A. Research Design
4. Reflection
Reflection is conducted to know the strength and weaknesses using the peer feedback of instagam caption technique. In this stage, the researcher analyzed the result of students‟ writing test score based on the formula about the average score and the percentage of the class which passed the minimum level criterion (KKM). Then the researcher compares the result with the criteria of success. If the result of implementation can improve or reach the criteria of success which means the cycle one was successful. The English teacher and the researcher agreed that the numbers of meetings in cycle one were four
meetings, which were divided as follows, three meetings for teaching and one meeting for test. However, due to pandemic situation, the study had been limited by the school policy. The numbers of meeting were deducted for three virtual meetings only. The researcher had two meetings for actions and one test because the present study was closed to the midterm exam conducted by the school. Therefore, the researcher implemented the second cycle to help students improve their writing skills better. In addition second cycle aims to ensure the success of the first cycle was consistent in the second cycle. Vogrinc and Zuljan (2009) emphasize the importance of developing reflective practice to improve the teacher‟s teaching practices.52
Revising the plan
Revising the plan needed was done if the cycle met the goals of the study or not. It means the researcher do further cycle. If the result has reached target then the cyle is considered complete. If the result has not reached the target yet, the researcher has to conduct the next cycle by revising the strategy. Due to the limited teaching in the class, the researcher added one cycle to strengthen the findings and to find out whether the findings in cycle one were consistent with the cycle two.
52 Yvonne Hodgsona , Robyn Bensona & Charlotte Bracka. Using action research to improve student engagement in a peer-assisted learning programme. Faculty of Medicine, Nursing &
Health Sciences, Monash University, Melbourne, VIC, Australia. Published online: 20 Sep 2013.
B. Research Settings 1. Research Location
This research was conducted in one of state Islamic high school in Jember. There are four departments; they are Language, Religion, Natural Science, and Social Science. In this research, the researcher use peer feedback as Instagram caption. Another reason use peer feedback because this strategy has not been applied yet by the teacher.
Besides, the English teacher has given permission to conduct this research.
2. Research Subject
The participants of this research were the student of tenth grade. The class has 33 students, consist of all students are female. The subject still choosing because in this class had problems in writing and the most of student in this class had a low score. It can be known based on interview with the English teacher. This can be known while the researcher have been conducted the preliminary study that have mentioned in background of the research.
C. Data Collection Technique 1. Primary Data
a. Writing test
The researcher applied the writing test because wanted to know and measure the students‟ writing ability. The writing test was constructed by the researcher based on the basic competence of the
curriculum 2013. The form of the test give paragraph was writing about biography which consist of at only 1 paragraph as caption on Instagram . Therefore, the students were given the freedom to do writing activities based on their ideas, and goals in 45 minutes.
In this research, it applied the elaboration aspect which means diligent and careful cultivation. The researcher conducted an analysis and tries to deepen his ability continuously until the cycle was successful. The writing test was conducted in pairs. The material was about recount text or retell past activity. An example of prompt text remembers what the biography someone that starts an argument.
Students‟ writing test was scored by two different scorers (inter- rater).53 In this research, students‟ writing test was scored by double scorers or inter-rater. The researcher and the English teacher were the scorers. It is applied to avoid subjectivity. The researcher and the English teacher used the same scoring rubric in assessing the students‟ recount text. In this study, the tolerance score between the researcher and the rater was 5 points. If the researcher gives score 75, the rater should give not more than 80 and not less than 70. The researcher and the English teacher used the same in assessing the students writing ability.
Test Instruction of this test following the directions of the test.
You have written your previous brainstorming about biography
53 Landis and Koch , The Measurement of Observer Agreement for Categorical Data (1977: p.
165)
before. Don‟t forget submitted in Instagram and add the hastag
@peerfeedbackman1 include related with the photo. After that give peer feedback through the comment column in Instagram. For example you can respond the punctuation, structure of recount text or interest or not from that text. In the last revised the writing based on peer feedback get in before. Furthermore, criteria peer feedback including content, organization, organization of structure recount text, vocabulary, grammar and punctuation was used to assess the paragraph.
Table 3.1
The scoring rubric of writing adapted from Jacob et al, „s (1981) citied by Hughes54
Aspects Level Criteria Description
1 2 3 4
Content 30-27 EXCELLENT