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B. Research Findings
This action research was conducted at one of Islamic high schools in Jember in the academic year 2021/2022. The participants of the study were the tenth grader students majoring in the science. This section included the results of Classroom Action Research (CAR), the findings obtained from the beginning to the end of the learning process. The implementation of the study consisted of planning, implementing or acting, observing, and reflecting. The researcher also present he research instrument and procedure discussed in this chapter. The study was conducted in three sessions in one cycle. At the last meeting, the researcher conducted a written test to see how the students' writing skills could improve. For clarification, it can be seen here:
1 The Implementation of Peer Feedback via Instagram
This study was conducted from August 28th to September 11th. The researcher conducted a writing test to find out the degree of improvement in students' writing achievement. The description of the conduct of the study can be described as follows.
1. First Cycle a. Planning
All elements required to conduct this study were completed during the planning stage. There are timetables, lesson plans, study materials, written tests, observation checklists, and document reviews. Then, in regards to the lesson plans and the learning
materials, they had been designed based on the curriculum and school‟s syllabus. The exam was designed to see the improvement of students' writing skills. Also, field notes and documents were developed based on the indicators and learning strategies used in this study.
At the outset, the researcher did an interview with the English teacher. The interview was conducted on Monday, 4th January 2021. Interviews with teacher showed that students still did not write well.60 The reason students' writings were not satisfactory was that they were usually not interested in grammar and vocabulary, and often wrote as they came to mind, regardless of whether the writing was correct or incorrect. They felt they did not need to consult their result of their writing to the teacher, so they wrote the assignments freely.61 Students still did not remember regular and irregular verbs. This is very important when they needed to write about a past activity where the verb turned into the past tense. Another problem, students were still confused about the location of the implied function or message of the text.
The researcher and English teacher tried to solve those problems by discussing about the method to improve the students‟
writing skill. After that, the researcher decided to use peer feedback via Instagram as the method to improve students‟ writing
60 See Appendix 3
61 See Apendix 3 (Salmon, Interview, Jember, 10th January 2020 )
skill. Then, the English teacher allowed the researcher to implement the method because the English teacher had never used this method before.
At this point, the researcher was ready to conduct research.
The researcher conducted three meetings per cycle through discussions with the English teacher as collaborator. Two meetings for teaching and a meeting for the writing test. Researcher prepared teaching and learning processes such as lesson plans, materials, and media that meet the standards and core competencies of the 2013 Senior High School Education Level Curriculum.62 The researcher also prepared learning materials based on the topics outlined in the curriculum. The learning materials were about the Recount text on the topic "Biography". The lesson plan can be found in Appendix 2. Researcher used peer feedback through Instagram strategies to improve student‟s performance in writing recount text. Researcher expected that students would improve their ability to recount texts.
b. Acting
In the implementation of the action, the researcher acted as a teacher. These steps were conducted to execute actions according to the lesson plans prepared by the researcher. A description of the implemented operation follows.
62 Appendix 2
1) First Meeting
In the first meeting was conducted on Saturday, August 28th, 2021 at 08.30-10.00 a.m in X class of senior high school.
The researcher conducted the teaching and learning process accompanied with the English teacher as collaborator. Before starting the class, the researcher introduced herself and explained the purpose of this research. This teaching and learning process was carried out online through Google Meet because it was situated in COVID-19 pandemic.
After preparing all the materials, the researcher continued the session with greetings, prayers, and checking the attendance of the attendees, and informed them of the preparations for the meeting.63 In this meeting, the all students was filled attendance in E-learning provided by the school.
Next, the researcher started to explain about Recount text, its definition, social function, language features, and the example of text. Recount text in this research was focused on biography.
So after giving an outline of recount text in general, the researcher explained the recount text about biography according to the materials given by the English teacher to the researcher. In this moment the student focused on the researcher‟s explanation. They could follow instruction from
63 See appendix 2
the researcher well. Besides, they were active to ask a question if they did not understand about the material.
The researcher continued to explain about peer feedback such as definition and how to use peer feedback via Instagram.
Some students still could not understand and were confused about it. In average, they were confused how the peer feedback was used when commenting on the point of recount text, so they asked for clarification. When all students understood, the researcher proceeded to the next brainstorming stage.
After explaining the materials, the researcher showed the example of recount text about Korean Pop to the students to check their understanding about the materials. Some students were enthusiastically following the lesson while others seemed reluctant. Then, the researcher gave another example about the biography of Joko Widodo. The researcher read the text while asking question according to the materials explained earlier related to the recount text biography. The researcher gave the questions like biography about one of idol Korean pop and some students enthusiastically answered those questions. In this moment the researcher gave a chance for students who wanted to give their opinion related to the text. There was one student who raised her hand to answer the question from the researcher.
Some of them were also active in the class because they were
more enthusiastic to speak to give their opinion in biography.
