Suggestion

Mechanic 5 Mechanic 5 EXCELLENT TO VERY

B. Suggestion

Based on the conclusion above, the researcher would be some suggestions dealing with the teaching speaking process as below:

1. for English Teacher

The teacher could use Peer Feedback via Instagram method in teaching writing in the class, because this method could improve the students‟ writing skill. This method could make the student active and not felt shy anymore in the class.

2. for Future Researcher

The researcher hopes that this research could use as reference for further researcher to do better Peer Feedback via Instagram method of teaching and learning English. The further research could be implementation method in other skills such as reading.

Ali, Muhammad. “Strategi Penelitian Pendidikan”, (Bandung: Angkasa, 2003).

Anne Burns. Collaborative Action Research For English Language Teachers.

(Cambridge: Cambride University Press, 1999).

Arifiana, Candra. Improving Students Skill In Writing Recount Text By Using Peer Review Technique (A Classroom Action Research of the Eighth Graders of SMP 4 Batang, Academic Year of 2014/2015) ( Universitas Semarang, 2015).

Arthur Hughes, Testing for Language Teachers (Cambridge: Cambridge University Press, 2003).

Asessment of the English Teacher MAN 1 Jember

Belcher Diane, Genre and Second Language Writing. United States of America (The University of Michigan Press, 2011).

Bijami, Maryam. Peer Feedback in Learning English Writing: Advantages and Disadvantages. Journal of Studies In Education (Universty of Malysia, 2013).

Boardman, Cynthia A. and Jia Frydenberg, Writing to Communicate:

Paragraphs and Essays 2nd Edition. White Plains (Pearson Education.

Inc, 2002).

Enid Yustina, dkk, Improving Students’ Recount Text Writing by Using Picture Series, (Article of Teacher Training and Education Faculty Tanjungpura University Pontianak, 2012).

Gerlach, V, Making sense of Functional Grammar (Australia: Antiponden Education Enterprise (AEF ), 1994).

Handayani Fitri, Student Attitude Toward Using Instagram In Teaching Writing (Journal Of Educational, 2017)

University Press, 2001).

Jakni, Metodologi Penelitian Eksperimen Bidang Pendidikan, (Bandung:

Alfabeta,2016).

J.B. Heaton, Writing English Language Tests, (London and New York, 2000).

Jeremy Harmer, How to Teach Writing (England: Pearson Longman, 2004).

Jirait J.B and Marlina, Instagram As Tool For Online Peer-Review Written Descriptive Text For Senior Hih School Students ( 2018 )

Kamehameha Scool, The Writing Process: An Overview of Research on Teaching Writing as a Process (2017).

Ken Hyland and F. Hyland, State of the art article: Feedback on Second Language Student Writing (Language teaching Conference, 2008).

Liu, J. and Hansen, J, Peer response in second language writing classrooms (University of Michigan Press: Michigan, 2002).

Open Education Sosioloy Dictionary.

https://sociologydictionary.org/achievement/. Published on 2021.

Acessed on April 2021

Oshima, Alice and Hue, Ann, Writing Academic English. 4^th Ed (Us: Pearson Lonman.Inc).

Sugiyono, Statistik Untuk Penelitian (Bandung: CV Alphabeta, 2017).

Suryadi, An Analysis of Students’ Writting Sill In Recount Text at Tenth rdae Students of SMP Negeri 2 Jambi (Journal of English Language Teaching,2014).

Sirait, JB and Leni Marlina, Instagram As A Tool For Online Peer Review Written Descriptive Text For Senior High School Students (Journal Of English Language Teaching, 2018).

Reader, Research Guide, and Handbook. 12^th Ed. (Us: Pearson Education, Inc, 2008).

Syamsuri, A. S., Muhsin, M. A., & Nurmayani, N, The Effectiveness of Caricature Media In Learning Writing of Argumentation paragraph.

Theory And Practice In Language Studies (2016)

Types of Feedbac. Accessed https://federation.edu.au/staff/learning-and- teaching/teaching-practice/feedback/types-of-feedback. Accesed 12 February. At 20.16

Valsa Koshy, Action Research for Improving Practice, (London : Paul Chapman Publishing, 2005).

