These findings are said to be valid and reliable because the process was done in line with the concept of process validity, outcome validity, time
triangulation and theory triangulation. It means that there are some improvements which are supported by the data sources. Besides, there are
more than one observer that are involved in the research.
D. Research Discussion
This section presents the analysis of the results of the research. The researcher had analyzed the result of the Cycle 1 and the Cycle 2 of the
research. The results of the research are analyzed to know whether the use of the peer response can improve the writing ability of grade VIII students at
SMP 3 Berbah or not. At the beginning of the research, the researcher did the reconnaissance
step by doing observation to the teaching and learning process, interviews with the English teacher and the students and also the pre-test. Those
reconnaissance steps succeed to discover the existing problems during the teaching and learning of writing. Its result helped the researcher determining
the problems to be solved in this research. The problem was that the students had many difficulties in writing.
Their problems determined by the researcher were the students’ difficulty in generating ideas,
the students’ mastery of the organization of the recount text, the grammar, the vocabulary mastery and the mechanics. To solve the
problems, the researcher and the English teacher as a collaborator discussed
to make a strategic plan by using peer response. The technique was implemented in two cycles. In those two cycles, the students had experienced
the writing process in the classroom including planning, drafting, editing, and a final draft.
The first cycle showed that there were some improvements on the students writing ability and also there was a change on their behavior
toward the teaching and learning process after getting the peer response. After the implementation, they were able to give more detail of their writing.
It was their improvement in the content aspect. The students were able to write a text as required and the text was in well-organized. Their writing after
Cycle 1 was in better organization. They had better understanding of what should be written in the orientation, the events, and the re-orientation. Their
vocabulary mastery also improved. They could use correct and appropriate words. They also used various and some new words. Some students were able
to use correct grammar in their writing. However, some others still missed some parts. Some others still had problems with the past tense used in their
writings. It was similar to the use of the correct punctuation and the capitalization. Some students were able to do it, while some others still made
mistakes on it. The second cycle showed that there was an improvement on the
aspects that still lacked in the first cycle. In this cycle, the students were able to write the text with complete parts. They also used the correct grammar and
pronouns in their writings. In their writings, they also used the correct
punctuation and capitalization. The main focus of Cycle 2 which was the language use and the mechanics aspects had been also achieved by the
students. Besides the improvement on the students writing, there was also an improvement
on the students’ behavior. Time to time, they got more serious during the lesson and enthusiastic to write. They were also motivated to write
because of the existence of the peer response. They had been able to take advantages of the peer response technique.
By the existence of the peer response, they seemed more confident revising their draft based on the feedback or comments from their friends.
Most of them had been more confident and able to write faster. The improvement on the students’ writing ability is proven by the students’
writing products that got better and the decreasing of the mistakes that the students made after they got the peer response technique. The students also
felt the improvement by themselves. They became aware more about the mistakes in the past tense through the peer response. It influenced their
quality of their revisions in the revision stage. Most students also started to be able to choose the appropriate words considering the context and use various
words. Dealing with the language use, the use of the past tense inappropriately reduced and there were only some errors in irregular verbs.
Most students had been able to produce their writing better. The use of the correct spelling, punctuation and capitalization also support it.
From those all findings, the researcher concluded that the students got significant improvements in those all aspects after the implementation of the
peer response technique in their teaching –learning process of writing. The
improvements of students’ writing skills are supported by the quantitative
data which is shown in the previous part. The implementations of the peer responses activities within those cycles are also effective
to improve students’ motivation in the teaching-learning process of writing. Through the
implementation of the technique, the students maximize their performances in their writing since they are going to be ashamed to have many mistakes on
their writing hence their writing skills are improved. Moreover, each student is now also able to
be more care of their friends’ writing since they are assigned to read, to pay attention and then, to
give responses to their friends’ writing. In addition, the various activities and tasks in the cycles had also
supported and helped the students to get ready for producing good writing. From the explanation above, it can be concluded that the use of peer
response can improve the writing ability of grade VIII students at SMP 3 Berbah. The researcher and the English teacher as the collaborator agreed that
the implementation of peer responses was successful to improve students’
writing skills. The researcher and the English teacher agreed to stop the research in Cycle 2 since the objective of the research has been
achieved. In addition, the actions conducted during the research could also improve
the students’ motivation and attention.
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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
