StudentsÂ’ Perception on the Influence of Peer Learning Technique in Improving the Writing Skill at SMA Muhammadiyah 3 Batu
i
Student
s’
Perception on the Influence of Peer Learning Technique
in Improving the Writing Skill at SMA Muhammadiyah 3 Batu
THESIS
By:
Ersa Anita Aulia
201210100311047
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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i
Student
s’ Perception
on the Influence of Peer Learning Technique
in Improving the Writing Skill at SMA Muhammadiyah 3 Batu
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
Ersa Anita Aulia
201210100311047
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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vii
MOTTO
“
All is well when I believe, inshaallah I can reach my dream
”
(Ersa)
DEDICATIONS
This thesis is dedicated especially to my
parent, my best friend and all people in
this world
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viii
ACKNOW
L
EDGEMENT
In the Name of Allah, most Gracious, most merciful.
I am willing to present my thanks for everyone who has helped me, especially in this thesis.
Alhamdulillah, all of honors are just for Allah Azza Wajalla, the almighty, Then I want to express my sincere thanks to my beloved parents, H. Syaifuddin, A.Md and Dra. Bakiyah, my future husband Riga Selfria Nanda Sutantara, my beloved sisters Annisa Fajriana and Nur Aziza Ilmi Thank you so much for your affection, advices, guidance, instruction and help in all my life, your love is beyond any words.
Thanks for my First Advisor, Adityo, S.S., M.A his valuable guidance, encouragement, patient, correlation, advice, and suggestion which are very helpful in finishing this thesis. Then, thank you very much for your time to share your great knowledge and great experiences to me. My Second Advisor, Erlyna Abidasari, M.A., M.Ed who has guided me with his worthy, correction and suggestion to improve the quality of this thesis.
All lecturers of English Department of UMM, who have transferred much knowledge to me. For guidance, instruction and help during study at the university. My Gratitude to Headmaster of SMA Muhammadiyah 3 Batu, who gave me permission, help for present study. Mr Zainal Abidin S.S as an English teacher, who has allowed me to conduct a research in his class.
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Special Thanks to my beloved cousin Hendra Purbaya, beloved friends Rensiyana, Andriani Pratiwi, Novita Chandra Kusuma, Ingrid Sisilia, Ita Pujiati, Bunga Navyani, Selva Selly Agustinsari, Dyah Tri Winarti, etc they all have given me a cheerful and joyful world and beautiful togetherness. Finally, may Allah SWT receive all their works and kindness Amiin.
Malang, August 9th 2016
Ersa Anita Aulia
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x
TABLE OF CONTENTS
APPROVAL ... i
STATEMENT OF WORK’S ... iv
MOTTO AND DEDICATION ... v
LETTER OF AUTHENTICITY ... vi
ABSTRACT ... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENT ... x
LIST OF TABLE ... xiii
LIST OF APPENDICES ... xv
CHAPTER I ... 1
1.1. Background of Research ... 1
1.2. Statement of Problem ... 4
1.3. Purpose of the Research ... 4
1.4. Significance of Research ... 4
1.5. Scope and Limitation ... 5
1.6. Definition of Key Terms ... 6
CHAPTER II ... 7
2.1. Perception ... 7
2.1.1. Kinds of Perception ... 7
2.1.2 The process of Human Perception ... 8
2.1.3 The Factor Influencing Perception ... 8
2.2. Peer Learning ... 9
2.2.1. Types of Peer Learning ... 10
2.2.2. Benefits of Peer Learning ... 11
2.3. Writing ... 11
2.3.1. Theories of Writing ... 12
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xi
CHAPTER III ... 14
3.1. Research Design ... 14
3.2. Research Participant ... 15
3.3. Research Instrument ... 15
3.3.1. Questionnaire ... 16
3.3.2. Observation ... 16
3.4. Data Collection ... 17
3.5. Data Analysis ... 18
CHAPTER IV ... 19
4.1. Research Findings ... 19
4.1.1. The Students’ Perception before the Implementation of Peer Learning Technique in Teaching Writing at SMA Muhammadiyah 3 Batu ... 19
4.1.2. The Students’ Perception after the Implementation of Peer Learning Technique in Teaching Writing at SMA Muhammadiyah 3 Batu ... 25
1.2.Identifying of the Implementation of Peer learning in Increasing the Students Achievement in Writing (Result of Observation) ... 28
1.3.The Strengths and Weakness of Peer Learning in Increasing the Students Achievement in Writing (Result of Observation) ... 29
