The finding of this research showed that peer feedback was effective on students' skill in writing hortatory expository text. This means that the use of peer feedback was effective in improving students' skill in writing hortatory expository text in the eleventh grade students of SMA Muhammadiyah 6 Makassar. Considering the statements above, the researcher is interested in finding out about "The Effectiveness of Peer Feedback in Improving Students' Proficiency in Writing Hortatory Exposition Text."
Is the use of peer feedback effective in improving students' writing skills with stimulating expository text in eleventh grade students of SMA Muhammadiyah 6 Makassar.
INTRODUCTION
- Background
- Problem Statement
- Objectives of the Research
- Significance of the Research
- Scope of the Research
This research aims to find out whether peer feedback is effective in improving students' writing of scary expository texts. The use of peer feedback is effective in improving students' skills in writing hortatory expository text. The use of peer feedback is not effective in improving students' skills in writing hortatory expository text.
The researcher used experiment method to study the effectiveness of peer feedback to improve students' skill in writing hortatory expository text. The purpose of this test was to measure the students' skill in writing hortatory expository text. Before receiving the treatment, the students took pre-tests to measure the students' skill in writing hortatory expository text.
In addition, Dessy Iryanti (2015) conducted a research on “Effectiveness of Peer Feedback in Improving Students' Writing Achievement”. Based on the finding and discussion in the previous chapter, the researcher concluded that the use of peer feedback was effective in improving students' skills in writing a stimulating discussion text. It is recommended that you practice more using peer feedback to improve your student's skill in writing a stimulating expository text.
LITERATURE REVIEW
Preview of Literature
The results of the students' writing products in terms of content and organization improved significantly from the pre-study in cycle 1 and from cycle 1 to cycle 2. According to Endri Capri (2012) found that there was a significant effect of the peer feedback technique on students ability to write analytical expository text in the second year of MAN 1 Kuantan Kuantan Singingi Regency. Based on previous research that some researchers have done, the conclusion is that using peer feedback can give a positive impact because it is much easier to improve writing skills than using conventional teaching.
So the researcher conducted a study to find out whether the use of peer feedback is effective in improving students' writing skills of hortatory expository text in eleventh grade of SMA Muhammadiyah 1 Unismuh Makassar.
Concept of Writing
Approaches to Students’ Writing
- Process and Product Approach
- Writing and Genre
- Creative Writing
Aspects of Writing
Process Writing Approach
- Planning
- Drafting
- Revising
- Editing
Planning refers to the series of strategies for finding information as much as possible related to the writing process. Revision refers to the process of providing feedback to students' writing either from a teacher or a peer. Editing refers to the process of students editing their draft that has been corrected by their teacher or peer.
This makes feedback play an important role because the editing process can occur once the revision stage is cleared.
Aspect of Hortatory Exposition Text
- Content
- Organization of Idea
- Language Use
Peer Feedback
Fluent expression refers to ideas building on each other, use of introductory paragraph, use of effective transition signals, words, phrases that connect ideas fluently. Clear ideas refer to the statement of the controlling idea and topic sentence in each paragraph. Logical sequencing refers to developing ideas in a logical manner and using the order of time and space.
The language usage or grammar aspects in hortatory expository text cover agreement, tenses, number and word order function, and its language features (Jacob et al, 1981). In writing activity, peer feedback means that another writer must read and give feedback on what another writer has written (Hyland & Hyland, 2006). Peer feedback activities tend to generate more comments about the content, organization and vocabulary (Lee & Shzh).
In addition, by applying peer feedback, the teaching-learning process will be student-centered. This is because it can activate students' knowledge about writing by reading and commenting on the work of others (Todd, 2007). At this time, students can provide their feedback on the teacher-graded writing aspect.
Conceptual Framework
- Hypothesis
It is also the time to activate their knowledge, not only to write, but also to read the work of others. Then, after reading and providing feedback, the teacher leads the discussion about what the students learned in their peer work and what questions their peers' writing raises (Peterson, 2010). Process refers to the implementation of peer feedback in the teaching and learning process of writing.
The researcher asked the students to make the first draft based on the chosen topic. The researcher asked the students to read peers' drafts and comment on what they find most interesting, what they want to know more about, what they are confused about and make suggestions for peers.
