The purpose of this research is to show that peer assessment technique can be used to improve the writing skills of text revision among eighth graders of SMP Negeri 1 Kotagajah. This undergraduate thesis is entitled “Improving Writing Skill in Recounting Text Using Peer Assessment Technique in Eighth Grade SMP Negeri 1 Kotagajah”.
INTRODUCTION INTRODUCTION
Background of Research
Considering the above fact, the teacher should provide strategies to solve the problem between curriculum expectation and students' low writing ability, especially in writing a recount text. Through this technique, students can exchange their writing with their partners to check the organization of writing.
Problem Identification
In peer review, students read each other's articles and provide feedback to the researcher, usually answering specific questions posed by the teacher. So through this technique students got good feedback to evaluate their writing better and it is very useful for students.
Problem Limitation
Problem Formulation
Objective and Benefit of the Research 1. Objective of the Research
For the institution: The result of this research can be used as information material and makes a real contribution to knowledge in learning English, especially when writing recount texts. For further research: The result of this research can be compared for other researchers with further research in the future.
Theoretical Review
- Concept of Recount Text a. Definition of Recount Text
From these theories above, it can be concluded that peer review is one of the good techniques in teaching writing. In conclusion, it can be said that peer review benefits students as well as researchers and reviewers.
Action Hypothesis
Students focus on aspects of organization, content, grammar, punctuation and spelling, and quality expression style.
Research Object
Research Setting
Research Subject
Research Procedure
Pre-cycle testing was done before the researcher gave them the treatment which is learning to write retelling text using peer review technique. The test aimed to measure the student's basic skill in writing retelling text before giving them the treatment. Then the researcher scored and analyzed the result of the pre-cycle test to determine the student's difficulty in writing retelling text.
In this activity, a researcher had to prepare what the researcher needs before doing this action research. In this activity, the researcher explained the material of the recount text, the generic structure, and the language features of the recount text. A plan was made to improve the teaching of recount writing by using the peer review technique and it.
In this phase, the researcher collected and analyzed the student's data collected during the gameplay phase. The purpose of this step was to know whether the results of the actions taken by the researcher contribute to the students. The researcher used the same observation sheet that the researcher used in the first cycle to observe the student's behavior in the second cycle.
Data Collection Technique
The improvement can be determined if the post-test mean scores are higher than the pre-test. This step was done after the treatment to know if using peer review technique can improve the writing skills of the students in recount texts. In this study, the researcher observed the behavior of the students and the activities of the students in the learning process to know how the learning process will go.
During the observation, the research produced an observation sheet containing a list of students. In this research, observation was used to know the teacher's performance and the student's participation in the learning process. The researcher used documents that are taken from school data such as total number of students, teachers and school status.
To collect the data more accurately, the researcher used the field note, it will make the data analyzer more simple. Observation is either an activity of a living being, such as a human being, that consists of acquiring knowledge of the external world through the senses, or recording data using scientific instruments. Cambridge: University Press, 1997), p. 57. make it more systematic by listing activities or events that may occur.
Data Analysis Technique
Indicators of Success
Result of Research
- Description of Research Setting
- Description of the Data
- Observation
- Reflection
- Planning
- Action
The examiner then encourages students to look up the generic structure and past tense verb in the given recount text. Then the researcher asked the students to work in pairs of two students and share their writing. The researcher asked the students to read and commented on their peer-based writing.
In the last meeting, the researcher and the students discussed the matters that were still unclear and concluded. The researcher asked about the material that had been given at the last meeting, after which the researcher gave the students a post-test. The Students Post-Test 1 Score of Writing Recount Text No Name The Part of Writing Scores.
At this time, the researcher gave the students the material, but the students still had some difficulties in writing the narrative text. In this session, the researcher asked the students about the previous lesson and administered one test. Post-Test Students 2 Written Recount Score Untitled Text Component of Written Scores.
