IMPROVING SECONDARY SCHOOL STUDENTS‟ RECOUNT TEXT WRITING ACHIEVEMENT THROUGH INSTAGRAM-MEDIATED PEER FEEDBACK AT MAN 1 JEMBER IN ACADEMIC YEAR OF 2021/2022 THESIS

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THESIS

By:

TIYA ANISYAH FIRDAUS SRN: T20176061

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF KH ACHMAD SIDDIQ JEMBER

2022

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Improving Secondary School Students‟ Recount Text Writing Achievement through Instagram-mediated Peer Feedback at MAN 1 Jember In Academic Year 2021/2022

THESIS

Submitted to State Islamic University of KH Achmad Siddiq of Jember to fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd)

Faculty of Tarbiyah and Teacher Training English Education Department

By:

Tiya Anisyah Firdaus SRN: T20176061

Approval by Advisor

Sandi Ferdiansyah, M.Pd.

NIP. 198503192019031004

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iv MOTTO

ِباَتِكْلاِب َمْلِعْلا اوُدِّيَق

“Bind knowledge with writing”¹

1 HR. at-Thabarani : 2 / 1681. . Accesed on January 2022.

https://www.santripedia.com/2020/07/40-hadits-tentang-keutamaan-menuntut-ilmu.html

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DEDICATION I proudly dedicated this thesis for:

1. My beloved parents, my father mr. Imam Muhdor and my mother mrs.

Ribut Setianinsih who understand me and give everything for my life.

2. My brother Arief Firmansyah who have encouraged me to do my best.

3. My supporting cyle, Nisvi Royhan Sirvani, Afifah Muhfidati, Naila Widad, Lutfi Riyadus, Nurul Dewi Kurniati, Nurul Fadila, Hilmi Shofia thank you for always giving me spirit in living every phases of life and thoughtfull person right now.

4. My beloved person who has always beside me and supported until now.

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ACKNOWLEGMENT

Firstly, thanks and all praises due to Allah SWT for giving me blessing, mercy, health, opportunity and inspiration to finish my thesis.

Secondly, Sholawat and Salam are always delivered to our prophet Muhammad SAW, who has guided us from the darkness to the lightness and brought us from the stupidity era to the lightness era.

The researcher realized that this thesis would not finish without help and guidance from other people. Therefore, I would like to express the greatest gratitude to the following people:

1. The Excellency, Prof.Dr.H. Babun Soeharto, S.E.MM, The Rector of State Islamic University KH Achmad Siddiq of Jember who has given opportunity for me to study in this university.

2. Prof.Dr. Hj. Mukni‟ah, M.Pd.I, The Dean of the Faculty of Tarbiyah and Teacher Training University KH Achmad Siddiq of Jember who has facilitated me to study in this faculty.

3. Mr. As‟ari M.Pd.I, The Head of English Education Departement, who has approved the title of this thesis.

4. Sandi Ferdiansyah, M.Pd, My advisor who has helped, guided and supported me during the writing of the thesis.

5. Drs. Anwarudin, M.Si, The head master of the school who has given me permission and helped me during my research.

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6. Glory Marchiano Andromeda, S.Pd, The English teacher who has helped in conducting my research at school and the students who have gave their time to participate in this research.

I really realize that this thesis is far from being perfect. Therefore, I welcome all the criticism and suggestions. The researcher hopes this thesis will be useful for readers and other researchers who need it.

Jember, April 2022 Researcher

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viii ABSTRACT

Tiya Anisyah Firdaus, 2022: Improving Secondary School Students’ Recount Text Writing Achievement through Instagram-mediated Peer Feedback at MAN 1 Jember In Academic year 2021/2022

Keywords: writing skil, Iinstagram-mediated, Peer Feedback

In this digital age, the use of social media Instagram to facilitate language learning gains significant momentum, particularly in teaching writing. Some teachers have witnessed that their students are frequently worried about the prospect of writing in English. The preliminary observation of the present study shows that there was one class which had scores below minimum criteria of mastery learning of writing recount text. Thus, the class requires more attention because the majority of students‟ achievement in that class was lower than the other classes.

From the preliminary study, the present study attempts to improve students‟ recount writing achievement through Instagram mediated peer-feedback.

Peer feedback itself is a process feedback or commenting given by one student to another student. The researcher argues that peer feedback given via Instagram could improve the secondary school students‟ recount text writing achievement as it was considered the new learning design which helped both teacher and students in teaching learning process in class.

The design of this research was classroom action research. This action research aims to describe the process and the improvement of the students‟ ability in writing and the quality or achievement of the teaching-learning process of students‟ ability in writing. There were several steps in classroom action research.

That includes planning, action, observation, and reflection.

Based on the result of students‟ average score, it could be concluded that cycle one was successful. The students‟ average score improved the students‟

writing skills after implementing peer feedback via Instagram method. The percentage of students who got the minimum score was 76,1%. Although it was successful, the researcher decided to conduct cycle two in order to make sure whether cycle two was consistent with cycle one. The results of writing tests in cycle two showed that Instagram mediated peer-feedback was successful too and the percentage of students who got the minimum score improved 78,7%. Based on the data analysis, the researcher concluded that the implementation of Peer Feedback via Instagram method could improve the students‟ writing skills.

