THE EFFECT OF PEER REVIEW STRATEGY ON THE STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE PARAGRAPH.

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THE EFFECT OF PEER REVIEW STRATEGY ON THE

STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE

PARAGRAPH

A THESIS

Submitted to the English Department, Faculty of Language and Art, State University of Medan in Partial Fulfilment of the Requirement for

the Degree of Sarjana Pendidikan

By:

SRI AGUS MURNIASIH

REGISTRATION NUMBER: 2103321043

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2015

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ABSTRACT

Murniasih, Sri Agus. 2103321043. The Effect of Peer Review Strategy on the Students’ Achievement in Writing Descriptive Paragraph. A Thesis. English Department. Faculty of Languages and Arts. State University of Medan. 2015 This study was conducted to know the effect of applying Peer Review Strategy on the students’ achievement in writing descriptive paragraph. It was conducted by using experimental research method. This research design was conducted pre-test, post test in experimental and control group. The population of this research was the eight (VIII) grade students of SMP IT IQRA’ Medan. The sample of this research was taken by lottery technique. They were in class VIII-1 by experimental group and the class VIII-2 by control group. The experimental group was taught by using Peer Review Strategy while the control group was given no treatment. The instrument used to collect the data was writing essay test. The data were analyzed by using test formula. The result showed that the value of t-observed was higher than the value of t-table. (3,55 > 2,05 ( = 0.05)) with the degree of freedom (df) = 28. It means that there was a significant effect of applying Peer Review Strategy on the students’ achievement in writing descriptive paragraph. So, the alternative hypothesis (Ha) was accepted.

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ACKNOWLEDGEMENT

Firstly, praise and great gratitude to the almighty God Allah SWT for His blessing, mercy, opportunity and helping the researcher to complete this Thesis entitled “The Effect of Peer Review Strategy on the Students’ Achievement in Writing Descriptive Paragraph “ as one of requirement for the degree of Sarjana Pendidikan (S1) at English Department, Faculty of Language and Arts, State University of Medan.

During the process of writing and conducting the research, the writer was assisted and supported by many people. This Thesis could have not been accomplished without guidance, suggestion, and comment from them, for which the writer would like to express her sincere appreciation which directed to:

 Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum.,the Dean of Language and Arts Faculty, Vice Dean I, II,III and all the administrative staff.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.  Dra. Meisuri, M.A., the Secretary of English Department .

 Dra. Masitowarni Siregar, M.Ed., the Head of English Education Department.

 Dra. Rahma, M.Hum., the Head of English Literature Department.  Dr. I Wayan Dirgeyasa, M.Hum., her Thesis Supervisor.

 Prof. Dr. Lince Sihombing, M.Pd., her Academic Advisor and her Reviewer.

 Dr. Sri Minda Murni, M.S., Indra Hartoyo, S.Pd., M.Hum., as her Reviewer and Examiner

 Alm. Husin and Siti Rohati, S.Pd, her beloved parent.

 Zainal Abidin, S.Pd.,Fajar Khairi S.Pd., Headmaster of SMP IT IQRA’ Medan, All Teacher and All students of SMP IT IQRA’ Medan.

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 All my familiy members, Julinda Wati S.Pd, Bambang Irwanto, Hardianto, and Rahmayanto, her best brother and sister.

 Her lovely classmates, DIK Extension A,B and C 2010, for the wonderful four years.

 Her beloved friends, Muhammad Ridwan, Asri Rumiris, Fitri Handayani Lubis, Tiarmayanti, Yenni Roffina, Yusniar for always support and helped the writer during completing her thesis

 Her closed friends in PPLT SMP N1 Pagar Merbau, who helped writer during completing her thesis.

The researcher hopes this thesis can give contribution to the English education students and further pedagogical research. And also it can be useful for the readers.

Medan, March 2015 The Researcher

Sri Agus Murniasih NIM. 2103321043

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Pages

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENT ... iv

LIST OF TABLES ... vi

LIST OF APPENDICES ... vii

CHAPTER I : INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 4

C. The Objectives of the Study ... 5

D. The Scope of the Study... 5

E. The Signifinance of the Study ... 5

CHAPTER II: REVIEW OF LITERATURE... 7

A. Theoretical Framework ... 7

1. The Concept of Writing ... 7

2. Writing Process ... 8

3. Genre of Writing ... 10

4. The Characteristic Genre of Writing ... 11

5. Descriptive Paragraph ... 13

a. Definition of Descriptive Paragraph ... 13

b. Generic Structure of Descriptive Writing ... 15

6. Peer Review Strategy ... 16

7. The Application of Peer Review Strategy ... 20

8. Assessment in Writing ... 21

B. Conceptual Framework ... 23

C. Hypothesis ... 24

CHAPTER III: RESEARCH METHODOLOGY ... 25

A. Research Design ... 25

B. Population and Sample ... 25

1. Population ... 25

2. Sample ... 26

C. The Instrument for Collecting Data ... 26

D. The Procedures of the Research ... 26

1. Pre-test ... 26

2. Treatment ... 27

3. Post-test ... 28

E. The Content Validity and The Reliability of The Test... 28

1. The Content Validity of the Test ... 28

2. The Reliability of the Test ... 29

F. The Technique of Data Analyzing Data ... 30

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CHAPTER IV: THE DATA ANALYSIS ... 31

