All praises are due to Allah SWT the Most Merciful the lord of speech and thanks to Allah who has given us mercy and blessing especially to the writer so that the writer can accomplish this university thesis titled; "The Impact of Peer Feedback Technique on Students' Writing Proficiency in Determinative Text in the Tenth Grade Metro High School 3". The researcher chooses the title "The Impact of Using Peer Feedback Technique on Students' Writing Ability in Descriptive Text in the Tenth Grade of 3 Metro High School".
Problem Identification
Regarding all the explanation above, the researcher would like to conduct a study to know if there is any positive and significant influence of Peer feedback technique. By using Peer Feedback technique, it is expected to help the teacher in teaching and make the student's writing ability good, especially for writing descriptive text.
Problem Limitation
Problem Formulation
The Objective and Benefit of the Study 1. The Objective of the Study
The Benefit of the Study a. For the students
By using the Peer Feedback technique, the hope is able to help the English teachers as one of problem solving and new experience in teaching learning process. The English teacher can be more creative by using technology in the classroom so that the student does not get bored studying English.
THEORICAL REVIEW THEORICAL REVIEW
Types of Feedback
Meanwhile, indirect feedback enables the teacher to give students indications that there are errors or mistakes in their work without giving the correct words or forms. The types of feedback the teacher should provide may depend on the students themselves.
The Principles of Peer Feedback on Writing Class
The teacher needs to provide a good structure for peer review so that students can get the most out of it. This is because the students will wait for the teacher to guide them when the teacher.
The Procedures of Using Peer feedback in writing
Take student responsibility for taking peer feedback opportunities seriously. The teacher in this step should underline the importance of peer feedback so that the students can learn and benefit from the activities.
Advantages and Disadvantages of Peer Feedback
Teaching Descriptive Writing Through Peer Feedback Technique In the beginning of the research intervention, the teacher explain In the beginning of the research intervention, the teacher explain
The student was encouraged to write paragraphs or an essay, and then they give feedback on each other's. In this case, the researcher assumes that there is hypothetical causality peer feedback technique as independent variable and their descriptive writing as dependent variable, in order to answer the preliminary answer to the problem in the research. Furthermore, peer feedback technique refers to engaging students in the process of sharing their ideas and receiving as well as offering constructive comments and suggestions for improving a piece of writing.
The goal of teaching descriptive writing is to clearly describe a person, place, or thing in such a way that the reader can visualize the subject and enter into the reader's experience. If the use of peer feedback technique is good, so are students of descriptive writing. Finally, if the use of the peer feedback technique is poor, then the description of the students is poor.
Paradigm
Hyphothesis
Research Design
The researcher aims to investigate whether there is any positive and significant impact of peer feedback technique on students. The research focused on whether there is any positive and significant impact of peer feedback technique on the tenth grade of 3 Metro High School using experimental design.
The Operational Definition Variables
You may find them labeled in the literature as outcome, effect, criterion or consequence variables.28 The dependent variable in this research is the students' written descriptive ability, i.e. students' ability to write and understand words, sentences or phrases. The test was used to measure students' writing ability before and after peer feedback was addressed. The researcher offers the students a composition and asks them to write a descriptive text. The population of this research is the tenth grade of Senior High School 3 Metro, consisting of 138 students.
According to Paul, sampling is the selection of a relatively small group of individuals from whom we obtain data in order to generalize about a larger group”.31 It is a subset of the population that is assumed to be representative of the entire population. Based on this explanation, the research can conclude that the sample is the number of specific research subjects taken from the population. Creswell describes a sample is a subset of the target population that the research plans to examine in order to generalize about the target population.32.
Data Collection Technique
The researcher uses a cluster purposive sampling technique because the researcher selects the class that is still doing writing. From the result, the researcher knew the result of writing before giving the treatment. The researcher was treated the students in teaching process in writing by using Peer Feedback as a technique, the researcher was given the final test of the students and that is the post test.
Post-test is used to know how significantly Peer Feedback affects students' writing ability in descriptive text. The reason why the researcher uses this observation, to observe about the situation and development of Senior High School 3 Metro and that also to observe about the learning activity of the students. Then the researcher selected these data to select an appropriate database on the focus and purpose of the study.
Research Instrument
In addition, the documentation was selected to obtain the physical condition of the upper secondary school and the results of the students' written descriptive ability using a book or photo. An instrument calibration is a measurement scale that has been used to describe the instrument standard used. In another definition, the calibration of an instrument is a measurement scale that has been used to describe the standard of the instrument that has been used.