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Writing is one of four important skills in English learning language because it is a productive skill that requires the learner to produce the language in written form, such as writing a descriptive or recount paragraph. Writing can be used to communicate with another spoken form.² In addition, writing is an activity that required the process of thinking. In writing is a transaction with words whereby you free yourself from what you presently think, feel, and perceive.³ Furthermore, writing is a process of expressing the idea, feeling, and thought in written language.

The writer can express their idea from word to word become a sentence and the collection of sentence will become a paragraph or essay.

Moreover, writing relates to Qur'an surah Al Alaq verse 4:







'' Who has taught (the writing) by the pen [the first person to write was prophet Idrees (Enoch)]''⁴

So from the verse above, it can be seen the importance of writing.

Allah teaches humans how to write using a pen. According to tafsir from Kementerian Agama Republic Indonesia, among the forms of God's

2 Mihalicek, V., & Wilson, C,. Language Files: Materials for an Introduction to Language and Linguistics. (Columbus: The Ohio State University Press.88,2011).

3 Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy (2end).

(San Francisco State University: Longman, 2001 ), 337.

4 Muhammad Taki-ud Din Al-Hilali and Muhammad Muhsin Khan, The Nobel Qur’an, ( Medina Dar-us Salam Publication,1996).

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humanity is that teaches people to use stationery in writing activities.⁵ Teaching here means giving the ability to use it. With the ability to use stationery, humans can write down their findings which can later be read.

Then in writing can find out about the knowledge. If there is no writing activity, surely that knowledge will be lost to limited in maintains information and expressions.

As one of the productive skills English teaching and learning, writing could be one of difficult language skill. Writing requires a good idea in order to produce a composition or written material.⁶ Before making a paragraph requires more plans or notes before starting and follow the stages of writing. Kamehameha School stipulates that there are five stages in the writing process.⁷ The stage including pre-writing, drafting and writing, sharing and responding, revising and editing, and publishing. Also good writing will have a certain message for the readers, so that they get information.

As any writing teacher has experienced, students' are frequently worried about the prospect of writing in English.⁸ See from the results of learning, many students whose scores are below minimum criteria of mastery learning (KKM) on the material to write recount text. As happen

5 Risalah Muslim. Tafsir Al Ala ayat 4. Accesed https://risalahmuslim.id/quran/al-alaq/96- 4/#elementor-tab-title-2531 . On 12 February 2021. At 19.55

6 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), 6(11).

7 Kamehameha Scool, The Writing Process: An Overview of Research on Teaching Writing as a Process ( 2007), 2

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

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in one of the state Islamic secondary school situated in Jember, based on an interview with the teacher criteria of success of tenth grade one of high school in Jember was 75 while there were only 14 students out of 33 students who achieved it.⁹ In other words, the percentage was 45% and the average score was 60. That class requires more attention because the majority of students‟ achievement in that class was lower than the other class. The finding showed that students had a problem in writing and the teacher needed more strategy to improve students writing.

According to the preliminary study through the interview with the English teacher, the students had problem in writing. They had many ideas but did not know how to express their feeling. Even so, they were confused about the sentence structure, the word form, and the word choice.

Then the student just wrote their assignment freely.

Furthermore, he stated that the students did not care about the grammatical aspect and vocabulary. Usually they immediately wrote through without reading if their writing was correct or not. Thus, it does not match with the various structures because they still confused with the location of the function. The student also lacked with vocabulary and relied only on the translation application or dictionary. Then the students just wrote what they knew and forgot when their assignment was done.

From the interview, it can also been that the students had a problem if they write about the past activity, such as writing a recount text.

9 Assessment File Document From The Teacher

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The students had not memorized yet about irregular and regular verb whereas it is very important when they are required to write about the past activity in which the verb must be changed into the past tense.

The last problem in the preliminary study showed that in the process of teaching writing in a class, the students felt less motivated.

They felt shy to consult with the English teacher. Confirmed by interviewing several students, they were not comfortable with him. They were more comfortable when they had feedback or studied with their friends better than their teacher. It proved that students' had a problem in writing and the teacher needed more strategies to improve students‟

writing.

The finding indicate that feedback is an important element in language learning especially in writing because it provides the writer with set information on what the readers need and expectations from students writing.¹⁰ According to Federation University, types of feedback are informal feedback, formal feedback, formative feedback, summative feedback, constructive feedback, student self-feedback, and student peer feedback.¹¹ In addition, the finding also showed that the teacher feedback could make the student uncomfortable and lost their confidence. Based on problem too, the student felt shy when getting feedback from the teacher.

The students said if they got feedback from their peers, it can be easier for

10 Ken Hyland and F. Hyland, State of the art article: Feedback on Second Language Student Writing (Language teaching Conference, 2008), 5.

11 Federation University, Article: Types of Feedback. Accessed

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

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them to learn that materials. Therefore, peer feedback can become a solution used to measure and influence student understanding with detail.

