The Effect of Peer-Assessment Method towards Students' Writing of Recount Text (A Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 11 Tangerang Selatan year 2015/2016)

THE EFFECT OF PEER-ASSESSMENT TOWARDS

STUDENTS’ WRITING SKILL OF RECOUNT TEXT

(A Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 11 Kota Tangerang Selatan year 2015/2016)

By:

AFNI AMALIA

1111014000046

THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING STATE ISLAMIC SYARIF HIDAYATULLAH UNIVERSITY

JAKARTA

THE EFFECT OF PEER-ASSESSMENT METHOD TOWARDS STUDENTS’ WRITING OF RECOUNT TEXT

(A Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 11 Tangerang Selatan year 2015/2016)

A Skripsi

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial

Fulfillment of the Requirements for the Degree of Strata I (Bachelor of Art) in English Language Education

By: AFNI AMALIA

1111014000046

THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING STATE ISLAMIC SYARIF HIDAYATULLAH UNIVERSITY

JAKARTA 2015

i ABSTRACT

Afni Amalia. 1111014000046. The Effect of Peer-Assessment Method on Students’ Writing of Recount Text (A Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 11 Tangerang Selatan year 2015/2016). Skripsi of the Department of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic Syarif Hidayatullah Jakarta University, 2015.

Advisor I : Dr. Alek, M.Pd.

Advisor II : Zaharil Anasy, M.Hum.

Key words: Peer-Assessment, writing, recount text

The objective of this study was to know the empirical evidence about the effect of peer-assessment method on students’ writing of recount text. The samples of this research were the tenth grade students of SMA Negeri 11 Tangerang Selatan. They were X.1 as the experimental class and X.3 as the controlled class. X.1 has 41 students while X.3 has 39 students. The sampling technique used convenience sampling. The method used in this study was a quantitative method. In addition, the design used in this study was a quasi-experimental study and the instrument of this research was written test. To gain the reliability of the test instrument, the research used analytical scoring which was derived by Jacobs to

give score on the students’ writing pre-test and post-test. The finding of this research was the result of mean score of both classes indicated that the mean score of the experimental class was lower than the mean score of the controlled class which was 68.11 < 69.58. There was decline of the score of the experimental class in the post-test. Furthermore, the value of tcount was 1.27 and the value of ttable in the degree of freedom (36) and the degree of significance 0.05 was 1.68, it meant tcount < ttable or 1.27 < 1.68. It can be concluded that H0 was accepted and H1 was rejected. It meant that peer-assessment method was not effective on

students’ writing of recount text at the tenth grade students of SMA Negeri 11

ii ABSTRAK

Afni Amalia. 1111014000046. The Effect of Peer-Assessment Method on Students’ Writing of Recount Text (A Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 11 Tangerang Selatan year 2015/2016). Skripsi pada jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015.

Advisor I : Dr. Alek, M.Pd.

Advisor II : Zaharil Anasy, M.Hum.

Kata kunci: Peer-Assessment, menulis, menulis recount.

Tujuan penelitian ini adalah untuk mengetahui bukti empiris dari penggunaan “Peer-Assessment” terhadap keterampilan menulis siswa dalam teks yang bergenre recount. Populasi dalam penelitian ini adalah seluruh siswa kelas X di SMA Negeri 11 Tangerang Selatan. Kemudian, peneliti mengambil 2 kelas sebagai sampel dalam penelitian ini yaitu kelas X.1 sebagai kelas eksperimen dan X.3 sebagai kelas kontrol. Adapun masing-masing kelas memiliki jumlah siswa yaitu 41 siswa dikelas X.1 dan 39 siswa dikelas X.3. Dalam pengambilan sampel, teknik yang digunakan yaitu convenience sampling dengan metode penelitian kuasi eksperimen. Instrument yang digunakan adalah tes tertulis. Untuk memastikan reliabilitas dari instrumen tersebut, peneliti menggunakan analytical scroring yang diadaptasi dari Jacobs untuk menilai hasil pre-test dan post-test siswa. Dari hasil penelitian yang diperoleh, nilai rata-rata kedua kelas tidak memiliki perbedaan yang terlalu signifikan. Perolehan nilai rata-rata kelas eksperimen adalah lebih rendah dari kelas kontrol yaitu 68.11 < 69.58. Sedangkan untuk hasil perhitungan hipotesis statistik ditemukan bahwa pada taraf signifikansi 5%, thitung adalah 1.27, sedangkan ttabel adalah 1.68. hal ini menandakan thitung < ttabel. Dari hal tersebut, dapat disimpulkan bahwa H0 (Hipotesis Null) diterima dan H1 (Hipotesis Alternative) ditolak. Dengan kata lain, penggunaaan metode peer-assessment terhadap keterampilan siswa dalam menulis teks recount adalah tidak efektif untuk siswa kelas X di SMA Negeri 11 Tangerang Selatan pada tahun ajaran 2015/2016.

3

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent the Merciful

All praises be to Allah the Lord of the World for the strength, the kindness and the guidance to the writer completing this Skripsi entitled by The Effect of Peer-Assessment Method on Students’ _{Writing of Recount Text (A}

Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 11 Tangerang Selatan year 2015/2016). Peace and blessing are upon to Prophet Muhammad SAW as always, his family and his followers.

It is a precious thing that the writer can accomplish this skripsi. In this occasion, the writer would like to thanks to people who were contributed in this

skripsias follow:

1. Dr. Alek, M.Pd., the Head of the Department of English Education and also as the advisor I who always give the kindness and patience to guide and to motivate completing thisskripsi.

2. Zaharil Anasy, M.Hum., the Secretary of the Department of English Education and also as the advisor II who was supporting and motivating the writer to finish theskripsiontime.

3. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and Teachers’Training.

4. All lecturers of the Department of English Education who have given their knowledge, experience and time to lecturing the students in this department. 5. Drs. Rodani, M.M., the Headmaster of SMA Negeri Tangerang Selatan who

had given permission to the writer to do the research in his school.

6. Dalilah Siskayanti, S.Pd., the English teacher of SMA Negeri 11 Tangerang Selatan who helped the writer by giving permission to join and to do research in her class.

7. The writer’s beloved parents, Mr. Khozin, M.Pd.I. and Mrs. Khasanatul Munawaroh who always give prayer, support, love and motivation for the

4

best friends; Ervi Nur Azizah, Lulu Walidaini, Siti Khafidoh, Melia Noprianda, Kumala Dewi, and Dian Rahmaharani who have accompanied the writer’s journey studying in this University.

10. All people who have contributed to this skripsi but cannot be mentioned one by one.

The words are not enough to express my joyful of their kindness. May Allah bless them all as always. The writer realizes that this skripsi is far from perfect and it is pleasure to get critique and suggestions to make it better.

Jakarta, September 20th, 2015

5

TABLE OF CONTENT

Letter of Writing Authenticity Approval Sheet Endorsement Sheet

Abstract……….……....i

Abstrak……….ii

Acknowledgement………..iii

Table ofContent ………..…….. v

List of Table…... vii

List of Appendix………..viii

CHAPTER I. INTRODUCTION... 1

A. Background of the Study... 1

B. The Identification of the Problem... 3

C. The Limitation of the Problem... 3

D. The Formulation of the Problem... 3

E. The Objective of the Study... 4

F. The Significance of the Study... 4

CHAPTER II. LITERATURE REVIEW ... 5

A. Writing Skill... 5

1. Definition of Writing... 5

2. Purposes of Writing... 7

3. Writing Process ... 7

4. Text Types of Writing ... 9

5. Teaching Writing... 10

B. Recount Text... 11

1. Definition of Recount Text... 11

2. Generic Structures of Recount Text ... 11

3. Features of Recount Text ... 12

4. Types of Recount Text ... 12

C. Peer Assessment... 13

6

E. Previous Studies... 17

F. Thinking Framework... 20

G. Research Hypotheses... 21

CHAPTER III. METHODOLOGY ... 22

A. Place and Time of the Study ... 22

B. Method and Research Design ... 23

C. Population and Sample... 23

D. Instrument of the Research ... 24

E. Technique of Data Collection ... 24

1. Conceptual Definition... 24

2. Operational Definition... 24

F. Data Validity... 25

G. Technique of Data Analysis... 26

H. Statistical Hypotheses ... 29

CHAPTER IV. FINDING AND DISCUSSION ... 30

A. Data Description ... 30

B. Data Analyzing ... 33

C. Statistical Hypothesis Test ... 38

D. Discussion ... 43

CHAPTER V. CONCLUSION ... 45

A. Conclusion ... 45

B. Suggestion... 45

BIBLIOGRAPHY ... 47

vii

LIST OF TABLE

Table 4.1 The Score of Pre-Test and Post Test of

the Experimental Class ……….. 30

Table 4.2 The Score of Pre-Test and Post0Test of the Controlled Class ……… 32

Table 4.3 The Result of Normality of Pre-Test………. 33

Table 4.4 The Result of Normality of Post-Test………... 34

Table 4.5 The Result of Homogeneity of Pre-Test……… 36

Table 4.6 The Result of Homogeneity of Post-Test……….. 37

Table 4.7 The Students’Gain Score between Experimental Class and Controlled Class ………. 38

