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THE USE OF PEER CONFERENCE STRATEGY TO IMPROVE STUDENTS’ WRITING SKILL AT THE FIRST GRADE OF SMA LPP UMI MAKASSAR
Husni Nasir1, Arma Amir Hamzah2, Adriani Jihad3
1 STKIP YPUP Makassar, Email: [email protected]
2 STKIP YPUP Makassar, Email: [email protected]
3STKIP YPUP Makassar, Email: [email protected]
ABSTRACT
This research aims to determine whether students' writing skills using the Peer Conference strategy can improve students' writing skills in learning writing, especially recount text. This research was conducted on the first-grade student of SMA LPP UMI Makassar. The design of this study was a pre-experimental study with pre-test and post-test. In this research the sampling technique used a total sampling technique. The results of the pre-test showed that the writing ability of the first grade before using the Peer Conference strategy was still low. After using the Peer Conference strategy, the students' average post-test scores increased significantly. Based on the result of this study, the researcher concluded that the use of the Peer Conference strategy can improve students' writing skills in learning writing in the first-grade student of SMA LPP UMI Makassar.
Keywords: Peer Conference Strategy, Students’ Writing Skills, Recount Text.
INTRODUCTION
The language of international communication is English. English is a common language that is crucial to understand and master since it acts as a bridge for communication between individuals, groups, and even entire communities. From primary to tertiary education, English is the first foreign language that must be taught in Indonesia. One of the most crucial subjects that pupils can master in school, without a doubt English.
In learning the English language, students must master four skillss, namely listening, speaking, reading, and writing. Especially for writing, writing is a system interpersonal communication using various langauges (Jalaludin, 2011). Writing is continuously published last in the division of language abilities, following listening, speaking, and reading abilities. Writing always comes later, but it does not imply that it is a talent of little value. Because writing helps pupils think more clearly, it is crucial for education. Students need to learn how to write since it allows them to express all of their thoughts in clear, accurate, and engaging writing. In writing, all elements of language skillss must be entirely concentrated to get excellent results. Henry Guntur Tarigan (1986:
15) states that writing can be defined as an activity to express ideas/ideas using writing language as a medium of delivery, and according to Mc Crimmon in St. Y. Slamet (2008: 141), writing is an activity to explore thoughts and feelings about a subject, choose things to write, and determine how to write them so that readers can understand them quickly and clearly. St. Y. Slamet (2008: 72) himself expressed his opinion about writing, which is an activity that requires complex abilities.
Richards and Renandya (2002: 303) state that writing is the most challenging skills for the second language, and foreign language learners. They define writing as generating, organizing and translating ideas into readable text. Their statement shows that students get more than one process in writing. There are various factors contribute to poor writing abilities, including students' subpar interest in writing instruction, their general lack of activity, their difficulties expressing and developing ideas in writing, and occasionally their lack of knowledge at the start of the writing process. Students at SMA LPP UMI Makassar are also experiencing this issue because they lack the motivation to learn, especially when it comes to writing skillss. Since it can be challenging to express ideas in writing, it is essential to incorporate strategies into learning activities to aid students in
308 developing their writing abilities.
One strategy that can be used is Peer Conferences, Peer conference is one the writing activity strategies that is used to give feedback (ideas, compliments, suggestions, questions, and comment) for other writing work. According to King (1998:91), Peer conferences is a writing strategy for an author to receive feedback about his story. Furthermore, Cooper (2013:6) conveyed that peer conference provides a way in writing for students to have a conversation with someone about their writing. Wong (2000), as cited by Salder (2003), states “Peer conference is an interactive dialogue between writers,”
It requires collaboration between students with the intent to improve the writer's written message. Peer conferencing requires the listener to take on an advisory role because they are in charge of listening and responding to a peer's writing (Routman, 2005). Ultimately, it provides time to share thoughts about writing, generates ideas, and be collaborative problem solvers (Romeo, 2008).
Peer conferences not only help students write better but also legitimize them as writers and cultivate accountability and respect among other writers. Students learn about the openness of their writing, the readers who read it, and the readers who are significant to them through peer conferences.
That strategy can simulate students' enthusiasm for writing and editing. Additionally, it aids in the development of readers' awareness, a crucial writing ability. In peer conferences, students concentrate on their drafts and make improvements. However, the goal of this technique is to help students become better writers overall. Students who have more freedom of thought in their thinking about students working in small groups and concentrating on one student's work benefit from the peer conference technique. The author's discussion will aid other students in directly implementing concepts into their work.
Based on the reason above, the researcher is inspired to carry out this research under the title
“The use of Peer Conference Strategy Improve Students’ Writing Skills of The First Grade in SMA LPP UMI Makassar.”