Peer feedback is an activity involving students in the process of reading and commenting on their friends‟ writing.¹² Students will exchange that assignment with a classmate to read each other and make a suggestion for improvement.¹³ These comments will assist in producing a new draft.¹⁴ Therefore, when the writer receives the comment from other students, they will be able to see where the mistakes are and make the next draft. Even so, peer feedback makes students interact with each other and helps students become active learners during the writing process while developing their critical thinking and communication. It proved by the result of the research data by Jawarun Nahru peer feedback can help to students.¹⁵

Nowadays, technology gives a more beneficial effect on students if teacher and students can use it in positive ways. The development of technology has grown rapidly to make things easier for them to get information and communication for learning purposes. The use of social media can make a new learning situation when the student learning English, particularly in writing. Also it can be an effective tool to use in

12 Oshima, Alice and Hue, Ann, Writing Academic English. 4^th Ed., (Us: Pearson Longman.Inc), 194.

13 Oshima, Alice and Hogue, Ann, Writing Academic English. 4th Ed. (US: Pearson Longman.

Inc), 313.

14 Swire, David and Wiener Harvey S, Student’s Boo Of Collage English: Rhetoric, Reader, Research Guide, and Handbook. 12^th E ( Us: Pearson Education, Inc, 2008), 42

15 Jawarun nahru, The Implementation of Peer Fedbac Using Instaram In Learning Writing Recount Text For EFL Students At Senior Hih School Level ( State University of Surabaya, 2020 ), 51.

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classroom activity. There are so many ways of using social media in education that have been done by other educators recently like YouTube, Google Meet, Zoom, Instagram and etc. Social media also can be a platform for learning writing.

Generally, Instagram is a social media that is very popular and widely used by teenagers. Thus, Instagram seems to provide a fun and ideal atmosphere for students to produce writing text. Handayani states that students tend to spend their time.¹⁶ There are two activities that can carried out in writing activity, those are: first writing the caption as a tool to help the student to write recount text by using one of Instagram features.

The second is to share the photo. In this activity, the students can post the best photo and then give some caption recounting the stories beyond the photo. After that, the student can share their feedback in comment column and give their opinion.

According to Anderson cited from Eni Yustina‟s research recount text is a text that describes a past experience in which events occurred in chronological order. The purpose of this recount text is to convey information related in the past to entertain the audience.¹⁷ So, they can retell about someone biography or their past experience to make in Instagram caption.

16 Handayani Fitri, Student Attitude Toward Using Instagram In Teaching Writing (Journal Of Educational. 2017), 24.

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

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A previous study on the use of Instagram in language learning was conduct by Sirait J.B and Marlina L entitled “ Using Instagram As A Tool For Online Peer review Activity In Writing Descriptive Text For senior High School “. Their research was qualitative research. First of all, the students created an Instagram account. After that, the teacher gave the material about a text. After they got the material, the teacher asked them to make the text they had learned. Next, the students made the text and uploaded it on Instagram. Then their friends gave comments or peer feedback to improve their post. After they received feedback, they must revise their drafts to make the final version and make sure there was no mistake.¹⁸

Another Previous study was conducted by Futia Mursela entitled

“The Effect Peer Feedback through Instagram on Students’ Writing Recount Text ". She employed a quasi-experimental design research. The researcher collected data through text comprising pre-test and post-test.

The test was distributed to 60 students and divided into two classes.

Experimental class and controlled class there were 30 students of each class. The result showed that using peer feedback through social media on students‟ writing recount text was 0,92 which means that there was a moderate effect of peer feedback through Instagram effect on students writing recount text.¹⁹

18 Sirait, JB and Leni Marlina, Instagram As A Tool For Online Peer Review Written Descriptive Text For Senior Hih School Students (Journal Of English Language Teaching. 2018),299.

19 Mursela, Futia, The Effect Peer Feedback Through Instagram On Students' Writing Recount Text ( Journal Of English Teachin.2019), v.

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Based on the problem found out in the interview, the researcher conducted research entitled " Improving Secondary School Students’

Recount Text Writing Achievement through Instagram-mediated Peer Feedback" because that will be one of the tools for teaching writing in class by applying peer feedback.

B. Research Question

Based on the problem in the background above the researcher is formulated as to follow:

How could peer feedback through Instagram-mediated improve the secondary school students‟ recount text writing achievement at Man 1 Jember in academic year 2021/2022?

C. The Objective of The Research

Based on the background of the research problem, the objective of the research is formulated as follow:

To describe how peer feedback through Instagram-mediated could improve the secondary school students‟ recount text writing achievement at Man 1 Jember in academic 2021/2022.

D. The Significance of The Research

The writer hopes this research could give some benefit in the English teaching-learning process, especially in improving writing skills.

There are two kinds of significance in this research: Theoretical significance and Practical significance.

1. Theoretical Significance

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The result of this study could add existing knowledge about peer feedback strategy to improve student‟s writing achievement. Peer involvement can be more than the responsibility of verbal grading.

Peer involvement can be more than the responsibility of verbal assessment in the form of words of praise, support including feedback that students can do to other students.

2. Practical Significance

a. For the English teacher, this study could be used to formulate a suitable procedure for teaching writing. The teacher can see how using peer feedback of Instagram caption can improve students‟

writing ability. That can be effective or not in future for the teacher.

b. For the next researcher, the research can give significance to the other researcher as a reference for further studies on a similar topic related to peer feedback of Instagram caption. It also can add perception students towards teaching-learning process by using peer feedback of Instagram caption in writing recount text.