viii

Appendix 3. Pre-Test Instrument ……….,,,,,,.. 73

Appendix 4. Post-Test Instrument………. 74

Appendix 5. Analytical Scoring……… 75

Appendix 6. Writing Rubric of Peer-Assessment (Bahasa Version)………. 78

Appendix 7. Result of Pre-Test………... 80

Appendix 8. Result of Post-Test……….... 90

Appendix 9. The t-table……… 91

Appendix 10. Surat Bimbingan Skripsi………... 92

Appendix 10. Surat Izin Penelitian………... 93

1

CHAPTER I

INTRODUCTION

This chapter consists of background of the study, identification of the problem, limitation of the problem, research question, the objective of the study, and the significance of the study.

A. Background of the Study

Writing is one of skills in English besides speaking, reading, and listening. It becomes a challenging skill in any way, since not all of people can make it easily. Writing is a developmental process; it is mainly giving information of what the writer share on a piece of paper.1 Furthermore, writing is used by people in order to communicate with others. Communicating with others needs encoding and decoding process, it suits to the competence standard of writing in senior high school, proposed by Kurikulum Tingkat Satuan Pendidikan (KTSP), which is to utter meaning of some functional text in written form.2 So, it is becoming an important skill that people have to master it.

Mastering writing skill means mastering each of partial which is support it, such as vocabulary, grammar, and also the way to construct a written. To produce a good written, the students is introduced with some text; such as narrative, recount, descriptive, argumentative, expository, and so on. Each of texts has its own purpose and characteristic.

Recount text that is taught at the tenth grade of senior high school is formally categorized as a kind of narrative text, because it tells past event and uses past tense. Recount text is a piece of text that retells past events, usually in the order in which they happened.3 Since this is a text which tells about past event, it should be easily constructed or at least known by student while learn English.

1

Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 1996), p. 9.

2

Bambang Soehendro,Silabus Mata Pelajaran Bahasa Inggris,(Badan Standar Nasional Pendidikan, 2006), p. X.

3

Mark Anderson and Kathy Anderson,Text Types in English 1, (South Yarra: Macmillan Education Australia, 2003), p. 48.

In fact, there are some students who get difficult in writing text, includes in writing recount text. Based on the observation of students’ writing at the tenth grade of SMA N 11 Kota Tangerang Selatan, their problems in writing texts are vocabulary, grammar, and writing structurally. These problems also uttering by twelfth grade students from Khadijah Islamic School, which mentioned vocabulary and grammar as main problems faced in writing recount text. In addition, translating word by word done by letting online translator to solve it, the students have not any encouragement to do it by themselves. The understanding of vocabulary and grammar is not far from the teacher’s role in guiding them to gain those materials and also how the teacher pays attention in their progress through assessment.

Assessment places crucial range in teaching process. It requires some aspects and criteria to be evaluated in order to measure the progress of students. Assessment is usually developed and done by the teacher in and/or outside the class. The results of it were clearly explained but some of them were not. Its case may appear as the unmatched between subject-assessed and the assessment-used.

In a long period, kinds of assessment are proposed due to help teacher or stakeholders applying it. That must be concerned of assessment, it is meaningful and manageable or not. A meaningful assessment explained clearly about the purpose, the rubric or criteria and also the results. Whilst, a manageable assessment stands out the structural organization from setting goal of learning till the way of communicating the results by stakeholders.4 Thus, the problem of

assessment that appeared most is students’ involvement in doing the assessment.

It is belief as the way to help teacher in conducting a better assessment and also the students can learn from the others’ work.

To overcome those problems, the writer proposes assessment technique, which is peer-assessment. Peer-assessment is an assessment tool that involves students in it. The activities of assessment prefer to take student a part in

evaluating their peer’ work rather than waiting to the teacher in giving feedback

4

David W. Johson and Roger T. Johnson,Meaningful Assessment: A Manageable and Cooperative Process,(Boston: Allyn and Bacon, 2002), pp. 12—15.

3

for their own work.5Using peer-assessment may give some benefits; one of them is students can learn how to arrange a good writing while they are correcting their friend’s work.

From those all the explanation above, this study tends to gain some data which pointed out students’ problem mentioned above can be overcome by peer-assessment. This study will be titled: “The Effect of Peer-assessment on Students’ writing of Recount Text.” (A Quasi-experiment Research at the Tenth Grade Students of SMA Negeri 11 Kota Tangerang Selatan year 2015/2016)

B. The Identification of the Problem The identification of the problem:

1. The students are not intently read any literature which can enrich their vocabulary, so they are lack of vocabulary mastery

2. Finding of the inappropriate usage of verb past form, it because of the students’ less of habitually usage of those verbs.

3. Less of practicing writing skill and depend on online translator, the students confuse in constructing sentences by their own words.

C. The Limitation of the Problem

Based on the background of the study and the identification of the problem, the problem of this research was limited on the effect of peer assessment on students’ writing skill of recount text at the tenth grade students of SMA Negeri 11 Tangerang Selatan year 2014/2015.

D. The Formulation of the Problem

This study will be guided by the question below:

“Was there any effect after using peer-assessment on students’ writing skill of recount text at the tenth grade students of SMA N 11 Kota Tangerang Selatan?”

5

J. Michael O’Malley & Lorraine Valdez Pierce, Authentic Assessment for English Language Learners, (USA: Addison-Wesley Publishing Company, 1996), p. 156.

E. The Objective of the Study

The objective of this study was to know empirical evidence about the effect of peer assessment on students writing of recount text.

F. The Significance of the Study

The results of this research were hoped to give some significances not only theoretically but also practicality go to:

- For Students

Theoretically, the students can understand about peer-assessment method and how to involve in assessment. Also, through peer-assessment method, the students are being helped in improving their writing skill of recount text. The students are hoped to not only understand about the theory of peer-assessment, but also understand about how to apply it into their work practicality.

- For Teachers

This study can help teachers in selecting assessment method towards students’ writing. Moreover, the teachers can get some useful theories of peer-assessment in this study and then help them how to implement it in the right way.

- For Other Researchers

This study may contribute to the further researchers who will conduct an experiment with a same topic. It may help them in getting some theories of their experimental variables and the result can be as the considerable one for choosing the next step in conducting the same field of the experiment.

5 CHAPTER II

LITERATURE REVIEW

In conducting the research, researcher tried to collect some theory from experts and other research which is in a same field. This chapter will elaborate the variable of the research systematically. The variables are writing and peer-assessment. Due to give some explanations clearly, the researcher will explain from the definition of writing, the text types of writing, the purposes of writing, the definition of recount text and its purposes, the structures of recount text and peer assessment will be explain later.

A. Writing Skill

1. Definition of Writing

Writing is productive skill which is directly produced a written. It refers to Hyland, which stated writing is a developmental process.1 It can be reviewed by mentioning writing as the way of communicates that produce written language and it needed a process due to share what the writer want to say. Writing is also the way of learning. None of us can write intensively without thinking, probing, observing, asking, experimenting even reading. It is not as easy as artist seems it has to be, because it is like an art which is needed more focus.2

Writing gives people a chance to share their ideas without feeling anxiety to give it because they can easily construct a written form which is represent their thought. It refers to an opinion from Dumais, writing is to fill the gap between the ability to reveal ideas, feelings, opinions, and thought and also it is one of skills in English.3

1

Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 1996, p. 9.