4.4 Discussion ... 29
CHAPTER V ... 32
5.1. Conclusion ... 32
5.2. Suggestions ... 33
REFERENCES ... 34
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xii
LIST OF TABLES
Table 4.1 The Students’ Understanding on the Writing Materials ... 20
Table 4.2 The Students’ Interest on the Learning Technique used by the Teacher ... 20
Table 4.3 The Students Perception on the Advantages of Peer Learning ... 21
Table 4.4 The Advantages of Peer Learning for Students in Doing Writing ... 21
Table 4.5 The Students Cooperation on Learning Process ... 22
Table 4.6 The Students’ Relationship on Learning Process ... 22
Table 4.7 The Students’ Confidence on Learning Process ... 23
Table 4.8 The Students Understanding After the Implementation of Peer Learning Technique ... 24
Table 4.9 The Students Interest After the Implementation of Peer Learning Technique ... 24
Table 4.10 The Advantages after The Implementation of Peer Learning Technique ... 25
Table 4.11 The Students’ Difficulties After the Implementation of Peer Learning Technique ... 25
Table 4.12 The Students’ Cooperation after the Implementation of Peer Learning Technique ... 26
Table 4.13 The Students’ Relationship After the Implementation of Peer Learning Technique ... 26
Table 4.14 The Students Confidence after the Implementation of Peer Learning Technique ... 27
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xiii
LIST OF APPENDIXES
Appendix 1: Photos of Teacher and Students Activity in Classroom ... 36
Appendix 2: Photos of Researcher in Collecting Data ... 38
Appendix 3: Observation Checklist ... 39
Appendix 4: Field Note ... 40
Appendix 5: Questionnaire ... 42
Appendix 6: Surat Pengantar Penelitian ... 51 Appendix 7: Surat Keterangan Selesainya Penelitian ...
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xiv REFERENCES
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education (8th ed.). (T. W. Chris Shortt, Ed.) Canada, USA: Nelson Education, Ltd.
Bakiyah, D. (2007). Peningkatan Aktivitas Belajar dan Prestasi Belajar Matematika Siswa Kelas VIII.2 SMPN 1 Moyo Utara dengan Menggunakan Metode Tutor Sebaya. SMPN 1 Moyo Utara, Sumbawa. Carroll, R. T. (1990). Student Success Guide Writing Skill. Sacramento City.
Retrieved from http://skepdic.com/refuge/writingskills.pdf
Creswell, J. W. (2003). Research Design Qualitative, Quantitative, and Mix Method Approach. (V. N. C. Deborah Laughton, Ed.) London, New Delhi, UK, India: Sage Publications, Inc.
Defazio, J., Jones, J., Tennant, F., & Hook, S. A. (2010). Academic Literacy: The Importance and Impact of Writing Across the Curriculum- a Case Study. Journal of Scholarship of Teaching and Learning, 10 No.2. Retrieved from http://files.eric.ed.gov/fulltext/EJ890711.pdf
Diamond, P. I. (2006). Improving teaching and learning in school A Commentary by the Teaching and Learning Research Programme. Retrieved from https://www.researchgate.net/publication/
Fahriana, I. (2003). Peer Editing in the Process of Learning Writing Done by Fourth Students at the English Department of Muhammadiyah University. University of Muhammadiyah Malang, English department. Malang: UMM Digilib.
Fajarwati, R. A. (2015). A Study on Students Perception about Native and Nonnative English Speaking Teacher in Speaking Class. Malang: UMM Digilib.
Fitry, F. (2015). Manfaat Model Pembelajaran Tutor Sebaya untuk Pembelajaran Matematika. Retrieved from http://www.kompasiana.com/fauziah.fitri/ Goldstone, R. L., Landy, D. H., & Son, J. Y. (2009). The Education of Perception.
Psychological and Brain Sciences, Indiana University, 1-20. Retrieved from http://education.uci.edu/docs/Goldstone2010
Huy, N. T. (2015). Problems Affecting Learning Writing Skill of Grade 11 at Thong Linh High School. Asian Journal of Educational Research, vo. 3 no. 2 2015, 1-17.
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Jayusman, A. (2009). Students Perception on Teaching Technique Used by English Department Native Speaker University of Muhammadiyah Malang. University of Muhammadiyah Malang, english department. Malang: UMM Digilib.
LCC, Taylor, & Group, F. (2009). Perception Recognize Patterns an Object. In LCC, Taylor, F. Group, & e. s. forster (Ed.), Social Cognition the Basis of Human Interaction.
Linna Meilia Rasiban, M. P. (2010). Upaya Meningkatkan Kemampuan Menerjemahkan Tingkat Dasar Melalui Teknik Peer Learning. Bandung.