E. Limitation of The Research

Based on the problem, the researcher limits the problem mentioned in this research in order to achieve the goal of the research. The researchers focus on aspects of cognitive assessment and attitude because to achieve the goal of this research is to increase the value of students who are still much below on the KKM. Even so, it is possible that other aspects

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will increase in the learning process. The researcher only focused on the use of peer feedback through via Instagram as the strategy to improve students‟ recount text writing achievement at the tenth-grade. The material is about recount paragraph taught in the second semester and the topic about biography.

F. Definition of Key Term

1. Peer Feedback of Instagram Caption

Peer feedback in this research is a process of the feedback given by one student to another student. Then the comments should include the aspect of writing such as content, organization, grammar, vocabulary, and mechanic. The student writes a caption about the topic in 1 paragraph and sends the post on Instagram.

2. Students‟ Recount Text Writing Achievement

Writing recount text achievement in this research is a result of cognitive assessment and it usually emphasizes on grade or score as the evaluation in each subject to grade level, including the aspect of writing such as content, organization, grammar, vocabulary, and mechanic. The students write about the topic include the aspect of writing. They will write only 1 paragraph in the Instagram caption.

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11 based on the review of related literature.

A. Previous Study

The first research by Jawarun Nahru was done the first in his research “The Implementation of Peer Feedback Using Instagram In Learning Writing Recount Text". The result of research showed that the students perception about writing toward the implementation of peer feedback using Instagram in learning recount text. The teacher implemented five stages of writing process such as pre-writing, drafting and writing, sharing and responding, revising and editing, and publishing.

In Jawarun‟s research the implementation of peer feedback improved the quality of teaching writing and the students‟ motivation in learning writing. The present study implements of peer feedback via Instagram to write recount text same with his research. Meanwhile, the differences between Jawarun‟s research and this research are the object and research design. The object of his research is senior high school in Mojekerto, but this research is the tenth grade. In his research the qualitative research design was used but the present research use classroom action research.²⁰

Secondly, research was conducted by Elda Yulia Ryandini on,

“Are Peer Feedback Activity Essential in Online Argumentative Writing ".

20 Jawarun nahru, The Implementation of Peer Fedbac Usin Instaram In Learnin Writin Recount Text For EFL Students At Senior Hih School Level ( State University of Surabaya, 2020 ), 43-52.

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Based on the research, the process of learning writing of argumentative essay was running well. The students seemed to engage in the learning process. After having the activities of peer feedback in online argumentative above, the student conveyed their opinion regarding the essences. These current researches between her researches are using peer feedback technique in Instagram as the media of the research. The differences between Elda‟s research and this research are the design of the research and the object. Meanwhile, her research used qualitative research and this research use classroom action research. In the object of her research is the English education department from one Islamic university in java, but the object in this research is senior high school.²¹

The third research was article written by Ade Christanty Yudha Bestari, Dinar Faiza, and Meilina Haris Mayekti entilted “Instagram Caption As Online Learning Media On The Subject Of Extended Writing During Pandemic Of Covid-19 “.The results of their research showed that there are four advantages in using of Instagram caption as online learning media on the subject of extended writing during pandemic of Covid-19.

The advantages are improvement on grammatical understanding, confidence building in writing, writing as a daily habit during pandemic of Covid-19, and vocabularies. Both of them are using Instagram as caption to media of the research. Meanwhile, the differences between this research are text type and research design. Their research used qualitative research,

21 Elda Yulia Ryandini, Oiurema Purwati, Suharsono, Are Peer Feedbac Activity Essential In Online Arumentative Writin? ( Universitas Surabaya, 2019 ), 101-107.

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but in this research use classroom action research. Even though their research focused on extended writing of English language teaching department at Nahladtul Ulama in purwokerto, but this research focused on writing recount text at tenth Grade.²²

The fourth research was conducted by Futia Mursela entitled “The Effect Peer Feedback through Instagram on Students’ Writing Recount Text ". The researcher collected data through text comprising pre-test and post-test. The test was distributed to 60 students and divided into two classes. Experimental class and controlled class there were 30 students of each class. The result showed that using peer feedback through social media on students' writing recount text. The result of the study showed size formulation was 0,92 which means that the effect of peer feedback itself through on students writing recount text using Instagram. The similarities Futia‟s research and this research are same used peer feedback via Instagram in writing recount text. Meanwhile, there are the differences between this research and her researches are the object, aim of the research, and research design. The Futia‟s object research was senior high school Triguna Utama Tanggerang Selatan, but this research is one of senior high school in Jember. That research aimed to find the effectiveness of peer feedback using Instagram toward student ability, but this research aim to improve the students writing using peer feedback. Meanwhile, in

22 Ade Christanty Yudha Bestari, Dinar Faiza, Meilina Haris Mayekti, Instagram Caption As Online Learning Media On The Subject Of Extended Writing During Pandemic Of Covid-19 ( Lanuae and Literature Faculty : University Suraarta, 2020), 10-11.