REVIEW OF RELATED LITERATURE Writing
Writing is an activity or work of writing books, poems, stories, and so on (Perrault, 2008, n.p).
Writing also can be said as the skills to create words and ideas and also the talent to criticize them to decide which ones to use (Elbow, 1998, pp.7-8). The Department continues, saying that students must be able to communicate complicated concepts and information in the classroom, and substantial writing abilities aid in this process. Writing abilities are specialized skillss that enable authors to communicate their ideas in meaningful ways and engage readers on a deeper level. Different linguists have different definitions of writing that they have provided. Writing has the characteristic of being composed.
According to the above explanation, it can be concluded that writing is the process of coming up with ideas, considering how to express them, and organizing them into sentences and paragraphs to indirectly communicate with other people. Students make an effort to express their thoughts through language in writing.
Peer Conference Strategy
Peer conference is an interactive dialogue between writers (Sadler, 2003). It requires collaboration between students with the intent to improve the writer's written message. Peer conferencing requires the listener to take on an advisory role because they are in charge of listening and responding to a peer's writing (Routman, 2005). Ultimately, it provides time to share thoughts about writing, generates ideas, and be collaborative problem solvers (Romeo, 2008).
Peer conferences take place when two peers (classmates or friends) meet together to discuss each other's writing in detail and offer suggestions for improvement. In peer conferences, students concentrate on their drafts and work to improve them, but the professors' objectives are to support their growth as writers rather than just helping them produce better writing.
Recount Text
309 Recount text a single event, action, or activity to inform the reader. The reader is intended to be entertained or informed. Or a text that recounts historical occurrences or events. According to Anderson (in Dwi, 2010: 16), a recount is speaking or writing about past events or a piece of text that retells past events, usually in which they happened. The aim of the text is retell the past event or to retell someone's experience in chronological order.
Conceptual Framework
The conceptual framework is illustrated in the following:
Figure 2.1 Conceptual framework Hypothesis
1. Null Hypothesis (H0)
Peer conference Strategy does not significantly improve writing skillss in the first grade in SMA LPP UMI Makassar.
2. Alternative Hypothesis (H1)
Peer conference Strategy significantly improving writing skillss in the first grade in SMA LPP UMI Makassar.
METHODS
In this research, the researcher used the pre-experimental method. The pre-experimental method is a design that includes only one group or class that is given pre-test and post-test. The one group pre- test and post-test design were carried out on one-group without any control or comparison groups. It aims to whether the Peer Conference strategy can improve the students’ writing skills at the first grade of SMA LPP UMI Makassar.
The design of this research presented below:
O1 —› X —› O2
Where:
O1 = the development of the students is called Pre-test X = the treatment by using Peer Conference Strategy O2 = the result of the students’ Post-test.
(Gay, 2012) The research consisted of two variables, Those variables were independent and dependent variables. The dependent variable was students’ writing ability, and the independent variable was Peer Conference strategy.
Population and Sample 1. Population
Writing Recount text INPUT
Teaching and learning process of
writing by using Peer Conference PROCESS
The students improve writing skillss
OUTPUT
310 The population of this research was the first grade at SMA LPP UMI Makassar. The total numbers of population in the first grade was 15 students.
2. Sample
In this research, the researcher used total sampling. Thus, all students of the first grade in SMA LPP Makassar became the sample of this research. The total samples of this research from first grade consists of 15 students.
Technique of Data Analysis
To measure the writing skill of the students, the researcher applied the following scoring system.
There were five components to scoring for students’ writing skill, namely; components; content, vocabulary, organization, language use, and mechanic.
FINDINGS AND DISCUSSION Findings
1. The students’ scores in the pre-test (X1) and post-test (X2), Gain or difference with the matched pairs (D), and the square of the Gain (D2)
a. The students’ scores in the pre-test
Table 4.1 Value of students’ pre-test included content, organization, vocabulary, language use, and mechanic.
No Sample Content Organization Vocabulary Language
Use Mechanic
Value of Pre- Test
1 AEF 18 13 11 14 2 58
2 AA 24 10 13 16 4 67
3 VLN 20 14 10 12 4 60
4 AT 28 15 18 24 5 90
5 S 26 9 14 16 3 68
6 NSA 26 13 18 20 5 82
7 SM 20 7 14 18 3 62
8 NSW 20 8 14 18 4 64
9 RC 21 7 13 18 3 62
10 WY 21 8 13 18 5 65
11 S 18 9 9 7 2 45
12 MRN 18 15 11 12 4 60
13 NR 24 14 16 22 4 80
14 AD 18 17 12 18 3 68
15 IE 22 17 14 16 3 72
Table 4.1 showed that the score of students’ pre-test included content score, organization score, vocabulary score, Language use score, and mechanic score in improving students’ writing’
skills by using Peer Conference Strategy at the first grade of SMA LPP UMI Makassar.
b. The students’ scores in the post-test
Table 4.2 Value of students’ post-test included content, organization, vocabulary, language use, and mechanic.