2

James C. Raymond, Writing (Is an Unnatural Act), (New York: Harper & Row, Publishers, 1980), p. 2.

3

Fitri Purnama Sari et al., “An Analysis of Students’ Ability and Problem in Writing Recount Texts at Grade VIII of SMPN 29 Padang”, AJournal of English Language Teaching, Vol. 2 No. 1, Universitas Negeri Padang, (Padang: 2013), pp. 73—85.

Writing is a continuous process of thinking and organizing rethinking, and recognizing the power of individual own view through the topic or the idea.4Next, O’ Malley and Pierce opine that writing skill is a personal act in which writer takes ideas and transform them into “self-initiative” topic.5 In the other term, writing is an individual act in delivering some messages to others which is involves some senses such as eye, hand, ear, and also brain in case of they think.

In a particular activity, communication is needed. Communication is a process of encoding and decoding. Encoding is a process in giving some codes to others. Meanwhile, decoding means translate the codes-given into a meaning. One of those processes includes in writing. So, writing is a process of encoding which is serving ideas in words.

In another term, Flynn and Stainthorp suggest writing as a process of human information which has so many activities in it and demands on the cognitive system.6 People need to create the way to communicate with others before they delivered it. It is doing in case of making the connection between them is in stable and readers can take the information fully. It called by a complex activity which required a more effort by the limited processing capacity.7

Furthermore, writing requires writers to develop a cognitive consciousness of the writing options available to them. Due to produce a written form, writers need some other contributing ways such as style or ideas about what and whom they want to write. It is not as easy as people can imagine, it needs more concentrate than they are in speaking stage. In writing, they need to focus on their mind and search the most important memory about which can deliver to others.

To sum up all statements above, the writer opines that writing is one of any tools in communicating with others which is involving their cognitive system. It requires people conscious condition, so the message will be delivered as full as the writer means.

4

Ken Hyland,op.cit.,pp. 8—9.

5 _{O’ Malley, J. Michael and Lorraine Valdez Pierce,}

Authentic Assessment for English Language Learners,(United States: Addison-Wesley Publishing Company, Inc. 1996), p. 150.

6

Naomi Flynn & Rhona Stainthorp,The Learning and Teaching of Reading and Writing,

(West Sussex: Whurr Publisher Limited, 2006), p. 54.

7

7

2. Purposes of Writing

Writing in many ways has its own purposes. It can be looked by the contents and the view of the writer. There are four main purposes in writing based on the types of writing in English language learning, which are8:

a. Informative

It is kind of informative writing. It contains of some ideas, opinions, describing events or experience, give directions or etc. as the purpose is to share the knowledge or information which is important considerable for readers.

b. Expressive or Narrative

This kind is to share the expressive writing which contains of such pleasure story from the writer. It is usually used to give some narrative story to the readers and mostly use to amuse the readers.

c. Satirize

Satirize is also a form of humor but in a serious purpose as it is used to reform something. It is a reality which is brought by the writer based on his or her view to give knowledge about the fact surrounding the reader. It requires one or more the fact in the writing as the way the writer avoids deliberately misinterpret the purpose of the writing.

d. Persuasive

It is called persuasive writing which is purposed to persuade the readers to do something or to follow the instructions. It is mainly appear in an advertisement, in promoting product, controversial issue, in evaluation of book, and etc.

3. Writing Process

Writing will carry a successful process if they attempt whole steps exactly. There are three steps in writing process, such as prewriting or planning9, writing and revising10. Those are important to make the writing better and systematic. a. Prewriting or Planning

It is the first step in writing. Before write, the writer should have connected their brain in totally focused on what will be written. It also called warming up activity. There are several ways in warm up, such as;

8

Martha Heasley Cox, Writing: Form, Process and Purpose, (California: Chandler Publishing Company, 1962), pp. 261—330.

9

Fletcher Flynn and Thomas G. McGuire, Design: Rhetoric and Anthology for College English,(California: Wadsworth Publishing Company, 1982), pp. 32—34.

10

1. Brainstorming

This way is lead us to list some ideas in a blank of paper that related to the topic we decided before.

2. Clustering

In clustering, we visualize the ideas through the line and the circles which are connected one to another. The topic is usually put on the center of the paper.

b. Writing

The next step is writing process. After we run out our ideas while doing brainstorming or clustering, then we start to write sentences into a paragraph. Use the ideas that we had generated in the prewriting. Here some tips while we are on our writing process:

1. Begin with a topic sentence that states the main ideas, include several sentences that support the main idea.

2. Stick the topic does not include information that does not directly support the main idea.

3. Arrange the sentences so that the other ideas make sense.

4. Use signal words to help the reader understand how the ideas in your paragraph are connected.11

c. Revising

The last step is revising. It is important to do in order to make our writing be better. In this step, we will analyze all of our writing, start from the ideas, the connecting word, the coherence or cohesion, the grammar used and the accuracy of our sentence.

Some steps in revising are: 1. Add new ideas to support the topic.

2. Cross out sentences that do not support the topic. 3. Change the order of the sentences.

4. Using the following checklist to revise your paragraph.

11

Karen Blanchard and Christine Root,Ready to Write,(New York: Pearson Education, Inc., 2003), 3rdEd, p. 45.

9

a. Make sure you have a topic sentence.

b. Cross out sentences that do not relate to the main idea. c. Check to see if the sentences are in the right order d. Add new ideas if they support the topic sentences

e. Make sure you have included signal words to help guide the reader. f. Check the punctuations, spelling and grammar.12

4. Text Types of Writing

In education field, students are oftentimes asked to write a different topic or text for each occasion, it is because the teacher has a different objective in giving the instruction. Traditionally, writing has been divided into four main patterns, its division based on the purpose,13these are;

a. Description

Description is a verbal picture of a person, place, or thing. When you describe someone or something, you give your readers a picture in words. The main purpose of a descriptive is to make readers see – or hear, taste, smell, or fell—

what you are writing about. Vivid details is the key of descriptive text, it will give the readers can picture to what we describe.

b. Narration

Narration is story of something that is happening in the past. Moreover, narration is termed by storytelling, whether it is relating to a single story or several related ones. Through narration, the writer make a statement clear relates to the something that happened in the past.

The main purpose of narrative text is to make appoint to the readers about a story that the writer want to tell. Colorful details and interesting events that build up to a point of some kind make narrative enjoyable for readers and writers alike. c. Exposition

Exposition provides information about and explains a particular subject. Patterns of development within exposition include giving examples, detailing a process of doing or making something, analyzing causes and effects, comparing and contrasting, defining a term or concept, and dividing something into parts or classifying it into categories.

12

Ibid., p. 28.

13

Langan, John.,College Writing Skills; sixth edition, (New York: McGrawHill, 2005), pp. 48—78.

The main purpose of exposition is to inform the readers about story which is supporting by the examples, the comparison, the definition and etc. as mentioned above.

d. Argumentation

Argumentation is a text which explains of individual or groups’ opinion. A

writer attempts to support a controversial point or to defend a position on which there is a difference of opinion. While the purpose of argumentative is to convince readers of particular view or opinion on an actual issue and also to persuade the audience to take some sort of action.

5. Teaching Writing

Some people say that teaching writing is a simple business. The students are often giving a title and asking to write on a piece of paper. This assumption may lead a negative effect toward the teacher while they are teaching writing in the classroom. The teacher often gives pressure to the students to write. Some students may think that they cannot or do not want to write in a current time. This

may because they lack of confidence and think that they have “nothing to say”.14

It is helpful to differ teaching writing by writing-for-learning and

writing-for-writing.Writing-for-learning means that writing is used as the tool to practice

and work with the language that they have been learning. Whereas writing-for-writing means writing is deliberately doing to develop the students’ skill as

writers.15 As for the writing-for-learning, there is considerably four main stages process of writing:

a. Familiarization is a process which requires the students are being taught grammar and vocabulary.

b. Controlled Writing is a process when the students are asked to manipulate fixed pattern into any sentences.16

c. Guided Writing means the students are imitating the model texts. In this process, the students are not allowed to make any serious error in their writing.17

14

Jeremy Harmer, How to Teach English New Edition, (Essex: Pearson Education Limited, 2007), p. 113.