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her research used quantitave quasi Experimental, but this research using action classroom research.²³

The fifth was conducted by Jirait J.B and Marlina in 2018 entitled

“Instagram as Tool for Online Peer-Review Written Descriptive Text for Senior High School Students “. The problem of research showed that the use of Instagram as a toll peer review to written descriptive text has successfully improved the students writing sill. By implementation peer review, the researcher found that the students to more opportunities to correct their mistakes. Both of them are using peer feedback in Instagram as the media of the research. Meanwhile, there are differences in the text type and research design. Their research used qualitative research, but this research use action classroom research. In their research focused use descriptive text but this research use a recount text. In addition, their research respectively uses peer review as the technique, but in this research peer feedback.²⁴

Table 2.1

Differences and Similarities of your research and the previous one

No Title Similarities Differences

1 2 3 4

1 Jawarun Nahru “ The Implementat ion of Peer Feedback

 Implement ing peer feedback using Instagram

 Employing different research design.

23 Futia Mursela, The Effect Peer Feedback Through Instagram On Students’ Writing Recount Text (University Syarif Hidayatullah State Islamic Jakarta, 2018), 1-14.

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

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Using Instagram In Learning Writing Recount Text “

 Focusing on recount text writing.

2 Elda Yulia Ryandini “ Are Peer Feedback Activity Essential In Online Argumentati ve Writing "

 Focusing on recount text

writing

 Implement ing peer feedback using Instagram.

 Writing different text types

 Employing different research design

 Recruiting different participants.

3 Ade Christanty Yudha Bestari, Dinar Faiza, Meilina Haris Mayekti “ Instagram Caption As Online Learning Media On The Subject Of Extended Writing During Pandemic Of Covid-19

“

 Both of them using Instagram caption as the media in the research

 Recruiting different participants.

 Writing different text types

4 Futia Mursela “ The Effect Peer Feedback Through Instagram On

Students’

Writing Recount

 Implement ing peer feedback as caption Instagram

 Focusing on writing about recount text.

 The aimed of research are different.

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Text “

5 Jirait J.B and Marlina

“ Instagram As Tool For Online Peer- Review Written Descriptive Text For Senior High School Students “

 Implement ing

technique using Instagram as the media

 Focusing on writing.

 Writing different text types.

To distinguish between the present study and the previous research above, the researcher focus to improve students‟ recount text writing achievement by using peer feedback of Instagram caption and this research use a classroom action research.

B. Theoretical Framework 1. Writing Achievement

a. Definition of Writing

Writing is one of ways for us the human to communicate.

Communication is not only achieved through speaking, but it can also be obtained through writing. Someone can express their idea that they want to convey in the written form. Tarigan on Syafira‟s defines writing as the language skill that is used in indirect communication.²⁵ It implies that the students can deliver their ideas

25 Syafira Riani, Improving Students’ Writing Ability In Recount Text Through Indirect Feedback (Thesis of Lampung University, 2016)

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to others through written forms such as letters, messages, or invitation for communication.

b. Component of Writing

To write a good paragraph, students need to pay attention to all components of writing such as the topic sentence, supporting sentences, coherence, cohesion, unity and completeness. The components of writing are explained by Boardman²⁶ :

a. Topic Sentences

Topic sentence is a sentence that shows the main idea of the paragraph also the most important sentence in a paragraph.

A good topic sentence has two parts that the topic and the controlling idea.

b. Supporting Sentences

The supporting sentences are sentences that support the topic sentence by using facts or statistics, examples and personal experiences.

c. Coherence

The coherence paragraphs consist of sentences that are arranged because they are related to each other according to a principle depending on the type of paragraph. There are three types of sorting, namely chronological sorting, spatial sorting, and logical sorting.

26 Boardman, Cynthia A. and Jia Frydenberg, Writing to Communicate: Paragraphs and Essays 2nd Edition (White Plains : Pearson Education. Inc, 2002), 44.

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d. Cohesion

The paragraph have cohesion when the supporting sentences support the topic sentence or the method of connecting sentences with each other is called cohesive. There are five important cohesive devices including linking words, personal pronouns, definite articles, demonstrative pronouns, and synonyms.

e. Unity

The paragraph has unity when all the supporting sentences relate to the topic sentence.

f. Completeness

The paragraph is complete when it has main supporting sentences to fully explain the topic sentence because all supporting sentences are needed to explain each main sentence in detail and can be read by the reader.

In good writing, we should complete those components to make a good paragraph. It makes the product of writing complete and good. The researcher in this research when give the test for the student to make not just write assignments freely.

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c. Aspect of Writing

Hughes stated there are five important aspects to be assess in writing. Those are content, organization, vocabulary, grammar and mechanics.²⁷

a. Content

Content is the ability to use the knowledge and understandable subject and information, development thesis, interrelationship of many details relevance of materials and topic.

b. Organization

Organization is the ability to organize ideas in a logical order and cohesion, so that the whole paragraph will be unified.