No Sample Content Organization Vocabulary Language
Use Mechanic
Value of Post- Test
1 AEF 22 16 18 18 4 78
311
2 AA 22 19 18 20 5 84
3 VLN 24 16 16 19 4 79
4 AT 29 20 20 25 5 99
5 S 22 17 18 22 5 84
6 NSA 29 19 18 23 5 94
7 SM 22 16 14 18 4 74
8 NSW 26 15 17 20 4 82
9 RC 24 19 16 21 4 84
10 WY 27 18 16 21 4 86
11 S 21 16 12 19 4 72
12 MRN 22 18 16 22 4 82
13 NR 26 19 18 24 5 92
14 AD 26 18 18 18 4 84
15 IE 29 19 19 24 5 96
Table 4.2 showed that the score of student’s post-test included content score, organization score, vocabulary score, Language use score, and mechanic score in the use of Peer Conference strategy improve students’ writing skills at the first grade of SMA LPP UMI Makassar. Their score can be shown as follows:
c. The Total Raw Score of the Students’ Pre-test and Post-test
Table 4.1 The total raw of students’ pre-test(X1) and post-test(X2), the Gain or difference with Matched Pairs (D), and the Square of the Gain (D2).
No Sample Pre-test (X1)
Post-test (X2) Gain (D) (X2-X1)
Square of gain (D2)
1 AEF 58 78 20 400
2 AA 67 84 17 289
3 VLN 60 79 19 361
4 AT 90 99 9 81
5 S 68 84 16 256
6 NSA 82 94 12 144
7 SM 62 74 12 144
8 NSW 64 82 18 324
9 RC 62 84 22 484
10 WY 65 86 21 441
11 S 45 72 27 729
12 MRN 60 82 22 484
13 NR 80 92 12 144
14 AD 68 84 16 256
15 IE 72 96 24 576
Total N=15 ∑X1= 1003
∑X2= 1270 ∑D = 267 ∑D2=5113 Mean
Score
66.9 84.7 17.8 340
From the table above, it shows that the total score of pre-test was 1003and total score of post-test ( ) was 1270, gain (D) was 267 and the total of square gain ) was 5113.
2. The classification, Frequency, and Rate Percentage of The Students’ Score in Pre-test and Post-test
1) Pre-test
Table 4.2 The Classification, Frequency and Rate Percentage of
312 The Students’Score in Pre-Test
No Classification Score Frequency Percentage
1 Very Good 85-100 1 6.66%
2 Good 75-84 2 13.32%
3 Fair 65-74 5 33.3%
4 Poor 55-64 6 39.96%
5 Very Poor 00-54 1 6.66%
Total 15 100%
The table above showed that the categories of student scores based on the classification scores and illustrates the percentage and frequency of students pre-test without treatment, it means without learning material by using Peer Conference strategy. Based on the table above, student pre-test results can be classified as follows:
There was one (1) student acquired very good score, there were two (2) students got good score, there were five (5) students gained fair score, there were 6 students obtained poor score, there was one (1) student got very poor score. It can be seen that from 15 students, there was one (1) student (6.66%) out of fifteen (15) students classed as very good score. There were two (2) students (13.32%) out of fifteen (15) students grouped good score. There were five (5) students (33.3%) out of fifteen (15) students classified fair score. There were six (6) students (39.96%) out of 16 students classified poor score. There was 1 student (6.66%) out of fifteen (15) students organized very poor score. It means if the chart showed fair and poor classifiy is higher was 39.96 percents than very good classify was only 6.66 percents.
2) Post-test
Table 4.3 The Classification, Frequency and Rate Percentage of the Students’ Score in Post-Test.
No Classification Score Frequency Percentage
1 Very Good 85-100 5 6.66%
2 Good 75-84 8 53.28%
3 Fair 65-74 2 13.3%
4 Poor 55-64 0 0%
5 Very Poor 00-54 0 0%
Total 15 100%
The data of the table above showed the rate percentage and frequency of the students’ post-test in learning English Writing. The table above showed, five students (33.3%) were categorized into very good, eight students (53.28%) were classified into good, two students (13.32%) were organized into fair, none student was classed into poor and very poor. It can be said that the rate percentage in the post-test was greater than the rate percentage in the pre-test.
