Judul Tesis: Menggunakan Strategi Peer Review dalam Mengajar Keterampilan Menulis Teks Recounting Siswa (Penelitian Pra-Eksperimental pada Siswa Tahun Kedua SMP Negeri 40 Makassar). Skripsi yang saya persembahkan kepada tim penguji adalah karya saya sendiri, bukan salinan dan tidak diedit oleh siapapun. Oleh karena itu, saya membuat pernyataan ini dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan saya tidak benar.
Dari penyusunan proposal hingga penyelesaian skripsi, saya akan mempersiapkan skripsi saya yang tidak akan dihasilkan oleh siapapun. Jika saya melanggar kontrak sebagaimana dimaksud pada poin 1, 2 dan 3, saya bersedia menerima sanksi sesuai ketentuan yang berlaku. Lampiran B.3: Analisis data nilai rata-rata pre-test dan post-test Lampiran C.1: Daftar hadir siswa SMP Negeri 40 Makassar Lampiran C.2: Dokumentasi.
INTRODUCTIONINTRODUCTION
Background
In this research, the researcher will focus on teaching writing in upper secondary school, considering that in language learning, writing is the ability that students first acquire to write something. Because of the importance of writing explained above, teachers should develop students' writing skills as it is the first stage they learn English. By developing students' ability to write well, teachers develop their students' skills to become more independent learners, as students will be able to reproduce language accurately and refine their understanding of grammar and develop vocabulary Theirs.
They should create interesting and entertaining material to motivate the students' active responses in writing practice. To know if the students are making some progress in their studies, it is useful for the teacher to give a test or an exam at the end of a program. The students will therefore be motivated to learn and master the material taught by the teacher.
It means that the researcher aimed to 70 improve students' writing ability using peer assessment.
Problem statement
In this case, the researcher is interested in conducting it under the title “Use of Peer Review Strategy in the Second Year Student of SMP Negeri 40 Makassar”.
Objective of the Research
Significance of the Research
The Scope of the Study
Concept of Peer Review Strategy 1. Definitions of Peer Review Strategy
- How to Plan and Guide In-Class Peer-Review Sessions
- The Ways to Use Peer Review Strategy
- Delivering of Peer Review Strategy
The peer review strategy discussed in this handout was developed to assist instructors in responding to the challenges described above. For more detailed suggestions based on this strategy, see the How to Plan and Conduct Peer Review Sessions handout. Describe peer review as an opportunity for students to learn how to write for an audience.
Participating in peer review can help them learn to shape their written language as a means of communication with readers. Defining the role of the peer reviewer as a reader will also help you emphasize that it is up to the writer to decide whether and how to make changes to the paper through revision. Note which students work well together during peer review sessions for future pairings.
Many instructors who have incorporated peer review into their courses report less than satisfactory results.
The Concept of Writing
- Types of Writing
- The Component of Writing
- Characteristic of a Good Writing
- Teaching Writing Recount Text
- The Main Part of Paragraph
- Conceptual framework
When students are writing for the sake of writing, we will want to involve them in the writing process. One thing happens and then another thing happens, and the days are told in the same order. Narrative types include short stories, novels, and novellas, as well as much of our everyday social exchange in the form of the latter and conversation.
Start with the first step and proceed through all the steps in the order in which they must be completed. It is essential that the steps are presented in the correct sequence and that they are correct and complete. An effective way to organize an expository composition that explains a process is to follow this plan: introduction, steps in the process, and conclusion.
Proper nouns and strong verbs use modifiers or adjectives, adverbs, and participles in writing. If it's difficult to describe a topic with redundant or worn-out modifiers, find more interesting synonyms in a dictionary or thesaurus. Using favorable mechanics in writing will make it easy for the reader to understand the ideas of conveying other messages stated in the writing.
Good writing reflects the ability of writers to write persuasively, to interest readers in a topic, and to demonstrate a thoughtful and sound understanding of it. A piece of text that recounts past events, usually in the order in which they happened, is a narrative text (Anderson and Anderson, 1997: 48). The study looks at four types of narrative, the first type is called personal narrative, which tells about what happened in the past and focuses on one person's life or an activity in which the writer or speaker was personally involved, such as a diary entry and an anecdote (ibid).
Then, the last type is procedural retelling that tells and gives detailed information to do about something that happened in the past. When the writer writes a concluding sentence, you can put the topic sentences in different words or summarize some of the main points in the paragraph.
Writing Material
OUTCOME refers to the improvement of students' ability in writing the recount paragraph consisting of Content (unity and Completeness) and Organization (Coherence and Spatial Order).
