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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.
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CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion
After carrying the experiment, the result shows that the comparison of students’ scores of experimental class in SMAN 11 Kota Tangerang Selatan
from analysis of data is significant. It means that peer feedback gives valuable effect in improving students writing achievement.
According to the data, the gained score in experimental class result significant difference between t
observation
t
o
and t
table
t
t
. It shows that the value of t
o
is 2,857, and the value of t
t
from the dƒ 62 on the degree of significance of 5 is 1.67. It means that t
o
value is higher than t
t
, so the alternative hypothesis is accepted and the null hypothesis is rejected. It can be concluded
that teaching writing by using peer feedback is more effective than by using teacher feedback.
In this study, the writer discovers other possible explanation. First, clear teacher guidance before they do their role of giving feedback is important. She
found that when teaching writing, teacher should follow the stages of writing to make it easier in building the students mapping on how to write effectively.
She also found that even it is a minor thing, the time allocations could hamper the activity in the class.
However, this study still has limitation such as the writer did not know the factors which might influence the result of this study, such as outside
classroom activities that support students’ writing skill.
B. Suggestion
There are several weaknesses in this study. First, in writing process, several writing steps has not done effectively and unorganized. Sometime
students switch the stages of writing. In the beginning of the process, the writer has difficulties to guide and motivate students in composing the ideas.
Thus several of this writing does not has original ideas. Students tried to copy it from the source directly without doing some writing process. Second,
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limited time in the class also affect this study. The time allocation for the whole writing processes does not well organized. Thus, it leads to unorganized
writing process. From those weaknesses, the writer provides several suggestions in order to hint next study to have a better result in the future.
For the teacher, they should take attention on the students’ interest.
This study i ndicated that teachers’ awareness of students’ interest is
insufficient especially when the teacher has to determine the topic for writing. Teacher needs more effort in understanding the students’ need as it affect on
the assignment given to students. As for the students, they should be active in the classroom and not assume
teacher as their only source for learning. They also have to make learning from peers as their needs as it can increase their social activities such as
respect and help each other. As they respect their peers with high or low ability in English, it can help their peers confidence in learning.
Meanwhile for the research itself, the teacher should also pay attention on stages of writing which should be done by the students as it will affect the
students’ writing. Finally, due to weaknesses in this study, further study could be conducted
to find other findings which could increase the students’ ability in learning
English skill such as writing.
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