Based on this quote above, it can be deduced that the instrument calibration is the scale of measurement used to determine the researcher's action in this study. Validity is the degree to which all evidence points to the intended interpretation of test scores for the proposed purpose. Constructing validity is a slightly more complex issue regarding the internal structure of an instrument and the concept it measures.36 It means that the logical validity was used for the instrument evaluation that demonstrates the instrument condition that met the valid requirement based on the logical result.
Data Analysis Technique
- Description of Research Location
- Description of The Research Data a. Pre- test result
The students' pre-test result for writing ability in descriptive text at the tenth grade of Senior High School 3 Metro. Source: documentation of pre-test result of writing ability in descriptive text at the tenth grade of Senior High School 3 Metro. The results of students' pre-test for writing ability in descriptive text at the tenth grade of Hoërskool 3 Metro.
Post-test results of students towards writing ability in descriptive text in tenth grade high school 3 Metro. Source: documentation of the result after the test of writing ability in descriptive text in the tenth grade of Gymnasium 3 Metro. Post-test score of students towards the ability to write in the descriptive text in the tenth grade of the senior secondary school 3 Metro.
Hypothesis testing
- Getting the data of the formula Chi- Square ( The formulation of Chi- Square as follow
- Getting The Data of Formula T-Test
Then know the critical value of chi square, the writer first counted df, it was degree of freedom. To find out whether there was a positive and significant influence of peer feedback technique on students' writing ability in descriptive text in the tenth grade of Senior High School 3 Metro, the writer used the data t-test. The writer has prepared the table and put the data into the t-test formula below to get , t_observed.
The score of pre-test and post-test result of descriptive text writing skills in the tenth grade of Senior High School 3 Metro. Meanwhile, the critical value of t-test(t_table), the writer first taunts df, df is degree of freedom. After considering the t test table using df 34 then know the critical value of the t test the writer first counted df it was degree of freedom.
Interpretation
- Interpretation of observed
- Interpretation of t_ observed
Discussion
Using peer feedback technique, the student forms the pairs or group and discusses the material especially in descriptive text. The students at the tenth grade of Senior High School 3 Metro, especially X 3, did pre-test and post-test, where before taking the post-test, the author gave them certain treatment which consisted of peer feedback technique. It concludes that peer feedback technique is an alternative technique that had influence on the students' writing ability in descriptive text.
The scores they had obtained before and after treatment were so different that the average score in the pre-test was 49.1 and in the post-test was 72.1. In order to investigate whether there is a positive and significant influence of the peer feedback technique on students' writing ability descriptive text, the writer was tested using the formula chi - square and T-test. So there was some positive and significant influence of the peer feedback technique on students' writing ability, descriptive text text at tenth grade level in Senior High School 3 Metro.
Limitation
Conclusion
5% and 9.21 at the 1% level), which revealed that Ha was accepted and Ho was rejected.
Suggestion
In summary, there is some positive and significant influence of peer feedback technique on students' descriptive text writing ability in the tenth grade of Senior High School 3 Metro. An analysis of the students' difficulties in writing Hortatory Exposition text by the second-year students of SMA N 7 Padang, Bung Hatta University.
APPENDICES
Kompetensi Dasar, Materi, dan Kegiatan Pembelajaran
- Teks deskriptif
- Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif, lisan dan tulis, pendek dan
Identifikasi (nama orang, tempat atau objek yang dipilih untuk deskripsi) - Karakteristik (ukuran, warna, jumlah, bentuk, dll.) - Fungsi, manfaat, . Dengarkan dan tiru guru dengan membaca teks deskriptif sederhana tentang orang, tempat wisata dengan intonasi, pelafalan, dan tekanan kata yang benar.
Kompetensi Inti (KI)
Kompetensi Dasar dan Indikator
- Mengidentifikasi fungsi sosial teks, struktur teks, dan unsur
- Menjelaskan secara kontekstual terkait fungsi
Siswa mampu membedakan dan mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif tentang seseorang, pendek dan sederhana, sesuai dengan konteks penggunaannya. Siswa dapat menyusun teks deskriptif lisan dan tulis pendek dan sederhana tentang seseorang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara akurat dan sesuai konteks.
Materi Pembelajaran
Noun is a thing, a place or a person, an animal while an adjective is a word that describes a noun.
MetodePembelajaran;
Siswa mengamati unsur kebahasaan dan struktur teks deskriptif sederhana tentang seseorang dalam buku tersebut. 4 Sedikit kesalahan kata kerja, waktu, nomor, urutan/fungsi kata, kata sandang, pronomina, preposisi 3 Beberapa kesalahan kata kerja, waktu, angka, kata. Dokumentasi tentang kemampuan menulis siswa dalam teks deskripsi dihasilkan dari SMA Negeri 3 Metro.