15

Ibid.,p. 112.

16

Ken Hyland,op.cit.,pp. 3—4.

17

Lois Robinson,Guided Writing and Free Writing: A Text in Composition for English as a Second Language,(New York: Harper & Row Publishers, 1967), p. 2.

11

d. Free Writing means the students are pleased to write any letter, text or essay by using patterns that they have learned before. In this process, the students may think in English first and then write what they thought.18

B. Recount Text

1. Definition of Recount Text

People have their own real story in their life, whether it is good or bad. But they often want to share it with others due to amuse and entertain them. Their story written then, called recount text. Recount text is written to retell a story or event in order to entertain readers. Anderson mentioned that recount is a piece of text that retells past events, usually in the order in which they happened.19 Since this text is retelling past events, so it requires past tense as the tense-used. The more attention in conducting this text is in verb-form, in this case in participle verb.

Furthermore, recount is a text type of narrating genre, but it is not complicated as narrative text should be. There are no complication between the subject and the event, it just tell the structurally event from one by one of the subject’s story. In conclusion, recount text is a piece of text that retells past events, usually in order to retell the past activities to other people which are about experience, event and real past activities in order to entertain the readers.

2. Generic Structures of Recount Text

The schematic structure of recount text as below:

a. Orientation is an introduction paragraph which is contain of who, what,

where and when of the story.

b. Eventsis a sequence of events that elaborate more in this part

c. Re-orientation (optional)tells about a conclusion of the whole story.20

3. Features of Recount Text

Some features of recount text are served by Evans are: a. It is written in the past tense

18

Ibid., p. 23.

19

Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarra: Macmillan Education Australia, 2003), p. 48.

20

Mark Anderson and Kathy Anderson., Text Types in English 3, (South Yarra: Macmillan Education Australia, 2003), p. 25.

b. It contains some time connectives, such as ‘after a while’, ‘then’, and ’later’.

c. It tells some kind of story with a beginning, middle and the end. Moreover, other features proposed by Anderson, such as:

a. The use of nouns and pronouns is to identify people, animals or things.

b. The use of action verbs is to show some activities which is doing by noun or subject

c. The use of past tense is to relate the writer’s story in an exactly time d. The use of time conjunctions is to connect the sequence of events e. The use of adverbs and adverbs phrase

f. The use of adjectives is to define nouns21

4. Types of Recount Text

There are three types of recount:

1. Personal recount; it is retelling an activity in the past which the writer personally involved in it.

2. Factual recount; it is a story about an accident. It is usually write by the police, the historian, news report and etc.

3. Imaginative recount: it is written by the writer with put himself in imaginary role.

4. Procedural recount; it means recording the steps in an investigation or experiment and thereby providing the basis for reported results or findings. 5. Literary recount is to retell a series of events for the purpose of entertaining.22

Here the example of recount text:

21

Mark Anderson., Text Types in English 1, (South Yarra: Macmillan Education Australia, 2003), p. 50.

22

None. Engaging in and Exploring Recount Writing, Government of South Australia: A

Journalof Numeracy + Literacy: 2011, pp. 1—5.

Orientation Last week, I visited my grandmother who lives in Bumiayu, a small village in Brebes. It is not far fromTegal where I live. Though it is small, I like it because of the quiet and peaceful atmosphere.

Event 1

Event 2

When my grandmother saw me, she ran towards me and kissed me. She said that she really missed me. Last time I visited her was six months before

Then, she led me to the dining room. She said that she had already cooked special food that I like. We spent

13

C. Peer Assessment

1. Definition of Peer- Assessment

Assessment is an ongoing process of measure students’ progress in

learning. As state by Brown, Assessment is an ongoing process that covers a wider aspect.23 Whenever students give comment, answer the question, so at that time the teacher make an assessment of it.

The use of peer-assessment is widely used with self-assessment. As in the work of Sadler , the use of self-assessment was applied unsuccessfully at the first time. Then, Sadler use peer assessment as a complement for the self-assessment. In the other word, the use of peer-assessment can be used as an important complement in any chance.24Thus, learning to assess students’ peers is invaluable

in the process of learning interpersonal skills.25 In short, peer-assessment is a

medium of the process students’ reflection on their work by looking at their peer’s

work.

According to Brown, peer-assessment is simply one arm of a plethora of tasks and procedures within the domain of learner-centered and collaborative education.26Peer assessment appeals to similar principles, the most of obvious of which is cooperative learning. Students may go through the education from kindergarten to graduate degree but they still did not appreciate a value of cooperative learning.

Peer-assessment is usually doing by students in evaluating the other

friends’ work or performance. O’Malley stated peer-assessment is an evaluation which is involves students in evaluating their friends’ writing27. Student is doing

his right to give some comment onto their friends’ work. Furthermore, Boud and

23

H. Douglas Brown.,Language Assessment: principles and classroom practices, (New York: Pearson Education, Inc., 2004), p. 4.

24

Paul Balck et al.,Assessment for Learning: Putting It into Practice,(New York: Open University Press, 2003), pp. 49—50.

25

Julie Cotton, The Complete Guide to Learning and Assessment – Assessment,(New

Delhi: Crest Publishing House, 2004), p. 137.

26

H. Douglas Brown,op. cit.,p. 270.

27 _O’

Malley and Pierce,op.cit.,p. 156.

the whole day having a talk. We talked about many things

like my school, my childhood and my grandmother’s

youth.

Re-orientation It was an impressive visit. I will always miss my grandmother.

Falchikov opine that peer-assessment is assessment which is involve students in case of give a grade or comment to their friends’ work or performance based on

the criteria that decided by them before doing assessment or by teacher’s

guidance.28

Moreover, peer assessment can be used summative and collect it as the overall assessment picture during a semester. Student peer-assessment can be anonymous, with assessors randomly chosen by teacher so the friendship factor is likely less intrude the result.29The criteria alike of self-assessment make it easy to be taken by the student onto their hand to grading or giving some comments.

As the statement above, it can be conclude that peer assessment is one of

authentic assessment which involves student in assessing other students’ work

based on the criteria-given by the teacher in order to help they are increase their understanding in some materials.As Matsuno’s opinion, peer-assessments tend to being more stable, although they seem to be more tolerance than assessments made by teachers30.

2. The Advantages of Peer-Assessment

Peer-assessment has given some evidentially positive effect on the

students’ achievement in learning. As the utterance of some experts, there were some valuable benefits while applied peer-assessment in the classroom. As peer assessment has served a writing scale instrument, it allows the students to see, analyze and rate their peer’s work. It helps the students to learn through

performance criteria. It also gives the students a comparison substance to his or her work and also it leads the students to discuss with their friends about their

peer’s work.31

Furthermore, there are several reason of peer-assessment applied in the classroom. First, peer-assessment will improve the motivation of the students to work carefully. It is believed that any comments or scoring from other students may give the chance to discuss about their work and they often try to give the best for the next task. Second, the students will take the criticism of their peers more

28

Boud, D. & Falchikov, N.Rethinking assessment in higher education. (London: Kogan Page, 2007), p. 52.

29

Phill Race.Assessment Series no. 9.(LTSN Generic Centre, 2011), p. 4.

30

Glenn Fulcher,Practical Language Testing,(Great Britain: Hodder Education, 2010), p. 71.

31

Peter W. Airasian, Assessment in the Classroom: A Concise Approach, (Sydney: McGraw-Hill Higher Education, 2000), 2ndEdition, p. 169.