RESEARCH METHOD
- Research Design
- Variables of Research
- Population
- Sample
- Technique of Collecting Data
- Research Instrument
- Data Analysis
The independent variable of this research was the use of peer feedback in writing the emergency expository text. The researcher selected two classes of the eleventh grade of the senior secondary school, based on the writing ability of the students in learning English, as seen by the average score of the students. To know the effectiveness of peer feedback on students' writing of urgent exposure text, the researcher used the writing test as a data collection instrument.
The control group of the study was all the students XI IPS consisting of 26 students who did not use peer feedback in writing hortatory expository text. This means the students' post-test in the control class was lower than the experimental class after the treatment was given. There is a significant difference between students' writing ability using peer feedback and without using peer feedback.
Thus, it can be concluded that students who were taught with peer feedback had better writing skills in writing the emergent expository text than those who did not use peer feedback. This means that there is a significant impact of using peer feedback on prescriptive expository text writing. The effectiveness of peer feedback in improving students' writing achievement (An Experimental Study in SMA Negeri 11 Kota Tangerang Selatan).
FINDINGS AND DISCUSSION
Findings
- Pre-test and Post-tes Score of Experiment Class
- Pre-test and Post-test Score of Control Class
- Data Analysis
Furthermore, after performing the treatment, the students were given a post-test to investigate whether or not the treatment had an effect on the writing skills of students of hortatory exposition texts. In addition, the post-treatment mean post-test score was 55.59, with the highest score 75 and the lowest 43. The data regarding the pre-test and post-test scores of the experimental class can be see in table 4.1.
In addition, the average score obtained by the students in the post-test was significantly increased 8.39 it can be predicted that the students passed the post-test well after the treatment given. It also shows that the highest score of pre-test in experimental class before the treatment was given was 66 and the lowest score was 40, while the highest score of post-test in experimental class after the treatment was given was 75 and the lowest score was 43. After the researcher taught the control class how to write the hortatory expository text, the post-test was conducted.
The data for the pre- and post-test of the control class can be seen in Table 4.2. After teaching the control class how to write the hortatory expository text, the posttest of writing descriptive text was also completed. Therefore, the highest score for pre-test was 66 and the lowest was 29, while the highest score for post-test in the control class after the researcher taught how to write the hortatory expository text was 63 and the lowest score was 32.
Discussion
The discussion of scores in the experiment class has the mean of the pre-test 47.19 before using peer feedback. The effectiveness of peer feedback of this research was supported by previous findings from researchers. In Utari, Novialita Zulkarnaen, Yenni Rozimela and Saunir Saun (2018) defined that the use of peer feedback strategy can provide a better impact on students' writing ability.
It can be concluded that writing instruction using peer feedback is more effective than teacher feedback. Based on the research results related to the theories, it can be concluded that the use of peer feedback was effective and can be recommended to be used in the teaching and learning process to improve students' skills in writing hortatory exposition texts. The teachers are advised to apply this technique in writing lessons, because peer feedback has a better effect on the writing skills of students.
Furthermore, it is hoped that the future researcher will apply peer feedback to other educational levels. Effects of peer feedback on the writing anxiety of Turkish prospective EFL teachers. The Effect of Peer Feedback Strategy on EFL Students' Writing Ability of Expository Oratory Text in Second Grade Secondary School: An Experimental Research in SMAN 2 Sawahlunto.
CONCLUSION AND SUGGESTION
Conclusion
It was proved that the value of the t-test between two means of the experimental and control group was 6.52, while the df was 55. In this study, the degree of significance was at the level of 5%, which showed in the significance table that level was 5% of df 55 was 2.
Suggestion
It is suggested that research on students' writing skills on other types of text such as descriptive, argumentative, narrative, etc. be done. Taluk Kuantan Kuantan Singingi Regency. Using Peer Assessment to Improve Grade 11 Students' Ability to Write Hortatory Exposition Text at SMAN 4 Malang.
Use graded peer assessment to improve students' writing skills, critical thinking ability, and understanding of material in a Principles of Public Relations course. The effect of speaking writing in teaching Writing a hortatory expository text to students' writing performance at SMAN 1 Padang.