The writing must consist of an introduction, body, and conclusion.

c. Vocabulary

Vocabulary is one of the most obvious components of language because it is of concern to applied linguists as well.²⁸ Thornbury stated that without vocabulary nothing can be conveyed, this proves how the importance of vocabulary learning.²⁹

27 Arthur Hughes, Testing for Language Teachers (Cambridge: Cambridge University Press, 2003) 104.

28 Jack Richards, Curriculum Development in Language Teaching (Cambridge University Press, 2001), 4.

29 Scott Thornbury, How To Teach Grammar, (England: Longman, 2000), 3.

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d. Grammar

Grammar is Grammar is a form or structure in a language that deals with analysis at the sentence level. Thus, grammar is a description of the rules that govern how sentences are formed.³⁰

e. Mechanic

Mechanic refers to punctuation (i.e. point (.); comma (,); interjection (!) etc.) and spelling.³¹ These are the core of writing skills and need to be focused on learning to write in English.³²

In this research, the researcher used all the elements of writing like content, organization, grammar, vocabulary, and mechanic adjusted with the materials that the students have learned. The researcher has mentioned it in the writing assessment rubric which can see in Table 3.1.

d. Writing Achievement

In education sociology dictionary, definition of achievement is attaining status through competition or standardized examination by personal effort and accomplishment.³³ The focus of achievement in this research is a result of cognitive assessment in writing recount text including the aspect of content, organization,

30 Ibid,. 1.

31 J.B. Heaton, Writing English Language Tests, (London and New York, 2000), 148.

32 Jeremy Harmer, How to Teach Writing (England: Pearson Longman, 2004), 44.

33 Open Education Sosioloy Dictionary. https://sociologydictionary.org/achievement/. Published on 2021. Acessed on April 2021.

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grammar, vocabulary, and mechanic. Student‟s writing will be assessed to see their writing improvement before and after the study.

2. Recount Text

a. Definition of Recount Text

According to Anderson, a recount text is writing about past activity that‟s retell of event which they happened.³⁴ From the definition above, it means that recount text is a type of writing that tells about past activity. It provides some information or event in the past. In this research, recount text tells personal recount based on experience the students.

b. Generic Structure And Language Feature of Recount Text According to Fauzi as cited Suyadi‟s research, there are three parts in generic structure, they includes³⁵ : First, the orientation tells the information about an event and its setting. It provides details of who, what, when, where, or why. Secondly is the event a sequence of events which happened in a chronological order. Then the last closing (Re-orientation) is conclusion or summary of the events what you thin, feel or decide about accrued event.

34 Journal of Allieni Harris, Mohd. Ansyar, Desmawati Radjab, An Analysis Of Students’

Difficulties In Writing Recount Text At Tenth Grade Of Sma N 1 Sungai Limau (English Education Program, State University Of Padang, 2014 )

35 Suryadi, An Analysis of Studnets’ Writtin Sill In Recount Text at Tenth Grade Students of SMP Negeri 2 Jambi, (Journal of English Language Teaching, 2014), 232.

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Text Analysis Last Wednesday was a

tiring day. I spent my time to do a lot of activities, that I had no time to take a rest.

First, in the morning, I went cycling. After that I went to school to study until 3 pm.

After school I went to sport hall to play badminton until 8 pm. I played too seriously that I felt really tired. After that, I went home. But when I wanted to sleep, I remembered there was some homeworks I had to do. I did my homeworks until 11 pm. And finally I could take a rest in my bed. Those activities made me exhausted.

Orientation:

 Setting time: Last Wednesday

 Introduction of the character: I spent my time to do a lot of activities

 Characteristic:

1. Who: I

2. When: Last Wednesday 3. Where: School, House 4. Why: the writer spent his

time with to do a lot activities

5. What: The writer activities are cycling, study in school, play badminton, homework, and sleep.

Event: ( In time order )

 Event 1: First, in the morning, ..

 Event 2: After that I went to school, …

 Event 3: After school, I went to sport …

 Event 4: After that, I went home, ..

 Event 5: And finally I could,..

Re-orientation:

 Personal comment: Those

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activities made the writer exhausted.

Characteristic:

 Focus on individual: I

 Adverb of time: Last Wednesday was tiring day.

 Adverb of Place: School, At home.

 Adverb of Conditional: After that, Finally.

Recount text has language features that include:

1. Nouns and pronouns instead of person, animals, or things involved such as David, the money, we, etc.

2. Action verb such as we went to the library; he was awesome, etc.

3. Conjunction and time connectives which order events, happenings, or actions, such as and but, then, after, that etc.

4. Adverbs and adverb phrase to show location, time, and manner, such as right here, in my library, tomorrow, yesterday, often etc.

5. Adjectives to modify nouns such as handsome, beautiful, sad, tiny etc.

c. Types of Recount Text

According to Emilia in Suryadi‟s research, there are three types of recount text, they are³⁶ :

a. Personal Recount

Personal recount retell about past experience which authors have been involved directly at that time.

36 Suryadi, OP cit, 16.

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b. Factual recount

Factual recount is a recount text that serves to present reports of events that actually occurred, such as scientific experiment reports or police reports or accidents in newspaper.

c. Imaginative Recount

Imaginative recount tells something imaginative by connecting an event..³⁷

In this research, the researcher uses a personal recount in teaching writing. Based on curriculum in second semester the type of recount text is about factual recount because about biography.

The learning materials are taught in the tenth class in the second semester. So, it is the reason from researcher to use this type.

Recount text is a text that tells story or experience in the past. The topic of recount text has not taught by the teacher yet. Then, the researcher explains the parts of the recount text such as the purpose, the generic structure, language feature, and gives some examples.

