Data Analysis FINDINGS AND DISCUSSION

21 Table 4.4 Normality Test Result of Control Class Normality Test Result of Control Class Tests of Normality Kolmogorov-Smirnov a Shapiro-Wilk Statistic df Sig. Statistic df Sig. preex .079 32 .200 .968 32 .438 . This is a lower bound of the true significance. a. Lilliefors Significance Correction The table 4.3 shows the result of normality test in experiment and control class. The result of normality test reach 0.590 or higher than the table of 0.05. Meanwhile, the table 4.4 shows the result of normality test in control class which reach 0.438 or higher than the table of 0.05. It can be concluded that the data used in experiment and control class are normal and assessed as valid to be used in this research. After variance of experiment and control group was found, the writer calculates homogenenity test to determined t-test formula. Based on the calculation of homogenity test, it could be seen that the test is homogeneous in both classes. The result of the homogenous test could be seen in the table below. Table 4.5 Homogenity Test Result of Experiment Class Test of Homogeneity of Variances preex Levene Statistic df1 df2 Sig. 1.804 7 14 .165 Table 4.6 Homogenity Test Result of Control Class Test of Homogeneity of Variances preex Levene Statistic df1 df2 Sig. 2.316 8 14 .081 22 The results of t-test shows that t-value is higher than t-table. Thus, in this case, the null hypothesis H in this research is rejected and alternative hypothesis Ha is accepted. It means the treatment which is given to the experiment group by using peer feedback technique to improve students’ writing achievement is successful. There are some factors which make the success of this research. First, peer feedback demanded students work in team. They have responsibility to help their friends to understnd the material by giving them feedback. Students must communicate with their friends once they could not understand the feedback. Second, in peer feedback they will have to comprehend their p eer’s work carefully to give the feedback. At that time, unconciously, they study by themselves and it also grow their motivation to know more. Third, peer feedback demands students to be active. It also supports the situation in the class. Learning a language can not be understood only by explanation. They should practice it frequently. In most classes, the writers see the fact that students who passively learn could not understand the material well. Yet, learning by doing is still become the key to comprehend the material well. However, as this technique focus on students as the center of learning, teacher’s explanation is still needed to make them easily understand about what they should assess in their peers’ writing. The students’ participation will not be effective if the teacher did not give clear explanation about the students’ roles and job description and the procedure in doing the feedback. Another discovery of this research is following stages of writing is very important as includes feedback in some stages of writing could help the students to understand how to write effectively.