Retrieved from
http://file.upi.edu/Direktori/FPBS/JUR._PEND._BAHASA_JEPANG/ Megawati, A. (2014). Students' Response Toward Teaching Technique Used by
Teacher in Teaching Writing to the Eight Grade Class of SMPN 1 Kepanjen. Malang: UMM Digilib.
Muslim, I. M. (2014). Helping EFL Students Improve their Writing. International Journal of Humanities and Social Science, 4. Retrieved from http://www.ijhssnet.com/journals/Vol_4_No_2_Special_Issue_January_20 14/10.pdf
Negari, G. M. (2011). A Study on Strategy Instruction and EFL Learners’ Writing
Skill. International Journal of English Linguistics, 1. Retrieved from http://www.ccsenet.org/journal/
Suherman, E. (2003). Strategi Pembelajaran Matematika Kontemporer. Bandung: UPI.
Topping, K. J. (2005). Trends in Peer Learning. Educational Psychology and
Social Work, 25. Retrieved from
http://www.uni-bielefeld.de/Universitaet/Einrichtungen/SLK/peer_learning/pal/pdf/trends_ in_peer_learning.pdf
Wang, Y. (2007, October-December). On the cognitive Processes of Human Perception with Emotions, Motivations, and attitude. Int’l Journal of Cognitive Informatics and Natural Intelligence, 1-13. Retrieved from http://www.ucalgary.ca/icic/files/icic/77-IJCINI-1401-Perception.pdf Widayanti, I. (2007). Students Perception Toward Technique of Teaching Reading
at SMPN 3 Batu. Malang: UMM Digilib.
Wood, J. T. (2010). Interpersonal Communication Everyday Encounters (Sixth ed.). (M. Eckman, Ed.) Lyn Uh.
Yunhadi, W. (2015). Analysis on Paragraph Writing of the Second Semester Students of English Department of University of Kutai Kartanegara. Premise Jurnal.
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1
CHAPTER I
INTRODUCTION
This chapter presents background of research, statement of problems, purposes of research, significance of research, scope and limitation, and definition of key terms. Each part is presented as follows:
1.1 Background of Research
In teaching and learning process, the application of teaching technique is highly important to increase the students’ achievement. The success of teaching and learning process in classroom demands the effective use of certain technique. In this case, teacher has an important role in developing and applying ways in teaching. According to Diamond (2006), teachers need to possess both a good understanding of the subjects they teach and of the best ways to teach these subjects. Furthermore, by choosing and using the most appropriate technique, teacher can make the students more enthusiastic and enjoy varieties of activities in classroom. Accordingly, the implementation of suitable technique is a very important thing in teaching and learning process.
One of the other factors that influence the success of teaching and learning
process is students’ perception toward teaching technique. Perception is the process of organizing and interpreting informations received from outside world (Lahey in Jayusman, 2009:2). The student’s perception is important because it have impacts toward student’s motivation and student’s evaluation in learning
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2 process. If students have positive perception toward the teaching techniques, we know that they are interested in learning the subject. Therefore, the students will pay attention to the teacher in delivering the materials, and they have active roles in teaching and learning process and the purpose of learning can be achieved.
Writing is a really big challenge for many EFL and ESL students. Especially for EFL students, they have difficulties to express themselves in creative writing, one of the factors that has effect on students writing skill is technological progress that serve ready-made assignment (Muslim, 2014). The writing process involve creative idea and critical thinking, on the other hand, writing has important roles like grammar, spelling, and writing style. It may many students are difficult to process idea and try to get down on the paper.
There are many teaching techniques which can be used in teaching and learning process. However, the researcher wants to identify the implementation of peer learning technique in classroom to increase the student’s achievement in writing skill. Peer learning is a group of students that completed in learning materials, and helps other students which have difficulties to understand the learning material that they learn (Ischak and Warji in Suherman 2003:276). In this technique, students are not only becoming an object, but also the subject in learning process, it means that students are having the role for other students to ask something that they do not understand.
A study conducted by Fahriana (2005) about peer editing in the process of learning writing was aimed to describe the students response toward the peer editing activities and student response about the value of the method applied by
(17)
3 teachers by using peer editing. The finding of the study was expected to give more idea to students to consider the editing as an important stage in writing, besides
using the peer editing method to increase the student’s competence in writing. The
instruments used are observation and questionnaires about the value of peer editing in the process of learning writing.