15

seriously rather than if it is from the teacher. Next, it helps the better communication between the students and the teacher. In any condition, it is more effective to complain about the difficulties of any subject by group voice rather than by individually. Also, peer-assessment helps the teacher to observe of what is going on while the students are busy involved in the peer-assessment.32

Tricia Hedge states the advantages of peer-assessment are:

a. The editing which is immediately after the writing make it meaningful and useful to the writer,

b. Help students to recognize errors in theirs,

c. Students understanding about writing is redefined and clarified,

d. They tend to think carefully about clarify and acceptability in writing.33 In other hand, Spiller mentioned some advantages of peer-assessment are: a. Peer-assessment can encourage collaborative learning through interchange

about what constitutes good work

b. Students can help each other to make sense of the gaps in their learning and understanding

c. The conversation around the assessment process is enhanced. d. Student is being more participative in learning process

e. Peer-assessment help students and teacher to make a link between them f. Peer assessment can help the student to promote their development in learning g. The immediate assessment make the formative learning can be enhanced.34

3. The steps of peer-assessment

There are some steps in conducting peer assessment, which are: a. Guide the student in understanding of how they will do peer assessment

b. Manage the confidence of student and make sure that they are comfort to make an assessment of their friend’s work

c. Elaborate to the students what is the objective of peer assessment d. Prepare the score or grade of assessment as a guidance for the student

e. Make sure that the student in a same perspective of how they have to do in assessment process

32

Paul Black,loc. cit.,p. 50.

33

Tricia Hedge,Writing,(Oxford: Oxford University Press, 1988), pp. 158—159.

34

Dorothy Spiller, Assessment Matters: Self-Assessment and Peer Assessment, (The University of Waikato, 2012), p. 10.

f. Exchange the students’ work randomly to avoid some friendship factors that will be intrude the result

g. Monitor the students’ work in giving score or comment

4. The Challenges of Peer-Assessment

In the applying of any method in learning process, there will be found some challenges to make it applied successfully. Such in applying

peer-assessment in the students’ learning process due to accomplish a benefit result for

their understanding and improvement. Several challenges may appear during implement peer-assessment. First, the students may undervalue the assessment because it is not contribute to their summative grade. The students lead to do the best to make their summative grade become higher and may avoid doing the task that has not involved into it. So, they may avoid doing seriously. Second, some students may think that they are not expert in giving mark or comment to their

peer and the “expert” opinion may be valuable for their peer’s work. Third, peers

tend to give higher score for their friends rather than give comment and do tutor. Next, the students may be confused of being assessor because of unclear mark design or assessment criteria. It often makes the students give mark based on the race, and the friendship. In other words, instead it is carefully design, but the problems appear unavoidably.35

D. The Procedure of Teaching Recount Text through Peer Assessment

To attain the result what have planned before, the researcher is also take a part in giving the material until the process of conducting the experiment include giving the pre- test, the treatment and posttest. Here the procedures of teaching recount text through peer assessment, briefly:

In the first meeting, the researcher will explain the material of recount text, such as the definition, the purpose, the generic structures, and language features for 2 classes which contain of experimental group and control group. Next, the students will asked to write a recount text in minimum of three paragraphs, which have to represent each part of generic structures. The theme of the recount text is

“Experience” in a paper; the pre-test is ongoing for an hour. Those papers will be collected in the end of meeting.

35

Louise Lutze-Mann,”Students Peer Assessment: Assessment Toolkit”. An Article of UNSW Australia, 2015. Download from:http://teaching.unsw.edu.au/peer-assessment.

17

In the second meeting, the researcher will give a treatment to the experimental group. The treatment is giving a concept about peer assessment and also how to apply it. The researcher will ensure the understanding of the student by giving an example of recount text and asked them to analyze it. It is expecting take 15 minutes. After that they will be asked to do the same in their friends’

paper. The researcher gives a command to the students to pay their attention in giving mark, and ensure that they understand why they put that mark. The students will not be confused of how to give mark or comment, because the researcher will give a guidance mark scheme. It is expecting take an hour. Differ with the experiment group; the control group will get the score directly from the teacher without explanation more.

In the third meeting, the researcher will ask both of groups to make a recount text contains of three paragraphs. This meeting called post-test. The theme

is “The most memorable event”. It will take an hour. After that, the researcher will

evaluate the papers by her own self and see whether the result point a different score or not.

E. Previous Studies

In conducting this research, the researcher is guided by some previous studies in order to make it aimed. Some studies that relevant to this research are explain later as follow:

1. A skripsi “The Effectiveness of Peer Assessment Method on Students’ Narrative Writing Achievement at SMAN 11Tangerang Selatan” by Zein

Zarkasih36.

The objective of the study was to know the scientific evidences of peer

assessment on students’ narrative writing achievement. The sample was 64 taken

from the second grade of SMAN 11 Tangerang Selatan which had divided into two groups, 32 from XI IPA 1 as the controlled group and the last 32 students from XI IPA 3 as the experimental group.

The method of the study was using a quantitative method which is specifically used quasi experimental design. As the experiment session, the researcher was doing the activity of peer assessment by dividing the students into

36

Zein Zarkasih,”The Effectiveness of Peer-Assessment Method on Students’ Narrative Writing Achievement, (A Quasi-Experimental Study at the Second Grade Senior High School of SMAN 11 Tangerang Selatan)”.A Thesisof Syarif Hidayatullah State Islamic University Jakarta, 2014.

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 (t0) > t-table (tt) or 7.158 > 2.388. It concluded that the alternative hypothesis (Ha) is accepted and null hypothesis (H0) 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. Askripsi “Improving the Students’ Ability in Writing Recount Text by Using

PeerAssessment 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 2011/2012. 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}

19

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 2011/2012)”. 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.

of audience and genre; the revision acceptance affect their writing.39 In conclusion, some previous research has point out some result that indicate the positive effect of using peer assessment in improving students writing skill of recount text and point out that there are some advantages of peer assessment in enhancing students interest and motivation in writing recount text. The previous studies used case study and action research methods which mean that the studies are kind of qualitative method. For this research, the researcher is going to study by using quantitative method and with the design is quasi-experimental study.

F. Thinking Framework

There are two variables in this study; they are “Peer-Assessment” as the independent variable and “Students’ writing of Recount Text” as the dependent

variable. This study will be focused on the significant different result in using peer assessment toward students writing recount text and whether use peer assessment give a contribution of lifting the knowledge to the students on how to construct a good writing by their own words or not.

Writing skill is become more interesting for the researchers in conducting an experiment since writing as a way to communicate with others besides speaking or oral. Although writing skill is learned from the very beginning stage of learning, but the students still cannot make it easily as they speak. Even in writing their own experiences, it is called recount text in English subject. In contrast, this text is seemed easily to construct because they just need to call back their memories and write it down on the paper.

Assessment is a main concerning in learning because it is a way of how to

know the students’ progress. Moreover in assessing writing, the educator or Teacher need more focus in order to giving a right mark for students’ progress.

Then for this study, the researcher use peer assessment in reason of the problem that found in the population pointed out the ineffectively assessment-used in writing. The traditional assessment seemed just give meaningless score for the students while they still have in their stuck knowledge. In the researcher’s belief,

the assessment should give more valuable meaning for the students, at least they

39

Jessica Berggren, Learning from giving feedback: a Study of Secondary-level Students, Volume 69/1 January 2015.A JournalPublished by Oxford University Press: 2014. Downloaded from http://eltj.oxfordjournals.org/ at UIN Syarif Hidayatullah Jakarta University on August 14, 2015, pp. 58—70.

21

can learn from the assessment process so it is increasing their understanding about a material.

Peer assessment assumed giving more meaningful learning for the students because it serves a direct assessment after the students passed their material. Direct assessment means the students take a part in assessing their paper. Then, it also gives more chance for the students to ask if they face some difficulties in certain materials. The emotional between students help this process because of they will not get shame in asking what they do not understand yet. In brief, peer assessment gives more time to the students in recall their understanding while they are assessing their friends’ work. So if peer assessment is used in assessing the students’ writing recount text, it will give a better effect for students.

G. Research Hypotheses

The Hypotheses of this research are:

H0(Null Hypothesis) : There is no effect of peer-assessment towards students’ writing of recount text.

Ha (Alternative Hypothesis): There is an effect of peer-assessment towards

22

In order to determine the effect of peer assessment towards students’ writing skill of recount text, the researcher deemed the tenth grade of senior high school to be studied. This chapter outlines this research, including the place and time of the research, research design, the sample and the instrument, the data collection, and data analysis

A. Place and Time of the Study

To gain the data for this study included giving pre-test, material or treatment and post-test; the researcher took time for a month from on August, 2015 at the tenth grade students of SMA N 11 kota Tangerang Selatan year 2014/2015 which is located in Jl. Sumatra I Gang Alpukat Rt. 002/06 Rawa Lele, Jombang, Ciputat, Tangerang Selatan.