The researcher chose Nadia to convey her opinion. She answered more than Park Jimin‟s biography. She answered the question loudly. The researcher said good job and the researcher asked other students to give applause for her.
Table 4.1
Interview excerpt of first meeting, August 28th, 2021
Turn Actor Contributions Mood
1 Teacher “Is there right about the Bangtan Park Jimin biography? Is that right about the Joko Widodo biography?”
Asking for confirmation
2 Student 1 “yes miss and still many more” Statement
3 All students “of course miss” Statement
4 Teacher “How about Jimin biography?” Statement and Asking for confirmation 5 Student 2 “yes miss tiya that‟s right.” Statement 6 Teacher “Okay you known well. That‟s very
good I think all of you understand about to know biography right.”
Statement and confirmation
Next, the researcher continued to explain about peer feedback. The researcher showed them a power point about peer feedback through the share screen on Google Meet. They
were explained starting from the definition, the purpose of peer feedback, and how to provide peer feedback through Instagram page. The students were still confused for the first hearing such term. Then, the researcher gave the opportunity to ask question so they understood.
Besides, the situation of the class in Google Meet, there were some students could not cooperate well with their pairs because they probably had bad internet connection.. The researcher understood the situation and gave them time to rejoin class again.
When waiting for other students to finish brainstorming, the researcher kept stand by if they had questions. After that, the researcher started to ask the students to share their opinion by raising hand. The researcher asked the students to discuss about the generic structure and language feature. The researcher invited the students to share their opinion and corrected the speaker‟s opinion if the they made mistake. All students were active to speak and conveyed their opinion in the class. This activity can be seen in figure 4.2.
Figure 4.2
Students learned virtually using Google meeting application After that, the researcher gave students reinforcement about the materials and they made a conclusion about the material that had been learned. Next, the researcher conveyed a plan for the next meeting and the researcher asked all of students to bring dictionary in the next meeting. The researcher closed the lesson and greeted the students before leaving the class.
Based on the field note, the students were seen enthusiastically following the lesson given through Peer Feedback method. They could answer the questions from the researcher and they could express their opinion well but did not know how to write it. Therefore, the researcher should make an effort to confirm the improvement of students' writing skills at the second meeting.
2) Finding The Second Meeting
The second meeting was held on Saturday, August 4th,2021 at 08.30-10.00 a.m. The activity of the second meeting was not different from the first meeting. The researcher started the meeting with greetings, prayers, and checking student attendance. One student was absent that day due to illness.
Previously, researcher reviewed the last meeting to refresh students' memories of the recount text. The researcher asked some question to all the students. Table 4.3 shows the conversation excerpt.
Table 4.3
Data display of second meeting on August 4th, 2021
Turn Actor Contributions Mood
1 Teacher “Dou you still remember about recount text?”
Asking for confirmation
2 All Students “yes miss” Statement
3 Teacher “What is the definition of recount text?”
Asking 4 Teacher “How about Jimin
biography?”
Statement and Asking for confirmation 5 Some Student ““sebuah teks yang
menceritakan kembali kejadian atau pengalaman di masa lampau” [ a text that which retell event in the past ]
Statement
6 Teacher “Yes that‟s right.” Statement
Next, the researcher gave a brainstorming to the students by asking about material recount text to make sure that students still remembered about the material. Next, the researcher asked them to brainstorm about the biography recount text material
according to what was delivered last week. It aimed to ensure students still remember the material and elicit their big ideas into writing.
Then the students wrote their brainstorming in writing process. Students were given 20 minutes to write and choose a photo that related to their writing and shared on Instagram as a caption. In the process of writing the biography, some students asked vocabulary and grammar. The researcher allowed them to look at the dictionary to help them in writing.
Students were done finished writing biographical recount text and shared it as Instagram caption. After that, the researcher gave the opportunity for students to give peer feedback to their friends in the Instagram comments column within 10 minutes. There were some students asked some question to the researcher. The Table 4.4 showed the conversation excerpt.
Table 4.4
Data display of second meeting, August 4th, 2021
Turn Actor Contributions Mood
1 Student 1 “So our writing was given the comment to the other miss?”
Asking
2 Teacher “Of course” Statement
3 Student 2 “Then what should we do when get the comment?”
Asking 4 Teacher “Yes good job. You can
start from your friend's peer feedback first. After that you corrected and
Statement and confirmation
confirmed your writing.
Then rewritten correctly based on the peer feedback given by your friend, is it clear? “
4 All student “Yes miss.” Statement
After that they finished their writing in the form of a caption followed by commenting on their fellow friends. The peer feedback process was carried out within 10 minutes with a minimum of 5 friends. Next, the researcher shared the students' writings on the Google Meet share screen that had been given feedback (see figure 4.5). Then the researcher reviewed what the meaning of peer feedback, its part in writing and explained about student errors orally. Most of the students made mistakes on the verbs and the punctuation. They forgot to convert the verb to the second form of the verb/past tense and still did not learn the irregular verb. Students listened and paid attentively while the researcher explained peer feedback.