Additionally, there was a research conducted by Megawati (2014) about
student’s response towards teaching technique used by teacher in teaching writing
to the eight grade class of SMP Negeri 1 Kepanjen. She found that the teacher used some techniques in teaching writing. Based on the observation and interview with teacher, the researcher found that there were two techniques used by teacher, those were techniques using picture and reading. The students generally had positive response toward the teaching technique used by teacher. The teaching techniques used by the teacher were effective to improve writing descriptive text ability. The students became easier to write descriptive text because the teacher used pictures as media, they could develop their ideas and become more focus on the topic and also could add more vocabularies.
The findings found in previous researches about the combination of
student’s perception and peer learning explained about the perception of students
toward teaching technique which was used in classroom has an impact toward
student’s performance in classroom. Similarly, this research is connected with students’ perception about the influence of peer learning technique in the classroom.
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4 Based on the reason above, the researcher is interested in investigating
students’ perception and the influence of peer learning technique in increasing their writing skill.
1.2 Statement of the Problems
Based on the background of study stated above, this particular study is intended to answer the questions as follows:
1. What are the students’ perceptions toward the use of peer learning technique in teaching English writing skill?
2. What are the implementation of peer learning technique in students’ English writing skill?
1.3 Purposes of The Research
By knowing the statement of problem, the purposes of the research are: 1. To know the students’ perceptions toward the use of peer learning technique
in teaching English writing skill.
2. To identify the implementation of peer learning technique in students’ English writing skill.
1.4 Significance of The Research
This research is beneficial for teachers, SMA Muhammadiyah 3 Batu, and next researchers. First, for the teachers, this research can give them insight about the use of peer learning technique in teaching learning process. By knowing the
(19)
5 peer learning technique in teaching and learning process based on student’s need, their students will have more comprehension in improving their skill and their achievement. Second, by knowing the students’ perceptions in learning process, it will be easy to find success and the obstacles of the learning process. Third, for the SMA Muhammadiyah 3 Batu, the result of this research can be used as an evaluation or as a consideration to improve the quality of teaching and learning process by using the suggested suitable teaching technique, and the fourth, for the next researchers, the researcher hopes this research can be used as a reference to do the similar research with different focus of study.
1.5 Scope and limitation
The scope of this research is the perception of the students of SMA Muhammadiyah 3 Batu towards the implementation of peer learning technique, the researcher will take two segment to give questionnaire before and after applying the teaching technique in four weeks conduct and the influence of peer learning technique in English writing skill.
The limitation of the participant for this research is sixty students of the second grade of SMA Muhammadiyah 3 Batu. The researcher is conducting this research in a series of four meetings to do the observation. The limitation of theories in this research are student’s perception of peer learning and the increase
of student’s achievement peer learning technique in English writing skill for students in senior high school based on Topping (2005).
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6 1.6 Definition of key terms
In order to avoid misinterpretation between researcher and the readers, it is important to explain the meaning of the key terms used in this particular study as follows:
1. Perception is a set of internal sensational cognitive processes of the brain at the subconscious cognitive function layer that detects, relates, interprets, and searches internal cognitive information in the mind (Wang, 2007).
2. Peer learning is collaboration or study together with peers (Rasiban, 2010). 3. Techniques are the ways and means adopted by teacher to direct the learner
activities toward and objective. Techniques are tools of the teacher in teaching (Garlach, Ely, Melnick 1980:187).
4. Writing is a skill that is grounded in the cognitive domain. It involves learning, comprehension, application and synthesis of new knowledge (Joseph Defazio, 2010)
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1
CHAPTER I
INTRODUCTION
This chapter presents background of research, statement of problems, purposes of research, significance of research, scope and limitation, and definition of key terms. Each part is presented as follows:
1.1 Background of Research
In teaching and learning process, the application of teaching technique is highly important to increase the students’ achievement. The success of teaching and learning process in classroom demands the effective use of certain technique. In this case, teacher has an important role in developing and applying ways in teaching. According to Diamond (2006), teachers need to possess both a good understanding of the subjects they teach and of the best ways to teach these subjects. Furthermore, by choosing and using the most appropriate technique, teacher can make the students more enthusiastic and enjoy varieties of activities in classroom. Accordingly, the implementation of suitable technique is a very important thing in teaching and learning process.
One of the other factors that influence the success of teaching and learning
process is students’ perception toward teaching technique. Perception is the
process of organizing and interpreting informations received from outside world (Lahey in Jayusman, 2009:2). The student’s perception is important because it have impacts toward student’s motivation and student’s evaluation in learning
(2)
2 process. If students have positive perception toward the teaching techniques, we know that they are interested in learning the subject. Therefore, the students will pay attention to the teacher in delivering the materials, and they have active roles in teaching and learning process and the purpose of learning can be achieved.