Yang, M., Badger, R., & Yu, Z, A comparative study of peer and teacher feedback in Chinese EFL writing class. Journal of Second Language Learning, http://dx.doi. org/10.1016/j.jslw.2006. 09.004

Matri of Research

Title Variable Indicator Source Research Method Formulation

of Problem Improving

Secondary School Students‟

Recount Text Writing Achievement

through Instagram- mediated Peer

Feedback At MAN 1 Jember In Academic Year 2021/2022

Peer Feedback Through Instagram -mediated

1. Underlining the incorrect grammar.

2. Correcting it by giving peer feedback and some

explanation or notes by writing in coloum comments.

1. Content 2. Organization

Primary Data

1. Students Writing Recount Text Secondary Data

1. Documentation Data

2. Interview Data 3. Observation

1. Research Design : Classroom Action and Research

2. Data collection method:

a. Writing test b. Interview

c. Document review 3. Data analysis technique

the mean of the students‟

score:

Mx =

Mx : the students mean score X : the sum of the score all

students

N : the number of students

How could peer feedback through instagram- mediated improve the secondary school student‟s recount text writing achievemen t

Recount Text Writing Achievem ent

4. Grammar 5. Mechanic

writing : E = x 100%

E : the percentage of students who achieve the minimum standard score n : the number of students who

achieved the minimum score N : the total number of students

Appendix 2

A. Rencana Pembelajaran

RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : IX/Genap Materi Pokok : Recount Text

Alokasi Waktu : 2 jam pelajaran (3x Pertemuan) Kompetensi Inti :

 KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.

 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

 KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan.

Tujuan Pembelajaran Kompetensi Dasar

 Mengidentifikasi persamaan dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks recount.

3.5. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan

 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks recount.

 Menyusun teks recount lisan dan tulis, dalam bentuk biografi, terkait tokoh terkenal.

beberapa teks recount lisan dan tulis dalam bentuk biografi dengan memberi dan meminta informasi terkait tokoh terkenal, sesuai dengan konteks penggunaannya 4.5 Teks recount dalam bentuk

biografi

4.5.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks recount lisan dan tulis, dalam bentuk biografi terkait tokoh terkenal

4.5.2 Menyusun teks recount lisan dan tulis, dalam bentuk biografi, terkait tokoh terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

Kegiatan Pembelajaran Materi Esensial

1.Pertemuan Pertama

 Pre-activity ( 5 minutes ) - Guru memberi salam dan berdoa

 Mengetahui fungsi sosial, struktur teks ( biografi tokoh yang

- Guru memeriksa kehadiran peserta didik - Guru menyampaian tujuan pembelajran

dan siswa memperhatikan yang disampaian

 Whilst-Activity ( 30 minutes )

 Observing

- Guru menyampaian materi tentang recount text mulai dari purpose, generic structure, and the example

- Guru meminta peserta didik untuk mengamati contoh teks recount text yang diberikan

- Guru menjelaskan brainstorming kepada peserta didik terkait recount text

- Guru melanjutan dengan menjelaskan tentang peer feedback dan penggunaanya dalam media Instagram terhadap peserta didik

 Questioning

- Guru bertanya kepada peserta didik apabila ada yang masih belum dipahami.

- Exploring/Experimenting

- Guru memberikan contoh dari recount text tentang pengalaman pribadi dan bagaimana cara memberikan peer feedback.

 Associating

- Guru dan peserta didik melakukan brainstorming tentang topik biografi recount text

- Peserta didik untuk sharing dan

diteladani ), dan unsur kebahasaan meliputi (Kata kerja dalam Simple Past tense, Past Continuous, Past Perfect, Adverb, Conjuction) Recount Text

berdiskusi via Gmeet

 Post Activity ( 10 minutes )

- Guru memberikan penguatan dan menyimpulan materi yang sudah dipelajari

- Guru menutup pembelajaran dengan berdoa dan salam

2.Pertemuan kedua

 Pre-activity ( 5 minutes )

- Guru memberi salam sembari memeriksa kehadiran peserta didik.

- Guru meriview kembali sekilas materi pada pembelajaran lalu.

 Whilst-Activity ( 30 minutes )

 Observing

- Guru meminta peserta didik untuk membuat contoh recount text berupa 8 kalimat.

- Pre-Writing

- Guru meminta siswa berdiskusi untuk brainstrorming the topic ( recount text/biografi) seperti yang dijarkan pada pertemuan sebelumnya.