Figure 4.5 of assignment the student in Instagram
After finishing the writing and giving peer feedback, students submitted it by sharing it on Instagram. The researcher provided the material learned before the meeting on the same day and reinforced it by completing the material. The researcher concluded the meeting with a greeting with Hamdala.
c. Observation
In this stage, the researcher gave writing test for students to know the improvement of students‟ writing skill. The writing test was conducted on Saturday, 11th October 2021 at 08.30-10.00 am.
The researcher opened the class by greeting, praying and checking students‟ attendance. In this meeting, 32 students attended and followed the test.64 There was one student did not come to the class.
Before the test began, the researcher reviewed the material at the last meeting to refresh students' memories about the previous material meeting. The researcher asked the students about the material of recount text. The researcher said “Who still remember the similarities between recount text and biography?” Some students raised their hands to answer the questions. Some students looked confused and just looked at the researcher. Then the researcher said again "Who still remembers?". Then the researcher chose a student to answer the question. The student said "sama-
64 See Appendix 12
sama menceritakan masa lalu miss." [a text tell in the past, miss ].
Then, researcher said “Ya benar, recount text itu adalah sebuah text yang menceritakan masa lalu termasuk biografi adalah salah satu contoh dari recount text. And how about the generic structure of them?” [yes that‟s right, recount text is a text which tell about event in the past and the example biography ]. Mostly all students answered together.
In a written test, students were asked to write a “biography”
topic. The students could choose the topic of biography what they know and like it. The students then had to write a biographical paragraph consisting of 8 sentences of about 100 words. Details of the written test can be found in Chapter 3. The written test was held on Saturday, October 11th, 2021. On that day, there were 32 students who attended the class from 33 students that class. One student did not attend the previous meeting. They were able to participate in the written exam. However, one student was not included in the latest data because he did not participate in treatment due to lack of evaluation.
The students were given 20 minutes to write the test including shared their results to Instagram as the caption. Next step was providing peer feedback to five of their friends in the comments column in 10 minute. Then 10 minutes later they revised the results of peer feedback from their friends. During the exam
period, students were not allowed to open the dictionary, ask to their friends, or use Google translate tool. However, students were able to open previous writen feedback from their peers for reference. That made the students remember their mistakes.
At the time the researchers looked at the condition of the class was conducive. It means the class in this research had comfortable atmosphere of learning activities and ran effectively and purposefully, so that the learning carried out by researchers could be achieved. Then the students understood well about the material of recount text. It can be seen from the results of writing test or their biography caption which was average could match the grammar and generic structure parts in their writing. Besides, most of the students had good writing. They conveyed the idea correctly.
Based on the field notes from the teacher, students enjoyed doing writing and most of the students became more active in writing biographies especially according to the theme they wanted. The students got new vocabulary. Not only that, they learnt starting from content, organization, and generic structure of recount text. In addition, students were confident and they were no longer feeling ashamed to ask questions to the teacher or the researcher and their write better than before. That proved that peer feedback also helped in writing them correctly. It could be seen when they could express
their ideas in writing without being afraid of vocabulary, grammar, generic structure related to recount text had increased.
Next to what happened in the field in the teaching process, the researcher conducted writing tests according to schedule.65 The students carried out the process of expressing the ideas they had been in writing the test. While writing about their biography, they also remembered the vocabulary, tenses, generic structure of recount text that they have learned. Mostly of them look happy because they remembered their mistakes last week with peer feedback.
From this activity the researchers took scored in collaboration with collaborators as assessors to see the improvement of students' writing achievement. Therefore, the students' written test was evaluated by two people, the researcher and English teacher. In this written test, an intervention was made between the researcher and the teacher to assess tolerance. A detailed description of the interpreter is given in Chapter 3. The final score of a student's written test was the average of the scores of the researcher and the teacher.
The test could run smoothly until all of the pairs finished the test. Then the implementation of the test carried out according to schedule through via Google Meet. The students followed the
65 See Appendix 13
instruction from the researcher well. They was submitted their test in each their Instagram with the hastag @peerfeedbackman1jember in accordance in instruction. The test results collected were in as the caption and must be related with the photo too. Students focused on their writing. Maybe one or two students looked confused but everything was under control while the test in progress. Most students found writing more doable. They finished then collected their assignments according to the rule of test and the time that had been set. After that, the researcher closed the class by greet them and prayed before left the class.
d. Reflection
In this phase, the researcher reflected the implementation of peer feedback via Instagram method. It took two meetings treatment and one test to help students improve their writing skill.
The researcher conducted treatment to help them in improving their writing skill. This treatment and evaluations certainly changed the students‟ performance toward writing. The researcher's treatment did little to improve his writing skills. These treatments and assessments certainly changed students' cognitive abilities and attitudes toward writing.
At the first meeting, students were able to understand the simple past tense verbs by referring to the field notes and brainstorm to write about them before bringing them in. Some