Writing is a really big challenge for many EFL and ESL students. Especially for EFL students, they have difficulties to express themselves in creative writing, one of the factors that has effect on students writing skill is technological progress that serve ready-made assignment (Muslim, 2014). The writing process involve creative idea and critical thinking, on the other hand, writing has important roles like grammar, spelling, and writing style. It may many students are difficult to process idea and try to get down on the paper.
There are many teaching techniques which can be used in teaching and learning process. However, the researcher wants to identify the implementation of peer learning technique in classroom to increase the student’s achievement in writing skill. Peer learning is a group of students that completed in learning materials, and helps other students which have difficulties to understand the learning material that they learn (Ischak and Warji in Suherman 2003:276). In this technique, students are not only becoming an object, but also the subject in learning process, it means that students are having the role for other students to ask something that they do not understand.
A study conducted by Fahriana (2005) about peer editing in the process of learning writing was aimed to describe the students response toward the peer editing activities and student response about the value of the method applied by
(3)
3 teachers by using peer editing. The finding of the study was expected to give more idea to students to consider the editing as an important stage in writing, besides using the peer editing method to increase the student’s competence in writing. The instruments used are observation and questionnaires about the value of peer editing in the process of learning writing.
Additionally, there was a research conducted by Megawati (2014) about
student’s response towards teaching technique used by teacher in teaching writing
to the eight grade class of SMP Negeri 1 Kepanjen. She found that the teacher used some techniques in teaching writing. Based on the observation and interview with teacher, the researcher found that there were two techniques used by teacher, those were techniques using picture and reading. The students generally had positive response toward the teaching technique used by teacher. The teaching techniques used by the teacher were effective to improve writing descriptive text ability. The students became easier to write descriptive text because the teacher used pictures as media, they could develop their ideas and become more focus on the topic and also could add more vocabularies.
The findings found in previous researches about the combination of
student’s perception and peer learning explained about the perception of students
toward teaching technique which was used in classroom has an impact toward
student’s performance in classroom. Similarly, this research is connected with
students’ perception about the influence of peer learning technique in the classroom.
(4)
4 Based on the reason above, the researcher is interested in investigating
students’ perception and the influence of peer learning technique in increasing
their writing skill.
1.2 Statement of the Problems
Based on the background of study stated above, this particular study is intended to answer the questions as follows:
1. What are the students’ perceptions toward the use of peer learning technique in teaching English writing skill?
2. What are the implementation of peer learning technique in students’ English writing skill?
1.3 Purposes of The Research
By knowing the statement of problem, the purposes of the research are: 1. To know the students’ perceptions toward the use of peer learning technique
in teaching English writing skill.
2. To identify the implementation of peer learning technique in students’ English writing skill.
1.4 Significance of The Research
This research is beneficial for teachers, SMA Muhammadiyah 3 Batu, and next researchers. First, for the teachers, this research can give them insight about the use of peer learning technique in teaching learning process. By knowing the
(5)
5 peer learning technique in teaching and learning process based on student’s need, their students will have more comprehension in improving their skill and their achievement. Second, by knowing the students’ perceptions in learning process, it will be easy to find success and the obstacles of the learning process. Third, for the SMA Muhammadiyah 3 Batu, the result of this research can be used as an evaluation or as a consideration to improve the quality of teaching and learning process by using the suggested suitable teaching technique, and the fourth, for the next researchers, the researcher hopes this research can be used as a reference to do the similar research with different focus of study.
1.5 Scope and limitation
The scope of this research is the perception of the students of SMA Muhammadiyah 3 Batu towards the implementation of peer learning technique, the researcher will take two segment to give questionnaire before and after applying the teaching technique in four weeks conduct and the influence of peer learning technique in English writing skill.
The limitation of the participant for this research is sixty students of the second grade of SMA Muhammadiyah 3 Batu. The researcher is conducting this research in a series of four meetings to do the observation. The limitation of theories in this research are student’s perception of peer learning and the increase
of student’s achievement peer learning technique in English writing skill for
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6
1.6 Definition of key terms
In order to avoid misinterpretation between researcher and the readers, it is important to explain the meaning of the key terms used in this particular study as follows:
1. Perception is a set of internal sensational cognitive processes of the brain at the subconscious cognitive function layer that detects, relates, interprets, and searches internal cognitive information in the mind (Wang, 2007).
2. Peer learning is collaboration or study together with peers (Rasiban, 2010). 3. Techniques are the ways and means adopted by teacher to direct the learner
activities toward and objective. Techniques are tools of the teacher in teaching (Garlach, Ely, Melnick 1980:187).
4. Writing is a skill that is grounded in the cognitive domain. It involves learning, comprehension, application and synthesis of new knowledge (Joseph Defazio, 2010)