3. Peer Feedback

a. Definition and Purpose of Peer Feedback

Peer feedback, has different names such as peer response, peer review, peer editing, and peer evaluation which all have the

37 Suryadi, Op Cit,120.

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same purpose as described by Liu and Hansen.³⁸ In this paper, the researcher adopts the definition of peer feedback provided by them define as the peers as sources of information and interactions each other in such a way that the learner themselves take roles or responsibilities which are done by teacher or tutors in commenting or critizing their writings in writing process. It is undeniable that students can also provide feedback on their friends' work which is usually done by their teacher.³⁹

Based on explanation about the researcher concludes that peer feedback technique is one cooperative learning which give student opportunity new study to share their ideas in writing learning process. Then that can help the students sharpen their ideas when studying.

b. The Procedure

1. Procedure of Writing

In line with the journal published by Kamehameha School research, there are five stages in the writing process. Those are pre-writing, drafting and writing, sharing and responding, revising and editing, and publishing.⁴⁰

38 Liu, J. and Hansen, J. Peer response in second language writing classrooms (University of Michigan Press: Michigan, 2002 ), 1.

39 Liu, J. and Hansen, J, OP, 31.

40 Kamehameha Scool, The Writing Process: An Overview of Research on Teaching Writing as a Process ( 2007), 9.

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a) Pre Writing

Pre-writing is an activity before making a paragraph of text. In this stage, the writers should think about what they have to write, make some classifications, brainstorm the topic, explore the topic, and etc.

b) Drafting and Writing

The second stage is drafting and writing, this stage asks the writer to make the first version of writing.

c) Sharing and Responding

The third is sharing and responding. In this stage, the writers already make the first draft and share the draft to the reviewer. Then, the reviewer will give a response or comment.

d) Revising and Editing

The next stage is revising and editing. The writer should revise and edit the draft based on the response and comment from the reviewer.

e) Publishing

The last stage is publishing. The final draft can be print out or publish by the writer.

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2. Procedure of Peer Feedback

The procedures of peer feedback techniques according Bartel, Liu and Hansen, and Hutton cited in Candra‟s research are:⁴¹

a) The teacher explains how to do peer feedback and ensure that the student can understand it. This activity involves explaining peer feedback in which students read each other's writing and provide the feedback, demonstrating in t this activity to interaction which involves students to exchange information, and especially modeling through commenting on and critiquing each others writing on how to peer feedback via Instagram.

b) Students write the first draft of recount text based on the given topic.

c) Students are asked to conduct peer feedback in pairs, exchanging their first draft one with another. The teacher monitors the students to work in pairs. Each student reads and reviews the other friend's caption. And then the teacher moves to check it if the technique is well applied or not.

d) Students are asked to deliver a peer feedback. The students make comments and suggestion after reading and focus on

41 25-26

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the aspect of organization, content, grammar, vocabulary, and mechanic.

e) Students are asked to return the first draft and guidelines sheet to the owner.

f) Students are asked to rewrite their recount text based on their peer feedback.⁴²

Peer feedback is intended for commenting between students to another student. Peer feedback has been carried out according to the material contained in this study about recount text. So the focus of independent peer feedback is following the rules of recount text such as the generic structure of recount text, the content is interesting and following the theme of recount text, and the use of the language of recount text feature (past tense). Students are also given a peer assessment in assessing their friends' writings where the peer feedback process can be done easily. So, this method or guide to peer feedback via Instagram is made in as much detail as possible so that students can understand it well.

From the explanation above, the researcher combines that procedure because they are related to each other. The combination both of strategy determines time and organization.

42 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), 5.

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In this research, there are several procedures to implementation peer feedback techniques online:

a) The researcher explains about recount text along with strategies how to do peer feedback during lessons and measure the student understanding.

b) The student does pre writing before main caption in Instagram. The researcher helps the student for any question to brainstorm the recount text draft.

c) The students create outline post including the topic, generic structure, supporting sentences and choose one photo related to the story outline because it will be shared as the caption in Instagram.

d) Students are asked to return the first draft on their instagram. Here, the students submit with hastag

@perfeedbackman1jember make it easier for the students to collect their assignment. The students sending their writing to the admin.

e) Students are asked to conduct peer feedback on Instagram with underlining the false and correcting it by giving peer feedback and some explanation or notes by writing in comment columns focusing on the aspects of organization, content, grammar, vocabulary, and mechanic. The students do a minimum of peer feedback to 3 friends. The researcher

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monitors to see that peer feedback technique is well applied or not.

The students are asked to rewrite their recount text based on their peer feedback and share again on Instagram.

c. The Advantages Of Peer Feedback

Peer feedback as one of the cooperative learning models has some advantages. Hyland stated that peer feedback allows students can participate more in class activities so they are less dependent on the teacher passively.⁴³ Moreover, Peer feedback can further boost confidence as well as build social content for writing.