These results clearly indicated that students' writing post-test was better than pre-test. It suggests that there was a significant difference between the teaching of writing using the peer conference strategy before and after. Based on the results of the post-test, the researcher can determine that the approach of using peer conferences to teach writing within four meetings has been successful in improving the students' very poor pre-test score into a good post-test.
3. The Mean Scores of the Students’ Pre-test and Post-test
Table 4.4 The mean score of pre-test and post-test Mean score of pre-test Mean score of post-test
66.9 84.6
313 Data on table 4.6 showed that the mean score of the students’ pre-test was 66.9 while the mean score of the students’ post-test was 84.6. It reveals that the mean score of students post-test was higher than the mean score of students’ pre-test. Based on the students’ mean score, the students’ have a good writing skills by seeing the mean score of the students’ pre-test and post-test. The data in the table shows that the mean score of the students’ pre-test with the total of 66.9, which classified as fair while the mean score of the students post-test with the total of 84.6, which classified as good. It means the mean score of the students’ post-test was higher than the mean score of the students’ pre-test. It means that teaching the use of Peer Conference strategy can improve the students’ Writing skills at the first grade of SMA LPP UMI Makassar.
4. Hypothesis Testing
To find out the degree of freedom (Df), the formula used is in the following:
Df = N – k
= 15 – 1
= 14
For level of significance (P) = 0.05 and degree of freedom (df) = 14 the value of t-table = 2.144.
Compared with the test value, it can be concluded, the t-test value (14.8) was higher than the t-table (2.144). On the another hand, we said that 14.8 >2.144. It means that the null hypothesis (H0) of this research is rejected, and the alternative hypothesis (H1) is acceptable because there is significance different between the pre-test and post-test result of the Peer Conference strategy for improving students writing skills.
Table 4.6 Table of Significance
Df Level of Significant (P) T-test value T-table value
14 0.05 14.8 2.144
The table above showed that the t-test was higher than t-table value of 14.8 while the t-table was 2.144. It means that there was a significant difference in the students’ result in pre-test and post-test.
Discussion
Peer Conference strategy is one the strategies that is recommended where one of writing activity, Peer Conference strategy that is used to give feedback (ideas, compliment, suggestion, questions and comment) for the other writing work. As mentioned by King (2010), peer conference is a writing startegy for an author to receive feedback about his or her story. Peer Conferences take place in the classroom and are a way for students to discuss writing strategies. Each student reads their own writing, and the other students comment on their friends' work. Therefore, the researcher interested using the Peer Conference strategy to learning writing.
The results of the pre- and post-tests showed that using the peer conference strategy improved the students' writing. The teaching strategy was appropriate for the students' level, they were given the chance to read and comprehend the recount text, the majority actively participated in the learning process, and they collaborated to find a solution to the issue of trying to write about their experiences in the past tense.
The criteria which used to reject or to accept the hypothesis said that the null hypothesis was rejected when the value of t-test was greater than the value of t-table. After understanding these criteria, the researcher concluded that the alternative hypothesis of this researcher was rejected it means that the students’ score of pre-test and post-test were significantly different.
In brief of the discussion above, the use of the Peer Conference strategy was effective in improving the students' writing, particularly when they were writing about their personal experiences.
The improvement between the students' pre-test and post-test scores could serve as evidence. Thus, it indicates that the first grade of SMA LPP UMI Makassar improved their writing by using Peer Conference strategy.
CONCLUSION AND SUGGESTION
314 Conclusion
After conducting the researching about the strategy of English writing at the first grade of SMA LPP UMI Makassar, the researcher concludes as follows:
The Peer Conference strategy to improve the students’ writing skills at the first grade of SMA LPP UMI Makassar. There was a significant difference from the students’ scores. It can be seen through the students’ pre-test. The researcher has shown that the Peer Conference strategy is effective in increasing the students’ writing skills. It is proved by the statement and the result of pre-test and post-test after doing this research.
The researcher found there is a development in writing skills after giving a treatment by using the Peer Conference strategy. The mean score of the pre-test was 66.9 and the post-test was 84.6. It means that the mean score of the students’ in post-test was higher than the mean score of pre-test The development of the students’ English writing was also proved by the value of the t-test was higher than the value of the t-table 14.8>2.144 at the degree of freedom (df) 15-1= 14 at the level of significance P (0.05). It means that there is significance difference the students’ writing skills before and after being taught through Peer Conference strategy. So, the researcher concludes that the students’ writing skills in the first grade of SMA LPP UMI Makassar was increased by using Peer Conference strategy.
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