B. Method and Research Design

This study was a quantitative research. The method of this study was experimental research. According to Fraenkel and Wallen, experimental research is an experiment which has at least one variable in its study and it gives chance to the researcher to make a hypothesis due to predict the result.1 Moreover, the researcher can manipulate the independent variable in order to gain the result that was predicted before do some treatments. In this study, quasi-experiment would be used as the true method.

Quasi-experiment was an experimental design which has two subjects of experiment termed as experimental and control group and also requires pre- and post-test.2 Its main characteristic was no random assignments of subject, so it meant the researcher try to manipulate the subject effectively. In this design, the

1

Fraenkel, Jack R. and Norman E. Wallen, How to Design and Evaluate Research Education; Fifth Edition,(New York: The McGraw-Hill Companies,. 2003), p. 268.

2

David Nunan, Research Methods in Language Learning, (Cambridge: Cambridge University Press., 1992), p. 41.

23

researcher needed at least two classes or groups to be experimented. One group was as control group and another was as experimental group. The picture below is illustrated the research design of the study adapted by Creswell:

Group A O --- X --- O Group B O --- O Explanation:

A : Experimental group

B : Control Group

O : Pre-test and post-test

X : Treatment

C. Population and Sample 1. Population

Population of this research was the tenth grade students of SMA N 11 South Tangerang in academic year 2015/2016. The tenth grade students of SMA Negeri 11 Tangerang Selatan are divided into 7 classes.

2. Sample and Sampling Technique

The strategy in deciding the sample was non-probability sampling, namely

convenience sampling. Non-probability sampling allowed the researcher to select individuals which are available and convenient.3 In addition, individuals-selected represented to what they are being tested. Furthermore, the researcher also considered it based on the recommendation from the English teacher on this school.

The sample of this research was two classes, which were X.1 as the experimental class and X.3 as the controlled class. The class of X.1 has its member for about 41 students and the class of X.3 has 39 students. Since some of the criteria of this study which are mentioned in the instrument, the researcher has just taken 19 students’ work from each class as the sample of this study.

3

John W. Cresswell,Educational Research,(New Jersey: Pearson Education, 2008), p. 155.

D. Instrument of the Research

Instruments which were used by the writer were pre-test and post-test. The pre-test is given due to knowing the background of knowledge of the students in arranging recount text. Whereas post-test is used to know the effect of peer-assessment towards students’ writing recount text. The pre-test and post-test contained of same instruction in guiding the students to construct a writing of recount text. The instrument of this study can be seen in the appendix 3 and 4.

E. Technique of Data Collection

Due to clarifying the variable in this study, the researcher tries to explain more about the variable X as the dependent variable which is writing recount text. Here the explanation of it based on the conceptual definition and defines more based on the view of the researcher:

1. Conceptual Definition

Based on the explanation of experts, writing recount text is an activity of writing a text in which look at the writer’sview of their past. In any occasion, the people are emphasized on how to retell share their past stories in writing form in order to entertain, to inform and to amuse the others.

2. Operational Definition

To make the explanation more meaningful and understandable for the readers, the researcher give her own view about writing recount text in this study. The sample of this study is administered to take a part in giving their contribution through writing their own past experience in a paper. Writing in this case is about delivering their own idea about their past into a structurally story. The story that needed to be written is about the true/real story; it can be taken from their own experience or from another person. Moreover, the criteria of giving score will be seen by seeing several aspects of writing, such as the content, organization of the text, vocabulary, language use (tenses, punctuation, and subject-verb agreement), and mechanics (capitalization). Those criteria are hoped can help the researcher in analyzing the ability of the students in writing.

25

Then, in this study, the student would ask to write a recount text twice in the pre- and posttest which the theme will be given first. In the pre-test, the theme-given is “Experience” and “The Most Memorable Event” in the posttest

For experimental class, the treatment of peer-assessment was given. In the peer-assessment activity, the teacher would play a role as a facilitator and instructor. Those meant the teacher will give some instruction how to do

peer-assessment and monitoring the students’ work. In doing peer-assessment, the

experimental students will be guided by the rubric of peer-assessment below due to help them in givingmark in their friends’ work:

The data of this research is collected from 38 students from two classes. For the explanation of the data, the researcher would use quantitative data technique, where the data will be range in number or score. Since the data was in writing form, it will be scored first. The score would follow the rubric of scale scoring categories of oral proficiency test developed by Jacobs. It called by

Analytic scoring,it can be seen in appendix 5.Inthe Analytic scoring,scripts are rated on several aspects of writing and the criteria are given rather than in a single score. It is suggest a separate score for each of the element in writing test, include of scoring of the content, organization, and mechanics and so on. Moreover, its

schemes provide more detailed information about a test taker’s performance in

different aspects of writing.4Although it was for an oral proficiency test but it also can be used for the writing test.

3. Data Validity

Every test should represent to what the test want to measure. It called validity. It also implement in this research. Validity can be defined as the degree to which a test measures what it supposed to measure. Grondlund, as cited by Brown explains that validity of a test is the extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose

4

Sara Cushing Weigle,Assessing Writing, (Cambridge: Cambridge University Press, 2002), pp. 114 115.

of the assessment.5 A test aimed at providing true measurement of the particular skill that is intended to measure.

Validity was a complex concept; it is reminding the teacher on how to make a good test. The researcher would use face validity in order to gain the validity. Mousavi suggested that “Face validity refers to the degree to which a test looks right and appears to measure knowledge or ability it claims to measure.”6 This validity cannot be empirically tested by the teacher or even a testing expert. It

purely see by the “eye of beholder” or in another word by the test-takers and

test-giver in which they can intuitively understand the instrument. It meant that the validity depended on the view of both test takers and test-giver by looking at its surface, appeal and perceived, for example the instruction of the test.

4. Technique of Data Analysis

Before the test is given to the students in the pre and posttest, it will be tested in. After make an instrument, it will be tried out. The result from tryout-test will be analyzed first by the test of normality and test of homogeneity. After doing pre-test, students would do peer assessment; they will correct their peer’s writing. This process is expected to give a different result in the posttest. Then, the students did a posttest and it will be analyzed by the researcher. The data will be analyzed by assumption testing and hypothesis testing. The kind of assumption testing was normality test and homogeneous test. It is calculated due to know the next step of analyzing the data which whether using parametric test or non-parametric test.

1. Normality Test

Normality test is used to know whether the data come from the normal distribution or not. In this study, the researcher tends to use SPSS version 22 to find out the normality of the data by followed these steps:

5

Douglas Brown,Language Assessment Principles and Classroom Practice,(New York: Pearson Education Inc., 2004), p. 22.

6

27

a. Open SPSS Program

b. Input the data to the data view by first fill the variable view with write down X as score of pre-test or post-test score and Y as the kind of class c. ClickAnalyze >> Descriptive Statistics >> Explore

d. Drag the X to theDependent Listand Y to theFactor list e. ClickPlot >>checklistNormality plots with test >> ok

The criteria of determining the normality of the data was:

a. If tvaluewas smaller than ttable(tvalue< t table), it meant that H0was accepted and H1was rejected

b. If tvaluegreater than ttable(talue> ttable), it meant that H0 was rejected and H1 was accepted.

2. Homogeneity Test

Homogeneity test is used to know whether the data come from the homogeneous variance or not. To calculate the data, the researcher use SPSS version 22 as follows:

a. Open the SPSS program

b. Input the data to the data view by first fill the variable view with write down X as score of pre-test or post-test score and Y as the kind of class

c. ClickAnalyze >> Compare means >> One-way ANOVA

d. Drag the X theDependent Listand Y to theFactor list

e. ClickOption >>checklistHomogeneity of Variance Test >> Ok

The criteria of determining the homogeneous of the data was:

c. If tvaluewas smaller than ttable(tvalue< t table), it meant that H0was accepted and H1was rejected

d. If tvaluegreater than ttable(talue> ttable), it meant that H0 was rejected and H1was accepted.