Yang et al, also add that peer feedback can develop critical thinking, learner autonomy and social interaction among students.⁴⁴

Liu and Hansen state that in definition, peer feedback can make the interaction between students and students together to grow stronger.⁴⁵ Based on theories, the students can help another student to review their mistakes because they get an idea of what they have acquired. The student can understand the strength and weakness using peer feedback. In Candra‟s research too, the students are motivated to learn as they enjoy the socializing.⁴⁶

43 Hyland, P, Learning from feedback on assessment, in: A. Booth and P. Hyland (eds) ( practice of university history teaching Manchester: Manchester University Press, 2002 )

44 Yang, M., Badger, R., & Yu, Z, A comparative study of peer and teacher feedback in Chinese EFL writing class (Journal of Second Language Learning, 2006), 15(3), 179-200. http://dx.doi.

org/10.1016/j.jslw.2006. 09.004

45 Liu, J. and Hansen, J, Peer response in second language writing classrooms (University of Michigan Press: Michigan, 2002), 3.

46 Arifiana Candra, Improvin Students Sill In Writtin Recount Text By Usin Peer Review Technique (2014/2015), 84.

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In conclusion, it can be implied that peer feedback gives benefits to the students. They learn how to give and get constructive comments and suggestions. The students become more confidence to when they submit their writing.

d. The Disadvantages of Peer Feedback

Apart from the perceived benefits, there is also a lack of peer feedback in teaching and learning English. According to Tsui and Ng, some students prefer teacher feedback to peer feedback.⁴⁷ They consider teacher feedback to be more useful and qualified to comment. It can be concluded that peer feedback can be successful but the teacher remains a source of authority to provide appropriate comments.

47 Bijami, Maryam, Peer Feedback in Learning English Writing: Advantages and Disadvantages.

Journal of Studies In Education (Universty of Malysia. 2013), 15.

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32

design, research location, research subject, data collection technique, technique of data analysis, validity of data, and criteria of success (achievement indicator).

A. Research Design

The design of this research was classroom action research. Action research is a reflective process that is carefully considering everything that aims to solve a particular teaching and learning that have been identified.⁴⁸ Action research is a process in which the researcher examines their practice systematically and carefully using the techniques of research. This action research aims to describe the process and the improvement of the students‟ ability in writing and the quality or achievement of the teaching learning process of students‟ ability in writing.

In this research, the researcher collaborated with the English teacher. The researcher with the English teacher decided to agree use the peer feedback as a caption Instagram technique in teaching writing recount text. Meanwhile, to solve the problems including determining the problem, strategy, lesson plan, and time of research.

According to Kemmis and McTaggrart, there were several steps in classroom action research. That includes planning, action, observation, and

48 Anne Burns. Collaborative Action Research For English Language Teachers. ( Cambride:

Cambride University Press, 1999), 30.

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reflection.⁴⁹ The design of classroom action research can be seen in the following diagram.⁵⁰

Figure A.

Classroom Action and Research Procedure adopted from Kemmis and Taggart, cited in Yvonne Hodgson.⁵¹

Reflect

From previous interviews and informal talks with the English teacher, the researcher found out that students had difficulties in writing simple biographical texts. From this, the research along with the English teacher reflected on the …

1. Interviewed with the English teacher about the problem in the class especially in writting.

49 Stephen Kemmis and McTaggart, The Action Research Planner (Springer, 2014), 11

50 Valsa Koshy, Action Research for Improving Practice, (London : Paul Chapman Publishing, 2005), 4.

51Yvonne 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.p.

363.

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2. Interviewed with the students about the problem of writting recount text.

3. Obeserved teaching learning process in the class.

4. Indetified about the students problem in writting recount text.

5. Discussion with english teacher to find the appropriate technique to solve the problems.

1. Planning

Planning means make a plan of critically informed action to improve what that already happened. In this stage the researcher plan the action before implemented the action. There are several activities that the researcher planned:

a) Negotiate the teaching media and learning tasks with the English teacher;

b) Make a lesson plan about the step of peer feedback strategy were mentioned based on researcher and English teacher‟s agreement c) Prepare the material about recount text biography and peer

feedback.

d) Indetified about the students problem in writting recount text.

e) Discussion with english teacher to find the appropriate technique to solve the problems.

f) Make a lesson plan about the step of peer feedback strategy were mentioned.

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g) Then the researcher prepared the material about recount tet biography and peer feedback.

2. Acting

Action is the process of doing something. Usually the action means the performing the plan. The researcher has applied and implemented the lesson plan made before. The steps are:

a) The reseracher explained the material about recount text, the definition, the function, the generic structure, and languange feature, example text of recount and little review of the peer feedback definition.

b) The reseacher helped the student when they made outline of recount text.

c) The researcher asked the students to write recount text in caption Instagram about past activity then submit it. Next the students each other giving peer feedback in comment column of instagram.

d) The researcher as the admin created Instagram account to make it easier for the student to collect their assignment.

e) The researcher observed the student about their peer feedback and gave some explanation or notes to other students in comment column of Instagram. The researcher corrected it and explained how to implement the peer feedback of Instagram caption. Focuses on this point was students peer feedback.

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f) Then the students should revise it and the students might ask everything about their error.

g) The researcher and the teacher take score for the students.

3. Observation

Observation is needed to obtain input or data concerning the results of the action take. During the implementation of the plan the researcher took note of anything happend in the classroom. That was done to collect data from class activities include class activities. This data collection was important because it considers students who need more attention. The researcher also recorded the activities of the students. The researcher also gave a writing test to the students.Then, take the score and observed or identifies it whether there was an improvement or not.

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

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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.