THE EFFECTIVENESS OF PEER CORREECTION TECHNIQUE THROUGH WHATSAPP MESSENGGER ON STUDENTS’ DESCRIPTIVE WRITING ABILITY AT MAN KOTA BLITAR

MOHAMMAD SAMSUL ARIFIN, 1723143110 (2020) THE EFFECTIVENESS OF PEER CORREECTION TECHNIQUE THROUGH WHATSAPP MESSENGGER ON STUDENTS’ DESCRIPTIVE WRITING ABILITY AT MAN KOTA BLITAR. [ Skripsi ]

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Abstract

ABSTRACT Arifin, M.S. 2019. The Effectiveness of Peer Correction Technique Through WhatsApp Messenger on Improving Descriptive Text Writing in MAN Kota Blitar. Thesis, English Education Department, State Islamic Institute of Tulungagung. Advisors: (1) Faizatul Istiqomah, M.Ed. Key words: Peer Correction technique, WhatsApp Messenger, Writing Descriptive Text, method of research Writing is a creative act which an effort from the writer. It is a complex skill which requires its writer to write, think, compose, and pay attention to five aspects, they are; content, organization, vocabulary, language use, and mechanics. Apart from adjusting the teaching method or technique to achieve learning goals, teacher should use modern technology to provide better classroom teaching. The use of mobile learning is not a new thing in this era. WhatsApp Messenger, one of application from smartphone, becomes the most popular instant messenger which provides group chatting feature. This feature is used to hold online discussion for the students. This discussion here can bring the peer correction when the students correct their works to each other. Therefore, this opportunity was taken by teacher to explore students’ discussion by using peer correction technique through WhartsApp Messenger as media in teaching writing. Based on the statement above, the researcher conducts an experimental research by using WhatsApp Messenger as the media and peer correction as technique in teaching writing descriptive text. The strategies used are: 1) making WhatsApp Messenger groups, 2) setting up the rules which should be obeyed by the students during online discussion, 3) giving some topics to be discussed within WhatsApp Messenger group, 4) asking the students to present the result of their discussion within WhatsApp Messenger group in the classroom by showing some screenshots of their chat, 5) having discussion and correction related to the topics to reach conclusion, and 6) writing the text. This research intended to; (1) describe the eleventh graders’ writing achievement before being taught by using WhatsApp peer correction technique; (2) describe the eleventh graders’ writing achievement after being taught by using WhatsApp peer correction technique; and (3) investigate whether there is significant difference of writing achievement before and after being taught by using WhatsApp peer correction technique in MAN Kota Blitar. Quantitative was selected as a research approach which the research design used were pretest and posttest. This research used two classes which became experimental group (XI Social Science Program 4) and control group (XI Social Science Program 3). Experimental group was taught by using Peer Correction technique through WhatsApp Messenger, whereas the control group was taught without Peer Correction technique in WhatsApp Messenger. Written test was used to collect the data. The data were analyzed by using t-test. It wasused to determine whether or not there was a significant difference between students’ writing achievement in experimental and control groups. Quasi experimental method was selected as the research method. This method used experimental group and control group. Experimental group was given a treatment whereas control group was not given a treatment. The treatment was applied in three times. And the progress of students’ achievement of descriptive text writing can be seen while meeting and giving treatment during three times. The result of students’ achievement was gotten in last test. The research findings show that the mean score of experimental group belongs to good category (M = 83.46). Meanwhile, the mean score of control group also belongs to good category (M = 80.29). The mean of experimental group is higher than the control one (83.46 > 80.29). It means that there is mean difference between both groups. Its value is 3.171. Furthermore, independent samples t-test with an alpha level 0.05 is used to investigate the significant difference between both groups. The analysis reveals that the experimental group outperforms the control group in writing achievement with P(t(68) = 2.156, df = 68) = 0.003 and 95% confidence interval ranging from 0.236 to 6.107. The value of tobserved is higher than ttable (2.156 > 0.003). Therefore, there is significant difference between both groups. Thus, it can be concluded that Peer Correction through WhatsApp Messenger is effective to be used in teaching writing descriptive text. After finding the result, it is recommended for; the principal to support other teachers when they get problem in applying English language teaching (ELT), such as support them to use WhatsApp Messenger as media for students implement peer correction technique; the teachers to optimize information and communication technology (ICT) in language teaching since we have to follow the growth of era; and further researchers are hoped to use this research as a reference and able to make better researches.

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