After calculated the data and found that both the data were in normal distribution and from homogeneous variance, the next calculation uses t-test. it is to test the hypothesis. Here, some tests which are used to analyze the score:

1. Mean. This test means to know the average of the score in each of the groups.

M

x

=

M

y

=

2. Standard Deviation. This test means “a sort of average of the differences of all scores from the mean”7.

S

Dx

=

S

Dy

=

3. Determine the Standard Error Mean of Variable X and Variable Y

SEM SD

n1 1

SEM

2 1

4. Degree of Freedom is used to know the t-table on the significance 0.05

d n1 n2 2

5. T-test. This test is used to know the significant difference score from both groups which is taken from gain score from both groups. It is preferred used if the result if post-test of both groups showed the different mean score8.

The formula is;

7

James Dean Brown,Testing in Language Programs: A Comprehensive Guide to English Language Assessment,(New York: The McGraw-Hill Companies, Inc., 2005), pp. 102 104.

8

Lei Bao, Theoretical Comparisons of Average Normalized Gain Calculations, A journal from Physics Education Research of Department of Physics, The Ohio State University: 2006, p. 917.

29

Explanation:

Mx : The mean score of gain’s score of experimental class My : The mean score of gain’s score of experimental class

∑ x : The total scoreof experimental class gain’s score

∑ y : The total scoreof controlled class gain’s score

∑ x2 : The total score of the calculation the score minus mean score of experimental class

∑ y2 : The total score of the calculation the score minus mean score of controlled class

SDx : The standard deviation of gain’s score of experimental class SDy : The standard deviation of gain’s score of controlled class

1 : The mean score of post-test in the experimental class 2 : The mean score of post-test in the controlled class SEMx : Standard error mean of the experimental class SEMy : Standard Error mean of controlled class n1 : Total Students of the experimental class n2 : Total Students of the controlled class

5. Statistical Hypotheses

The statistical hypotheses of this research are:

- H0= X1< X2(The mean score of the experimental class post-test is smaller than the mean score of the control class post-test)

- Ha = X1> X2 (The mean score of the experimental class post-test is greater than the mean score of the control class post-test)

The formulation of the statistical hypothesis is as follows: H0 :tcount< ttable

30

This chapter consists of the score of pre-test and post-test of the experimental class and the controlled class, the statistical analysis of the data and also followed by the discussion of the research findings.

A. Data Description

In the following explanation, it will be presented the findings based on the pre- test and post test score of the experimental class and the controlled class. The data was collected from 19 students in the experimental class and 19 students in the controlled class.

1. The Pre-Test Score and The Post Test Score of Experimental Class

Pre-test score was collected before the researcher giving any treatment of peer-assessment to the experimental class. Post-test was given after all of the treatments had been applied. Here the score getting from the experimental class:

Table 4.1

The Pre-Test and the Post Test of Experimental Class

No. Student’s

Code

Pre-Test

Score Post-Test

Gain score

1 A 84 65 -19

2 B 64 60 -4

3 C 72 68 -4

4 D 63 46 -17

5 E 65 55 -10

6 F 64 82 18

7 G 32 64 32

8 H 69 70 1

9 I 70 78 8

31

No. Students’

Code

Pre-test Score

Post-test Score

Gain Score

11 K 66 75 9

12 L 57 53 -4

13 M 91 93 2

14 N 66 64 -2

15 O 75 74 -1

16 P 72 66 -6

17 Q 76 82 6

18 R 76 71 -5

19 S 67 60 -7

Total Score 1293 1294 1

Mean Score 68.05 68.10 0.05

Based on the table above, the tests which were given to the experimental class pointed the pre-test mean score ( ) of students was 68.05. Moreover, the student’s lowest score in the pre-test was 32 while the highest score was 91. After being treated by peer-assessment, the mean score ( )) of the post test was 68.10. The result of the post-test which has the lowest score was 46 and the highest score was 93. The finding pointed out that the mean score of both pre-test and post-test was not quite increasing. It was just about 0.05 of the score gained. On the other hand, the gain score between pre-test and post-test in the experimental class was pointed out that the lowest gain score was -19 and the highest was 32.

2. The Pre-Test Score and The Post Test Score of Controlled Class The controlled class was administered at X.3 of SMA Negeri 11 Tangerang Selatan which consisted of 39 students but only 19 of the students’ paper of it which were qualified to be evaluated. Here, the result of the students’ test:

Table 4.2

The Pre-Test and Post Test of Controlled Class

No. Student’s

Code

Pre-Test

Post- Test Score’s

Gain

1 A 70 68 -2

2 B 94 95 1

3 C 70 82 12

4 D 61 66 5

5 E 62 63 1

6 F 70 54 -16

7 G 95 63 -32

8 H 71 61 -10

9 I 72 67 -5

10 J 70 70 0

11 K 69 70 1

12 L 64 70 6

13 M 61 70 9

14 N 61 70 9

15 O 72 74 2

16 P 83 66 -17

17 Q 74 65 -9

18 R 76 74 -2

19 S 69 74 -5

The total Score 1364 1322 -52

Mean Score 71.79 69.57 -2.73

Based on the table above, the total score of the students’ pre-test score was 1364. The result of the students’ mean score( ) in the pre-test was 71.79. While

33

the lowest score of the students was 61 and the highest score was 95. Otherwise, the total score of the post-test score was 1322 which was giving the mean score ( ) of the post-test score was 69.57. It has the lowest score of 54 and the highest score of 95.In addition, the lowest students’ gain score in the controlled class was -32 which was taken from the student who got the highest score in the pre-test. On the other hand, the highest students’ gain score achieved 12.

B. Data Analyzing

Data Analyzing consists of normality test of pre-test, normality test of post-test, homogeneity test of pre-post-test, homogeneity test of post-test and also the t-test of the data.

1. Normality Test

a. Normality Test of Pre-Test

The normality of pre-test was used to know the normality data was in normal distribution or not. To gain the result of the normality of distribution data, the research used Lilliefors as the medium. As the Lilliefors theory, the examination of normal distribution come from the proportional accumulation equaled by the function of distribution on the distribution of normal probability. 1 Here is the result of SPSS output:

Table 4.3

The Result of Homogeneity of Pre-Test

No. Source Experimental Controlled

1. N 19 19

2. Mean 68.05 71.79

3. Variance 139.27 95.28

4. Standard Deviation 11.80 9.761

5. Minimal Score 32 61

6. Maximal Score 91 95

7. Tcount 0.01 0.01

8. Ttable 0.30

9. Conclusion Normal Distribution

1

Budi Susetyo,Statistika untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p. 148.

The normality of pre-test above usedlillieforsTest. The researcher assumed that:

H0 : the data was in normal distribution, Ha : the data was not in normal distribution

The criteria were H0accepted if Tcount < 0.301 and rejected if Tcount> 0.301 with the significance degree was 5%

Table 4.3 showed that the result of the Tcount experimental class gained 0.01 which was smaller than Ttabel,Tcount< Ttabel<=> 0.01 < 0.30. Moreover, the Tcount of the controlled class gained 0.01, or Tcount< Ttabel<=> 0.01 < 0.30. Both of the data pointed out the score that smaller than Ttabel. So, it meant that both of classes were in normal distribution.

b. Normality Test of Post-Test

The normality of post-test used to know whether the data was in normal distribution or not. To know the distribution of the data, the researcher used

lillieforsas the medium of calculating the data. Here the result: Table 4.4

The Result of Normality of Post-test

No. Source Experimental Controlled

1. N 19 19

2. Mean 68.11 69.58

3. Variance 125.87 73.25

4. Standard Deviation 11.22 8.55

5. Minimal Score 46 54

6. Maximal Score 93 95

7. Tcount 0.20 0.19

8. Ttable 0.30

9. Conclusion Normal Distribution

The normality of post-test above usedlillieforsTest. The researcher assumed that: H0 : the data was in normal distribution,

Ha : the data was not in normal distribution

The criteria were H0accepted if Tcount < 0.301 and rejected if Tcount> 0.301 with the significance degree was 5%

35

Based on the table 4.4, the result showed that the Tcount of experimental class reached 0.20 and the controlled class reached 0.19. Moreover, both of the results of Tcount were smaller than Ttabel,(Tcount< Ttabel, 0.20 < 0.30 and 0.19 < 0.30). It calculated with the degree of significance 0.05. It meant Null Hypothesis (H0) was accepted that indicated both of the data were in normal distribution.