Recount paragraph
Teaching and Learning
Review Strategy
Improvement of Student’s
- Research Design
- Research Variables and Indicator 1. Research variable
- Hypothesis
- Population and Sample 1. Population
- Instrument of the Research
- Technique of Data Analysis
- The Findings
- The Students’ Mean Score of Writing Content
H0: Peer review strategy cannot improve students' writing skills in Second Year Students of SMP Negeri 40 Makassar. H1: Peer review strategy can improve students' writing skills in second year students of SMP Negeri 40 Makassar. Students took a pre-test to measure students' writing ability. The pre-test score is compared with the post-test score after the treatment.
After the treatment, the students took a posttest with a written test to assess the students' writing skills. The ideas are pretty self-explanatory; ideas are adequately relevant, ideas are generally well developed. Excellent 9-10 Ideas are well organized, ideas are coherent, ideas are relevant to the outline, ideas are presented in a logical sequence.
Ideas are adequately organized, ideas are of adequate cohesion, ideas are of adequate coherence, ideas are sufficient. Ideas are generally organized, few ideas are a broken cohesion, ideas are generally cohesive, ideas are in a logical sequence. Ideas are almost loosely organized, ideas are jumbled and disjointed, ideas are not logical.
The organization is not consice, the ideas are not enough to evaluate, the ideas are hardly relevant. The findings of the research deal with the answer to the problem statement which aims to find out the improvement of the students' skill in writing retelling text. The result of data analysis found that the teaching of writing skill by using peer review strategy can improve the students' writing skill in terms of content and organization in the class of VIII E Students of SMP Negeri 40 Makassar.
Criteria of content are unity and completeness and criteria of organization are coherence and spatial order. Based on that, the research measures the students' content level and organization of writing. The data analysis of the students' writing content can be seen in Appendix B.1 and based on the data analysis it is found that the average score of the students' writing content and organization in post-test is 7.00, it shows that.
Mean Score of writing content
- The Students’ Mean Score of Writing Organization
- The Students’ Mean Score in Writing Pre-Test and Post-Test The means score of writing can be seen in the table below
- Discussion
- The Students’ Writing Content
- The Students’ Writing Organization
- The Students’ Writing Pre-Test and Post-Test
- Conclusion
- Suggestion
- Kegiatan Pendahuluan Apersepsi
- Kegiatan Inti Eksplorasi
- Kegiatan Penutup
- Kegiatan awal - Greeting
- Kegiatan inti
The table above also shows that the result of students' writing ability in content component in post-test which was 12 students or 30% classified in Fairly Good score and 28 students or 70% classified in Good score. Based on the table II above, it indicates that improving the students' writing skill by using peer review strategy in Organization. Total score of the students' writing pretest organization in coherence is classified as reasonable 5.1, and the students' writing organization in spatial is classified as reasonable 5.45. The students' average score in pre-test was 5.29 (fair).
Where coherence was 7.05 (good) and spatially 6.95 (fairly good). Thus, the improvement of the students' content between pre-test and post-test was 32.22. The table above shows that the students' average score of pre-test was 5.47 which was classified as fair and the students' average score of post-test was 7 which was classified as good. The table above also shows that the result of students' writing ability in post-test that 8 students or 20% classified in a fairly good score and 32 students or 80% in a Good score.
It aimed to describe student achievement in text narrative writing that addressed content and organization. The data analysis in the previous section shows that the mean score of students' content writing was (5.65) which was classified as a fair score and students' achievement in English content writing after treatment was high. This was confirmed by the students' post-treatment score (7.00), which was classified as a good result.
But students' achievement in organizing writing in English in the text narration after treatment was high. Therefore, we can conclude that the students' score on the post-test was higher than the results on the pre-test. Data analysis revealed that the mean score of students' substantive and organizational writing before treatment was (5.47), which was judged to be a fair score.
But the students' performance in English writing in content and organization after treatment was high. The data analysis that the mean score of the students' performance in English writing in content and organization after treatment was (7.00) which was classified as good score.
My Holiday in Bromo
A Beautiful Day at Jogja
My Embarrassing Experience
My Unforgettable moment
I think one of the reasons I won the competition was because I was proud to show my culture and I was proud to be Balinese.
PRE - TEST
Makassar 2. Justin bieber
Football players 5. Actors / actress
POST - TEST
Your Interesting Experience 2. Your Embarrassing Moment
Your Last Vacation
Data Analysis of Students' Pretest Writing Score The Eighth Grade Students of SMP Negeri 40 Makassar. Data Analysis of Students' Post-test Writing Score The Eighth Grade Students of SMP Negeri 40 Makassar.
Test Writing Score
Mengungkapkan makna dalam teks fungsional tulis dan esai pendek sederhana berbentuk narasi dan narasi untuk berinteraksi dengan lingkungan sekitar.
DOCUMENTATION
AFTER THE RESEARCHER EXPLAINED ABOUT RE-TELL TEXT, THEN THE STUDENTS CREATE A PARAGRAPH USING RE-TELL TEXT ACCORDINGLY.
