of audience and genre; the revision acceptance affect their writing.
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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
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Jessica Berggren, Learning from giving feedback: a Study of Secondary-level Students, Volume 691 January 2015. A Journal Published by Oxford University Press: 2014. Downloaded
from http:eltj.oxfordjournals.org
at UIN Syarif Hidayatullah Jakarta University on August 14, 2015, pp. 58—70.
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:
H 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
students’ writing recount text.