A. The Data ... 31

B. Data Analysis ... 33

1. Validity of the Test ... 33

2. Reliability of the Test ... 33

3. Test of Homogeneity of Variance ... 34

4. Testing Normality ... 34

5. T-Test ... 35

C. Testing Hypothesis ... 36

D. Research Finding ... 37

E. Discussion ... 38

CHAPTER V: CONCLUSION AND SUGGESTIONS... 40

A. Conclusion ... 40

B. Suggestions ... 40

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LIST OF TABLES

Table 1.1. Score Writing Descriptive Paragraph ... 3

Table 2.1. Textual Elements of Descriptive Paragraph ... 15

Table 2.2.Writing Assessment ... 21

Table 3.1. Research Design ... 25

Table 3.2. Treatment for Experimental Group ... 27

Table 4.1.Students’ Achievement Score in pre-test and post-test... 32

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LIST OF APPENDICES

APPENDIX A Pre-Test for Experimental Group and Control Group ... 43

APPENDIX B Post-Test for Experimental Group and Control Group ... 44

APPENDIX C Treatment for Experimental Group ... 45

APPENDIX D The score of Pre-Test and Post-Test In Experimental Group ... 50

APPENDIX E The score of Pre-Test and Post-Test in Control Group ... 51

APPENDIX F The Reliability of the Test ... 52

APPENDIX G Test for Distribution of Frequency in Experimental Group ... 54

APPENDIX H Test for Distribution of Frequency in Control Group ... 58

APPENDIX I Testing Normality ... 62

APPENDIX J Table of Normality ... 70

APPENDIX K List of Testing Lilliefors ... 71

APPENDIX L Test for Homogeneity of Variance ... 72

APPENDIX M Table Distribution ... 76

APPENDIX N The Calculation of t-test for Control Group ... 77

APPENDIX O Percentage Points of The T Distribution ... 80

APPENDIX P Lesson Plan ... 81

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Last year, the government decided to try out the new designed curriculum 2013 from elementary, junior high school and senior high school. The curriculum 2013 has a specific objective of the language teaching-learning process to make students active in the language class both in oral and written. English is one of the lessons that has four skills, they are listening, speaking, reading and writing.

Related to curriculum, writing is one of the language skill that has a complexity process in teaching (Reid, 1993:266). Writing is a communicative skill,writing is not only a process of linking words into sentences or paragraphs, but it is a sequence or steps of ideas, organized thoughts and feeling in the form of words and combined into sentences into form of paragraphs in which every sentences is closely related one another.

However, writing skill is more complex and difficult to teach, requiring the mastery not only the grammatical and theoretical deviced but also the conceptual and judgment. For many English learners, learning to write fluently in English is much more challenging and difficult than learning to speak fluently. Learning to write is difficult especiallyfor those who write in a second or foreign language;they must write accurately within a limited time. If the English teacher tries to enable students toproduce fluent, accurate and appropriate writtenEnglish, there are a number of aspects which need tobe considered (mechanics of writing, accuracy,fluency, etc).

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There are some benefit of writing, namely are; (1) the writing is a means to find something, in sense can raise ideas and information that exists in nature under aware of our thinking,(2) writing activities can be brought new ideas be active, (3) writing activities can train the ability to organize and clarify concepts or ideas, (4) writing activities can practice detachment that is in someone, (5) writing activities can help us to rehearse solve several problems at once, (6) writing activities in a field of science will allow us to be active and not just be recipients information.

In line with the students’ writing at SMP IT IQRA’ Medan while trying to adapted with the curriculum 2013, the researcher found problem in writing a descriptive paragraph, the students got confuse of what to write and how to start. Students did not not know to write properly because most of students are not intersted in learning writing. Most of them also did not have any ideas what grammar to use or how to organize the ideas. They perhaps have ideas in their mind but they don’t know how to organize or express their point views in writing. Those problems related to their knowledge before the treatment and the way they assumed that english is complicated one. The writer found the student can not write it individually. They need to have a group or pairs discussion to share information each others.

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It is shown in the following table:

Table 1.1. The Eighth Grade Students’ Score of Descriptive Writing in TheLast Two Semester in SMP IT IQRA’ Medan.

