Therefore, they will be more motivated to write better. Since it was also a new way in learning writing for them, it was able to attract their attention in writing.
In terms of the quantitative data, there was an improvement on the
students’ writing ability. It could be seen from the students’ scores obtained from the accumulation of the scores in the five
aspects that the students’ achieved in the pre-test, the Cycle 1, the Cycle 2 and the post-test also showed
the effectiveness of the technique in improving the students’ writing ability.
The mean of the students’ scores improved from 8.00 to 14.34. It means that the research was successful in making improvements. In addition, to avoid bias
in scoring, the collaborator also scored the students. From the facts above, it can be concluded that the peer response was
successful in improving the students’ writing ability and attitude towards the
teaching and learning process of writing.
B. Implications
Based on the conclusion above, the implications of the action research are as follows.
1. Peer response was effective to improv e the students’ writing ability. The
students in learning writing need valuable feedback about what to avoid and what to improve in their writing. Through the technique, the students
got more acceptable and valuable feedback in the form of peers comment on their writing. It made them able to see the mistakes to avoid. Moreover,
the peers can suggest any advice to make their writing better. Therefore, it
helped the students in generating their ideas easily through comments from peers. By using the peer response, the students were also able to improve
their skills in organizing a text since their peers will show if their organization have not completed. The peers also will give some feedbacks
and comments to use various and appropriate words in their writings. Besides that, the peer
s’ feedback in their writing reminded them to use correct grammar, punctuation and capitalization. It implies that the peer
response can improve students’ writing in revising stage. 2. The use of
peer responses could improve the students’ motivation in writing teach
ing learning process. Since the students’ writings were corrected and given some responses by their friends, they were motivated
to maximize their writing to get better. The students, with their characteristics as adolescents, would be ashamed to make many mistakes
in their writing in front of their friends. Moreover, the use of the peer responses could decrease the boredom in the teaching learning
process of writing. In addition, since they got feedback from peers before they submitted the writing work to the teacher, they became more
confident to write eventually. Therefore, it implies that the English teacher needs to use the peer response in order to improve the
students’ motivation in writing. 3. The activity of the peer response could also increase the interaction
between students and other students, between students and the teacher. Besides, it could provide students with the writing process including
planning, drafting, editing, and final draft. Through the peer responses, the students had to interact with others. They should read, analyze, and
give responses to their friends’ writing and finally give the writing back to the owners. Thus, the students were demanded to be more careful and
responsible to each other. Meanwhile, the English teacher was a
controller who ensured the English teaching learning process in the class could run well. Moreover, it could promote student-centered learning. The
teacher can to use the peer response in order to make effective interaction and interesting writing activities. It also influenced the students to have
better attitude toward the English lesson.
C. Suggestions