Interpretation
- The Result of Observation of Students’ Activity
Therefore, based on the results of post-test 1 and post-test II, it can be seen that the goal of MSC-based teaching has been achieved, which also means that the peer review technique can improve students' written repetitive text. The results of the preliminary test show that the majority of students had a hard time taking the researcher test. Based on Table 4, the mean of the students is 51.70, which indicates that most of the students have not yet achieved the minimum standard criteria (MSC) of 70.
In this study, the researcher conducted the post-test 1 to know how the students write the recount text after implementing the treatment. This showed that most students have not yet passed the minimum standard criteria 70. The researcher conducted the post-test. test 2 was completed to know how the students write the recount text after implementing the treatment.
It showed that most of the students have passed the minimum standard criteria (70). The score from the implementation of cycles 1 and 2 can be seen in the tabular result of student learning below. The result of the students' observation of learning activity can be seen in the table below:
The Average Score of The Test
Conclusion
The use of peer review technique can improve learning activities among the eighth grade students of SMP Negeri 1 Kotagajah. Students paying attention to the researcher's explanation improved from 12 students (50%) to 23 students (95.8%). Student activity in answering the researcher's question has reached from 8 students (33.3%) to 19 students (79.1%).
The most increasing reach of all students from 5 students (20.8%) is to make contribution to understanding material by using Peer Review technique. Peer Review Technique Can Improve Writing Skill in Retell Text in Eighth Grade in SMP Negeri 1 Kotagajah. Peer Review technique can be effective technique and it can be used as an alternative way in teaching.
It can make students easier and more enjoyable to understand the material, so as to improve the writing skill in the renumbered text.
Suggestion
- For the teacher
- For Students
- For the Principal
Students should never give up when they find something difficult, especially when studying English. The researcher highly expects that this study can make a contribution to the school, such as a reference for further studies in learning writing skills. And the principle should take the positive side of this technique as the new method or strategy in English learning that can improve students'.
Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar. Mengungkapkan makna dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima. Standar Kompetensi : Mengungkapkan makna dalam teks fungsional pendek dan esai pendek berbentuk report dan narrative untuk berinteraksi dengan masyarakat.
Basic Competence: Expressing the meaning and step of rhetoric in simple short functional text using correctly written, fluent and acceptable language to interact with society in the form of narration and narrative.
INDICATOR
LEARNING MATERIALS Recount Text
On the first day, my grandmother cooked me my favorite food, which is Gudeg.
METHOD OF TEACHING AND LEARNING Peer Review Technique
LEARNING ACTIVITIES Meeting 1
The teacher greets the students and asks them some questions in order to make the students comfortable with the situation.
1. Pre-Activity
- SOURCE AND MEDIA OF TEACHING 1. The Text book of eight grade
- EVALUATION
- Evaluation Technique
- LEARNING MATERIALS Example of Recount Text
- METHOD OF TEACHING AND LEARNING Lecturing, discussion, peer review
- Pre-Activity
- Main activities a. Exploration
- Give correction to the following sentences. Discuss it with your friend next to you!
- Make a sentence for each verb using simple past tense!
- Grammar Aspect 1. Went
- Text Organization
- Content
- Grammar
- Punctuation and Spelling a. Has he/she written the text
- Style and Quality of Expression Has he/she used the appropriate
Style and quality of expression 4. Give Pre-test to the students, the students wrote the retelling text with the theme "unforgettable moment". The teacher asks students to make comments and suggestions on their peers' “unforgettable moment” sheets they wrote in the pretest. The teacher divided the students into pairs, then the teacher asks the students to find the past tense verb and the teacher helps them.
The teacher made the students active in the class by answering the question one by one in front of the class. The students with the test types were given a written test, the students wrote the recount text with the topic "Study trip". Then, the teacher divided the students into the same group and the teacher clearly explains more about the renumbering of the text.
The students did peer review, they made comments and suggestions on their colleague's "field trip" sheet that they wrote in posttest I. The students were excited and interested in the material. The students were able to ask the question posed by the teacher in front of the class. And finally, the teacher gave motivation and spirit to the students to get more people to study diligently.
