THE EFFECTIVENESS OF PEER FEEDBACK ON STUDENTS’ WRITING RECOUNT TEXT ABILITY OF THE SECOND GRADE STUDENTS AT SMP TERPADU AL ANWAR DURENAN TRENGGALEK

ANESYA WILANTIKA, 17203163015 (2020) THE EFFECTIVENESS OF PEER FEEDBACK ON STUDENTS’ WRITING RECOUNT TEXT ABILITY OF THE SECOND GRADE STUDENTS AT SMP TERPADU AL ANWAR DURENAN TRENGGALEK. [ Skripsi ]

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Abstract

ABSTRACK Wilantika, Anesya. Student Registered Number 17203163015. 2020. The Effectiveness of Peer Feedback on Students’ Writing Recount Text Ability of the Second Grade Students at SMP Terpadu Al Anwar Durenan Trenggalek. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Faizatul Istiqomah, M.Ed. Keywords: Writing Ability, Recount Text, Peer Feedback Writing is one of productive skills in English language. It is the process to convey the thought, suggestions, opinions, and ideas through letters and symbols. Writing is called the most difficult English language skill. It is caused there are many aspects in writing, such as: content, organization, language use, mechanic (punctuation, spelling, capital letter), and also vocabulary. Moreover, in writing there are many steps that have to be done by the students, starting from pre writing, drafting, revising, and also editing. So, the teacher should have a good technique to teach writing especially in assessing writing. Peer feedback is one of technique that can be used to assess students’ writing. It is information, suggestion, comments given by the student to another student (peer) about the classmate’s writing. This peer feedback allows the students to share their knowledge to their other friends. Moreover, it makes the students are more active in teaching learning process and builds social interaction among the students. The problem of this research is “Is there any significant difference on students’ writing recount text ability assessed with and without using peer feedback?”. Thus, this research is aimed to find out the significant difference of students’ writing recount text ability assessed with and without using peer feedback. In this research, the researcher used quasi-experimental research design to achieve the research objective. The populations of this research were all of the students in the second grade at SMP Terpadu Al Anwar Durenan Trenggalek. The total number of population was 166 students. The samples of this research were VIII-D class (34 students) as the experimental class and VIII-E class (38 students) as control class. So, the total samples were 72 students. The experimental class was given peer feedback to assess students’ writing recount text. But, the control class was not given peer feedback to assess students’ writing recount text. There were four meetings for each class including pre-test and post-test. Based on the result of Mann-Whitney of pre-test scores showed that those classes were not equal. So, N-Gain Score both of classes must be calculated by using SPSS 16.0 version. In this case, to know those classes were equal or not used Mann-Whitney because the result of normality testing of pre-test score showed that the data was not normally distributed. Moreover, to reject the null hypothesis used Mann-Whitney because the result of normality testing of N-Gain Score showed that the data was not normally distributed.The result of this research showed that there was no significant difference on the students writing recount text ability assessed with and without using peer feedback. It could be seen the output of Mann-Whitney of N-Gain Score showed that significance (one-right tailed) was 0.1015. It was indicated that p-value was higher than significance level 0.05 (0.1015 > 0.05). In consequence, the null hypothesis could not be rejected and alternative hypothesis could not be accepted. It meant that there was no significant difference on students’ writing recount text ability assessed with and without using peer feedback.

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