Semester Score Student Percentage

Semester 1 2013/2014 <70 9 66,6%

≥70 6 33.3%

Semester 2 2013/2014 <70 11 60%

≥70 4 40%

Related to the problem mentioned previously, the way of teaching needs to

be improved. Writing descriptive paragraph is a way for students to express their skill and share about they’ve seen. Less vocabulary and knowledge of sentence structure the are main problem why they fell difficult to express it. By adding their knowledge in vocabulary and sentence structure teacher hopes that writing descriptive paragraph will help students to express everything in their mind. There are many strategies in improving the way of teaching writing text. However, it is determined to apply Peer Review Strategy in this study because by applying Peer Review, it will help students to get some new vocabularies and ideas from their friends easily. By addapting their friends’ skill in writing, the student can enlarge their knowledge and easily produce a new descriptive paragraph.

Peer review is way to get feedback from others. It is one of the several strategies applied to the writing process and it is especially important; sharing what we have written with others, our readers, to see if we have been successful in conveying our intended meaning, Brown (2001:353). Peer review strategy can be

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applied in group. Working in group can be a productive and congenial part of writing process in which it can increase the possibility that the students will look at problems from several perspective. In peer review strategy, students not only get feedback from their classmates, but they also give feedback to their classmate.

Peer review strategy is works best when students have read, guide with question or focused tasks, prepared comments on the paper and be ready discussion. Then give students a clear format for peer review and require written reviews.

Peer Review has some strengths and advantages such as: a) evaluating peer writing, b) facilitating discussion and debate, c) facilitating students to give suggestions and comments, d) providing students field to share and help each other, e) peer review makes students more aware of general problems in their own writing, f) peerreview encourages students' sense of ownership of their writing, helping to promote learnerautonomy. Peer Reviewing allows a diversity of opinions to be brought to the table, pre-set ideas from the equation and removing personal biases which these elements will help students to write well.

Thus, in line with the background above, the writer tries to study the effect of peer review strategy on improving students’ ability in composing descriptive writing and tries to prove that by applying peer review, student in certain school will be helped extreamly in writing descriptive paragraph.

B. The Problem of Study

In order to study the effect of peer review and prove that peer review strategy can anwer the students’ problem in writing, this research deals with an

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investigation of writing by using peer review strategy. To find the specific element of writing, the problem that students faced, and help students to write better than before, the problem of this research was stated in following statement:

“Is there any significant effect of peer review strategy on the students’ writing descriptive paragraph?”

C. The Objective of the Study

In relation to the problem the objective of the research is to find out the effect of using peer review strategy in teaching descriptive paragraph.

D. The Scope of the Study

There are some genres in writing that can be applied to see the students writing skill. This study concentrated to see the improvement of students’ writing descriptive paragraph, especially describing person. The strategy that will be applied to improve students achievement in writing descriptive paragraph ispeer review strategy that can guide students to write well.

E. The Significance of the Study

It is expected that this research will give some significances.

1. For teachers, it might show teacher that peer review and other forms ofinteresting material could be used for teaching writing. This study alsocould give motivation to the English teacher to create new ways or media in teaching learning English.

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2. For students, it might motivate students to improve their interest in writingsince they would find out that English writing material was not complicated, boring and monotonous.

3. For teacher and researcher,the result can be used as process to improve the teaching performance.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

After analyzing the data, it was concluded that use of peer review significantly effects the students’ achievement in writing descriptive paragraph, since t-observed>t-table (43.55>2.042;df=28, α=0.05). The used of peer review strategy in writing descriptive paragraph, the students to explore their ideas with their own words and as a stimulus to increase their creativity in writing include the level of vocabulary development and able to gave suggestions and comments in teaching process. It can help the students more be active. It means the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted because there was significant effect of using peer review on the students’ achievement in writing descriptive paragraph.

B. Suggestions

Based on the conclusion above, the researcher gives suggestion as following:

1. The English teacher was suggested to apply peer review strategyin teaching descriptive paragraph as an essential part of thewriting process. 2. The students was suggeted to be more active, confidance, and enjoyable

and exploring their writing ability by peer review strategy.

3. Other researchers, it is expected to the readers who are interested in dealing with this study so that they have a good understanding to support their study especially in writing descriptive paragraph.

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REFERENCES

Brix, J., Grainger, P., & Hill, A. (2014). Investigating Mandatory Peer Review of Teaching In Schools. Australian Journal of Teacher Education, 39(4). Brown, H. Douglas.2001. Teaching by principles, an Interactive Approach to

language Pedagody.2nd.ed.new York; Longman

Dirgayasa Wayan I. 2012. A Genre Based Approach. Maritime English Writing,Unimed Press

Harmer, Jeremy. 2004. How to Teach Writing. London: Longman

Harmer, Jeremy. 1899. Writing English Language Tests. London and New York Heaton. J. 1988. Writing English Language Tests. London: Longman

Knapp, Peter &Watknis, Megan. 2005. Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Sydney: University of New South Wales Press Ltd.

