Improving the Students’ Ability in Writing Recount Text by Using Peer Assessment at MTs Darunajah Tanggunggunung

Meiliana, Hidayati, (2012) Improving the Students’ Ability in Writing Recount Text by Using Peer Assessment at MTs Darunajah Tanggunggunung. [ Skripsi ]

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Abstract

Key Words: Improving Writing Skill, Recount Text, Peer Assessment This study was conducted to improve the students’ ability in writing recount text by using peer assessment as the strategy. This teaching aim is selected to improve the students’ score in writing recount text. The problem of the study is: how can peer assessment strategy improve the students’ ability in writing recount text? The design of this study is classroom action research. It is adapted from Kemmis and Mc Taggart Model that included two cycles in which each contains planning, implementing, observing and reflecting. The subjects of this study were the eight year students of MTs. Darunnajah Tangunggunung in academic year 2011/2012. It consists of 23 students. This study was conducted in two cycles, each of cycle comprises in four meetings. The result of this study was successful because the students could write recount text better after using peer assessment as the strategy. It can be seen from the data of students score. In the preliminary study, students who could pass the test is 8,7% of the students. On the cycle I, students who passed the test is 73,9% of the students. It means that the percentage of success has not achieved yet. Researcher continued to the next cycle and the result of the cycle is 95,6% of students could pass the test. It indicates that the criterion of success which 85% of students could pass the test was achieved on the cycle II. The result of the study indicates that using peer assessment can improve students’ ability in writing recount text. It can also make students to be active in the classroom. They can talk and discuss their works with their own peer during the learning process. The English teacher was agreed and gratefully to use peer assessment to improve the students’ ability in writing recount text because it gave many advantages both students and the teacher during the learning process in the classroom. It enriched the English teacher’s experience in conducting teaching and learning English.

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