2. Homogeneity Test

a. Homogeneity Test of Pre-Test

The homogeneity test was used to know whether the group sample of the population was homogeneous or not. It was calculated based on the formula below:

Variance of Pre-Test of experimental Class:

S X

n

S 90499 19

1293 19

= 4763.10–4631.16 = 139.27

Variance of Pre-Test of Controlled class:

S y n S 99636

19

1364 19

= 5244–5153.72 = 95.28

Homogeneity Test of Pre-Test

F

F

. .

= 1.46

Table 4.5

The Result of Homogeneity Pre -Test

No. Class Variance N Fcount Ftable Criteria

1 Experimental 139.27 19

1.46 2.27 Homogeneous

2 Controlled 95.28 19

The assumption of the homogeneity value was:

H0 : the data was in a homogeneous variance, F(1-α)(n1-1)< F < Fcount H1 : the data was not in a homogeneous variance, F≥ Fcount

Based on the table 4.5, it showed that Fcountwas smaller than Ftablewith degree of significance 0.05 which was Fcount< Ftable(1.46 < 2.27). It meant H0was accepted, or in another word the data of pre-test of both sample was homogenous.

b. Homogeneity Test of Post-Test

The homogeneity test was used to find out whether the sample comes from the homogeneous variance or not. The data will be calculated by the formula below:

The variance of the experimental class’ post-test:

S X

n

S 90394 19

1294 19

= 4757.57–4638.32 = 125.87

37

S y n S 93302

19

1322 19

= 4910.63–4841.22 = 73.25

Homogeneity Test of Post-Test

F

_count

F

.

.

= 1.71

Table 4.6

The Result of Homogeneity Test of Post-Test

No. Class Variance N Fcount Ftable Criteria

1 Experimental 125.87 19

1.71 2.27 Homogeneo

us

2 Controlled 73.25 19

The assumption was:

H0 : the data was in a homogeneous variance, F(1-α)(n1-1)< F < Fcount H1 : the data was not in a homogeneous variance, F≥ Fcount

Based on the table 4.6, it pointed out that the variance (S2) of the experimental class was 125.87, while the variance (S2) of the controlled class was 73.25. In addition, the Fcount of both samples was 1.71 while the Ftablewas 2.27 which was gained from the table of F table. The result of the statistic calculation was Fcount < Ftable, => 1.71 < 2.27. So, it concluded that both of the data, the experimental class and the controlled class, was from homogeneous variance.

Moreover, since the data were from the normal distribution and the homogeneous variance, so the next calculation was using statistical parametric

test. Statistical parametric test was a method of test with particular requirement about the parameter of the population of the study.2 The requirements were the data were in normal distribution and also have homogeneous variance. The further test was used t-test Students.

C. Statistical Hypothesis Test

The ttestformula was to test the hypothesis of the study. It was calculated due to know the effect of peer-assessment towards students writing of recount text at the tenth grade students of SMA Negeri 11 Tangerang Selatan. Due to make it easier, the classes were symbolized by “X” for the experimental class and “Y” for

the controlled class. The calculation of ttestused students’ gain score from both classes. Here, the calculation:

Table 4.7

The Students’ Gain Score between Students’ Experimental class and Controlled Class

No. Score x = X - y = Y - x2 y2

X Y

1. -19 -2 -19.5 0.73 -380.25 0.53

2. -4 1 -4.05 3.73 -16.40 13.91

3. -4 12 -4.05 9.27 -16.04 85.93

4. -17 5 -17.05 7.73 -17.05 59.75

5. -10 1 -10.5 3.73 -110.25 13.91

6. 18 -16 17.95 -13.27 322.20 -176.09

7. 32 -32 31.95 -29.27 1020.80 -856.73

8. 1 -10 0.95 -7.27 0.90 -52.85

9. 8 -5 7.95 -2.27 63.20 -5.15

10. 4 0 3.95 2.73 15.60 7.45

11. 9 1 8.95 3.73 80.10 13.91

2

Edi Riadi,Metode Statistika Parametrik & Nonparametrik, (Tangerang: PT Pustaka Mandiri, 2014), Second Edition, p. 93.

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No. X Y x = X - y = Y - x2 y2

12. -4 6 -4.05 8.73 -16.40 76.21

13. 2 9 1.95 11.73 3.80 137.59

14. -2 9 -2.05 11.73 -4.20 137.59

15. -1 2 -1.05 4.73 -1.10 22.37

16. -6 -17 -6.05 -14.27 -36.60 -203.63

17. 6 -9 5.95 -6.27 35.40 -39.31

18. -5 -2 -5.05 0.73 -25.50 0.53

19. -7 -5 -7.05 -2.27 -49.70 -5.15

∑ 1 -52 -0.85 -5.59 868.51 -769.23

0.05 -2.73 -0.04 -0.29 45.71 -40.48

Based on the table 4.7, the statistical calculation was counted by the formula below:

a. Determine the Mean of Variable X

M X

n1 M 1

19

0.05

b. Determine the Mean of Variable Y

M y

n2

M 52

19

2.73

c. Determine the Standard Deviation Score of Variable X

S x

n1

S 868.51

45.71 6.76

d. Determine the Standard Deviation Score of Variable Y

S y

n2

S 769.23

19 40.48 6.36

e. Determine the Standard Error Mean of Variable X

SEM SD n1 1 SEM 6.76

19 1 SEM 6.76

4.24

1.59

f. Determine the Standard Error Mean of Variable Y

SEM

2 1

SEM 6.36 19 1 SEM 6.36

4.24

1.5

41

g. Determine the Standard Error of Different Mean of Variable X and Variable Y

SEM SEM SEM SEM

1.59 1.5

2.52 2.25 2.18

h. Determine t0(tcount)

0.05 2.73

2.18 2.78

2.18 1.27

i. Determine the degree of freedom (df)

d n1 n2 2

d 19 19 2

d 36

Table 4.8

The Result of Statistical Hypothesis of Gain’s Score of the Experimental Class and Controlled Class

Statistics Experimental Class Controlled Class

Mean ( 0.05 -2.73

Variance (S2) 136.83 113.31

tcount 1.27

ttable 1.68

Conclusion The tcountwas smaller than ttable, while the mean score of experimental gain score was greater

From the calculation above, it showed that the mean score of experimental class was higher than the mean score of the controlled class, which was 0.05 > -2.73. In addition, the variance (S2) of the experimental class which reached 136.83 was also higher than the controlled class which gained 113.31. Next, to know more about the final hypothesis test result, it should be considered based on the criteria of hypothesis testing, which were mentioned;

1. If the result of tcountis higher than ttablein the significance degree 0.05, t0> ttable,so H0(Null Hypothesis) is rejected and H1(Alternative Hypothesis) is accepted. It means peer-assessment is effective on students’ writing of recount text.

2. If the result of tcountis smaller than ttablein the significance degree 0.05, t0> ttable,so H0(Null Hypothesis) is accepted and H1(Alternative Hypothesis) is rejected. It means peer-assessment is not effective on students’ writing of recount text for the tenth grade students of SMA N 11 Tangerang Selatan. The hypotheses of the study were proposed:

H0 : Peer-assessment is not effective on student’ writing of recount text for the tenth grade students of SMA Negeri 11 Tangerang Selatan.

H1 : Peer-assessment is effective on student’ writing of recount text for the tenth grade students of SMA Negeri 11 Tangerang Selatan.

In conclusion, since the value of tcountwas 1.27 and the value of ttablein the degree of freedom (36) and the degree of significance 0.05 was 1.688, it meant tcount< ttableor 1.27 < 1.688. Furthermore, the result of mean score of both classes indicated that the mean score of experimental class was lower than the mean score of the controlled class, which was 68.11 < 69.58. It can be concluded that H0was accepted that peer-assessment is not effective onstudents’ writing of recount text.