Mayers, Alan.(005). Gateway to Academic Writing. United States of America:Addison Wesley Longman.Inc

Min Hui-Tzu. 2006. The Effect of Trained Peer review on EFL students’ revision types and writing quality. Journal of Second language Writing. Taiwan:University Road

Mittan, R. (1989). The peer review process: Harnessing students' communicative power. In D. M. Johnson & D. H. Roen (Eds.).Richness in Writing: Empowering ESLStudents (pp.207-219). White Plains, NY: Longman. Pardiono.2007. PastiBisaTeaching Genre-Based Writing. Yogyakarta: Andi Reid, Joy M. 1993. Teaching ESL Writing. New York: Prentice Hall Regents Wishon and Burks. 2005. Research-Based Unit and Lesson Planning:

Maximizing student Achievment. USA: Littlefield Education. White, C. 1989. Writer’s Art. A Practical Rethoric and Handbook.

California:Wars-Worth Publishing

Wyrick, Jean. 1996. Steps to Writing Well, a Conscise Guide to Composition. 6th ed. New York: Harcout Brace College Publishers

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Van den Berg, I., Admiraal, W. and Pilot, A. (2006). Design principles and outcomes of peer assessment in higher education, Studies in Higher Education, 31(3), pp.341-356.

http://teacher-eeductor.jimdo.com/social-science/strategy-method/

http://writingcenter.unc.edu/handouts/paragraphs/. accessedon April 15,2014 http://writing.caltech.edu/resouireces/peer-review-tips/html.acessedon April

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B. The Problem of Study

In order to study the effect of peer review and prove that peer review strategy can anwer the students’ problem in writing, this research deals with an

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“Is there any significant effect of peer review strategy on the students’ writing descriptive paragraph?”

C. The Objective of the Study

In relation to the problem the objective of the research is to find out the effect of using peer review strategy in teaching descriptive paragraph.

D. The Scope of the Study

E. The Significance of the Study

It is expected that this research will give some significances.

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2. For students, it might motivate students to improve their interest in writingsince they would find out that English writing material was not complicated, boring and monotonous.

3. For teacher and researcher,the result can be used as process to improve the teaching performance.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

B. Suggestions

Based on the conclusion above, the researcher gives suggestion as following:

and exploring their writing ability by peer review strategy.

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REFERENCES

Brix, J., Grainger, P., & Hill, A. (2014). Investigating Mandatory Peer Review of Teaching In Schools. Australian Journal of Teacher Education, 39(4). Brown, H. Douglas.2001. Teaching by principles, an Interactive Approach to

language Pedagody.2nd.ed.new York; Longman

Dirgayasa Wayan I. 2012. A Genre Based Approach. Maritime English Writing,Unimed Press

Harmer, Jeremy. 2004. How to Teach Writing. London: Longman

Harmer, Jeremy. 1899. Writing English Language Tests. London and New York Heaton. J. 1988. Writing English Language Tests. London: Longman

Knapp, Peter &Watknis, Megan. 2005. Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Sydney: University of New South Wales Press Ltd.

Mayers, Alan.(005). Gateway to Academic Writing. United States of America:Addison Wesley Longman.Inc

Min Hui-Tzu. 2006. The Effect of Trained Peer review on EFL students’ revision types and writing quality. Journal of Second language Writing. Taiwan:University Road

Mittan, R. (1989). The peer review process: Harnessing students' communicative power. In D. M. Johnson & D. H. Roen (Eds.).Richness in Writing: Empowering ESLStudents (pp.207-219). White Plains, NY: Longman. Pardiono.2007. PastiBisaTeaching Genre-Based Writing. Yogyakarta: Andi Reid, Joy M. 1993. Teaching ESL Writing. New York: Prentice Hall Regents Wishon and Burks. 2005. Research-Based Unit and Lesson Planning:

Maximizing student Achievment. USA: Littlefield Education. White, C. 1989. Writer’s Art. A Practical Rethoric and Handbook.

California:Wars-Worth Publishing

Wyrick, Jean. 1996. Steps to Writing Well, a Conscise Guide to Composition. 6th ed. New York: Harcout Brace College Publishers

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Van den Berg, I., Admiraal, W. and Pilot, A. (2006). Design principles and outcomes of peer assessment in higher education, Studies in Higher Education, 31(3), pp.341-356.

http://teacher-eeductor.jimdo.com/social-science/strategy-method/

http://writingcenter.unc.edu/handouts/paragraphs/. accessedon April 15,2014 http://writing.caltech.edu/resouireces/peer-review-tips/html.acessedon April

THE EFFECT OF PEER REVIEW STRATEGY ON THE STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE PARAGRAPH.