 Questioning

- Guru bertanya kepada peserta didik apabila ada yang masih belum dipahami tentang materi recount text atau peer feedback

 Exploring/Experimenting - Drafting dan Writing

- Guru meminta peserta didik secara

individu melakukan proses pertama dalam menulis hasil dari brainstrom mereka dan memilih 1 foto sesuai dengan tema yang diberikan tentang biografi ( bebas ) selama 20menit.

- Sharing and Responding

- Guru meminta peserta didik mengumpulan hasil tugas dengan hasta

@peerfeedbackman1jember

 Associating

- Guru menampilan sebuat layar memuat Instaram dan melihat post/ sharing hasil kerja peserta didik dalam bentuk caption

 Revising and Editing

- Guru meminta peserta didik memberikan peer feedback kepada yang lain secara bergantian pada kolom komen di Instagram minimal 5 orang.

- Guru lebih fokus dalam memperhatikan peer feeedback peserta didik kemudian melakuan pembetulan bersama-sama

 Post Activity ( 5 minutes )

- Guru memberian penguatan dan menyimpulan materi yang sudah dipelajari

- Guru menutup pembelajaran dengan berdoa dan salam

3. Pertemuan ketiga

 Writing Test

- Guru mengucapkan salam dan berdoa sebelum memulai pelajaran

- Guru melakukan writing test yaitu peserta didik menulis recount text tentang biography melalui via instagram - Guru meminta peserta didik

mengumpulan hasil kerjanya masing- masing kemudian di share sebagai caption di instagram dengan hastag @ peerfeedbackman1jember

- Guru meminta peserta didik melakukan Peer feedback dalam coloum comments - Guru mengakhiri kelas dengan

mengucapkan salam dan berdoa Media

 Instagram

 Zoom

 English Book Penilaian

Kognitif: Siswa mememahai Recount text itu sendiri.

Afektif: Menjawab salam, aktif bertanya dan berdiskusi pada kolom komen di Instagram, menunjukkan sikap disiplin melalui kehadiran, aktif dalam berdiskusi.

Penilaian : Pedoman Penilaian sesuai dengan teori Arthur Hughes Setiap aspect = (20) ditambah ((5) x 20) = 100

No Aspect Score

1 2 3 4

1 Content

2 Grammar

3 Vocabulary 4 Organization

5 Mechanic

B. Materi Pembelajaran RECOUNT TEXT

 Recount Text is a text which retells event or experiences in the past.

(sebuah teks yang menceritakan kembali kejadian atau pengalaman di masa lampau)

 The generic structures of procedure text are :

 Orientation : It gives the readers the background information needed to understand the text, such as who was involved, where it happened, and when it happened.

 Events : A series of events, ordered in a chronological sequence.

 Re-orientation : A personal comment about the event or what happened in the end.

 Language Feature

 Using the simple past tense, past continuous tense, past perfect tense, and past perfect continuous tense.

 Using temporal sequence, e.g. On Saturday. On Monday, On Sunday

 Focus on specific participant, e.g. I (the writer)

 Using the conjunctions, such as: then, before, after, etc.

 Using action verd, e.g. went, stayed

 The Example

Luis Lionel Andres Messi, born June 24th, 1987, is an Argentinian football player for F.C BarcelonA. He is not very tall, mainly, due to the growing problem he had when he was younger.

His eyes are brown. He never has short hair.

Lionel Messi started playing football at a very early age in his hometown‟s Newell‟s Old Boys. From the age of 11, he suffered from a hormone deficiency and as Lionel‟s parents were unable to

pay for the treatment in Argentina, they decided to move to Barcelona, Spain.

In the 2003-2004 seasons, when he was still only 16 years old, Messi made his first team debut in a friendly with Porto that marked the opening of the new Dragao stadium. The following championship-winning season, Messi made his first appearance in an official match on October 16th, 2004, in Barcelona‟s derby win against Espanyol at the Olympic Stadium 0-1. And now, in 2010, 2011, and 2012 he is best player in the world.

Appendix 3

The Result of Interview Time and place of interview

1. Day/date : Thursday, 4^th January 2021 2. Place : The lab of MAN 1 Jember 3. Time : 9.36-Finish

Responden 1. Informant 1:

Nama: Andro

Status: Guru Bahasa Inggris di MAN 1 Jember 2. Informan 2:

Nama: Bram dan Salmon

Status: Siswa di kelas X di MAN 1 Jember Notes:

R : Researcher T : English Teacher S : Student

The Script of Interview with English Teacher