial requirement for getting the Undergraduate Degree of Education in English Department. The writer would like to express her special gratitude and appreciation to those who have given her their help, guidance, support, and contributionin writing the thesis.
1. Prof. Dr. JokoNurkamto,S.Pd., M.Pd., The Dean of Teacher Training and Education Faculty who has given approval and permission in writing thesis. 2. TeguhSarosa, SS., M. Hum., The Head of English Department who has given
permission in writing thesis.
3. Drs. Siswantoro, M. Hum., the first consultant for his encouragement, patience, guidance, and suggestion.
4. Dewi Sri Wahyuni, S.Pd., M.Pd., the second consultant for herencouragement, patience, guidance, and suggestion.
5. The lecturers of English Education Department who have given the researcher knowledge and education.
6. Drs. Yusmar Setyobudi, M.M.,M.Pd., The headmaster of SMA Negeri 5 Surakarta for providing facility the researcher in collecting the data.
7. Dandi Retnowati, S.Pd., The English teacher of class X Science 4 who has helped the writer in doing the research.
8. All the students in class X Science 4 for the cooperation during research. 9. My beloved parents who never stop loving and supporting me through their
prayers.
10. My beloved brother who always encourages and prays for me. 11. My big family, who always support and pray for me.
12. My sincere friends, who always support and help me.
13. All people who researcher cannot mention one by one, thanks for your support and help in completing this thesis.
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The researcher realizes that this thesis is far from being perfect, hence any comment and suggestion for the improvement of this thesis are greatly welcomed and appreciated. Moreover,hopefully this thesis will be useful for the readers and English education improvement.
Surakarta, August 2016
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TABLE OF CONTENT
Page
TITLE OF THE RESEARCH ... i
PRONOUNCEMENT ... ii
SUBMISSION ... iii
THE APPROVAL OF THE CONSULTANTS ... iv
THE APPROVAL OF THE EXAMINERS ... v
ABSTRACT ... vi
MOTTO ... viii
DEDICATION ... ix
AKNOWLEDGEMENT ... x
TABLE OF CONTENT ... xii
LIST OF APPENDICES ... xv
LIST OF TABLES ... xvi
LIST OF FIGURES ... xvii
LIST OF CHART ... xviii
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Problem Statements ... 5
C. Objectives of the Study ... 5
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xiii CHAPTER II THEORITICAL REVIEWS
A. Review on Writing ... 7 1. Definition of Writing ... 7 2. Purpose of Writing ... 8 3. Component of Writing ... 10 4. Types of Writing ... 11 5. Process of Writing ... 12 6. Teaching Writing ... 15
7. Feedback on Written Work ... 16
8. Writing Assesment ... 18
B. Review on Explanation Text ... 20
1. Definition of Explanation Text ... 20
2. Type of Explanation Text ... 21
3. Generic Structure of Explanation Text ... 21
4. Language Features of Explanation Text ... 21
C. Review on Peer Correction ... 22
1. Definition of Peer Correction ... 22
2. Steps of Peer Correction ... 23
3. Advantages of Peer Correction ... 28
4. The Implentation of Peer Correction in Writing ... 29
D. Review of Related Research ... 29
E. Rationale ... 30
CHAPTER III RESEARCH METHOD A. Setting and Subject of the Study ... 32
B. Research Method ... 33 1. Definition of CAR ... 33 2. Principles of CAR ... 34 3. Advantages of CAR ... 35 4. Characteristics of CAR ... 36 5. Model of CAR ... 37
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xiv
C. Data Collecting Techniques ... 39
D. Data Analysis Techniques ... 40
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research Findings ... 43
1. Pre Research Situation ... 43
2. Implementation of the Research ... 49
a. Cycle I ... 52
b. Cycle II ... 63
3. Findings of the Research ... 71
B. Discussion ... 75
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ... 79
B. Implication ... 80
C. Suggestion ... 81
BIBLIOGRAPHY ... 83
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LIST OF APPENDICES
Appendix 1. List of Students’ Name ... 88
Appendix 2. Placement of Students’ Seat ... 90
Appendix 3. Field Note of Pre-research ... 91
Appendix 4. Teacher’s Pre Research Interview Script ... 94
Appendix 5. Students’ Pre Research Interview Script ... 97
Appendix 6. Sample of Students’ Pre Test ... 101
Appendix 7. The Result of Pre Test ... 107
Appendix 8. Syllabus... 110
Appendix 9. Lesson Plan of Cycle I ... 117
Appendix 10.Sample of Students’ Worksheet in Cycle I ... 136
Appendix 11. Sample of Students’ Post Test I ... 140
Appendix 12. The Result of Post Test I ... 146
Appendix 13. Field Note of Cycle I ... 149
Appendix 14. Lesson Plan of Cycle II ... 155
Appendix 15. Sample of Students’ Worksheet in Cycle II ... 173
Appendix 16. Sample of Students’ Post-Test II ... 177
Appendix 17. The Result of Post-Test II ... 183
Appendix 18. Field Note of Cycle II... 186
Appendix 19. Teacher’s After Research Interview Script ... 191
Appendix 20. Students’ After Research Interview Script ... 193
Appendix 21. Recapitulation of Students’ Score ... 197
Appendix 22.Documentation ... 198
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LIST OF TABLES
Table 2.1 ESL Compositions for Scoring Writing ... 19
Table 2.2 Table of Peer Correction Guideline ... 26
Table 3.1 Schedule of Research ... 33
Table 4.1 The Students’ Score in Pre Test ... 45
Table 4.2 The Result of the Pre Research ... 47
Table 4.3 Research Process ... 49
Table 4.4 The Students’ Mean Score in Post Test I ... 59
Table 4.5 The Writing Aspects’ Score of the Students ... 59
Table 4.6 Reflection and Plan for Cycle II ... 63
Table 4.7 The Students’ Mean Score in Cycle II ... 68
Table 4.8 TheStudents’ Aspect Writing Score ... 68
Table 4.9 Findings on the Effectiveness of Teaching during the Research ... 71
Table 4.10 Findings on the Students’ Writing Ability during the Research ... 72
Table 4.11 The Students’ Writing Mean Score ... 75
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LIST OF FIGURES
Figure 3.1 Model of Classroom Action Research ... 37 Figure 3.2 Component of Data Analysis: Interactive Model ... 41
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LIST OF CHART
Chart 4.1 Improvements of the Students’ Score in Writing Skill ... 76 Chart 4.2 The Students’ Improvement on Each Writing Indicators ... 77
