The Advantages of Peer-Assessment

several groups. Each group has 4 or 5 students. This peer assessment had done in by work together in group. The result of the study points out evidence that peer assessment method give the positive result toward students’ narrative writing achievement. As the statistical calculation done by the researcher, the value indicated that t-test t t- table t t or 7.158 2.388. It concluded that the alternative hypothesis H a is accepted and null hypothesis H is rejected. So, this study showed peer assessment method was effective to increase the students’ narrative writing achievement. As this previous study was slightly similar to this study, whether the school and the research design but this study prefer to find the evidence of the effectiveness of peer assessment towards students’ writing of recount text that taught in the first grade or the tenth grade of SMA N 11 Tangerang Selatan. So it differed from the previous study in the taking sample for the study and also the material-given in the experiment. 2. A skripsi “Improving the Students’ Ability in Writing Recount Text by Using Peer Assessment at MTs Darunnajah Tanggunggunun” by Meiliana Hidayati. The aim of the study was to improve the students’ score in writing recount text. The sample was taken from the eight year students of MTs Darunnajah Tanggungunung year 20112012. The sample consists of 23 students. The research design used was classroom action research which was adapted from Kennis and Mc. Taggart Model that included two cycles, i.e. planning, implementing, observing and reflecting. The researcher was conducting two cycles for her research which each of cycle is done by four meetings. In collecting the data, the students asked to write recount text which the theme was given before. During peer assessment session, the students can talk and discuss with their own peer. The result of the study indicated that using peer assessment can improve students’ ability in writing recount text and also make students to be more active in the class. In brief, the researcher mentioned that the criterion of success whether the students improved in their writing or not was 8,7 of the students could pass the test, and in the cycle II, the research was success because 95,6 of students could pass the test. 37 37 Meiliana Hidayati,” Improving The Students’ Ability in Writing Recount Text by Using Peer Assessment An Action Research at eight year students of MTs Darunnajah The differentiation of the study with this previous study, the writer prefer to take the sample from the tenth grade student and use quasi experiment as the research design, because the writer thought that the tenth grade students was more eligible to be studied rather than the junior high students and also using quasi experiment was more simple than using classroom action research which is needed more intention to gain the standard of the successful range. 3. A journal “The Impact of Using Peer Assessment to Improve Students’ writing in One AS-level Lesson with Eight Students” by Gillian Boocock. The objective of this research was to examine the impact of using peer assessment to improve students’ writing in one AS-level lesson with eight students. This research was took sample at BSix which was consist of eight students AS Sociology students. Those sample used to be studied after they claimed that they pleasantly to take part in the research. This research used case study for the research method. Actually this journal was a pilot study that will be used as guidance for the next research. Peer assessment has been used as an ongoing learning tool in the class for about five months. This research was doing as collaboration between the class teacher and the BSix research-in-residence. As for giving mark, the students will be guided by the mark scheme of the researcher. In collecting the data, the researcher asked the students to write a brief explanation of two problems of using official statistics in the study of suicide. They had 8 minutes for answering that question. The data also got from the questionnaire that is given before and after doing peer assessment. The result of this study was the students’ score improved after they did peer-assessment. As brief, seven of the eight students improved their final score and felt peer assessment had helped them improved. The maximum score for the exercise was 14 marks. 38 Another article which have done an experiment and focused on how Swedish lower secondary-level students can improve their writing ability by acting as peer reviewers found that the peer reviewers increased their awareness Tanggunggunung year 20112012”. A Thesis of State College for Islamic Studies STAIN of Tulungagung, 2012, unpublished. 38 Gillian Boocock, The Impact of Using Peer Assessment to Improve Students’ Writing in one AS-level lesson A case study of peer assessment at BSix, A Journal of research-in- residence, 2009, pp. 1—16.