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CHAPTER III METHODOLOGY
This chapter deals with the methodology that the writer used in this study. It covers research method, research participants, research instruments, data
gathering technique, data analysis technique, and research procedure.
A. Research Method
The researcher used survey research. According to Wiersma 1995, surveys are used to measure attitudes, opinions, or achievement or any number of
variables in natural setting. It can be done by means of observation, questionnaire, and interview. This idea is supported by Ary, Jacobs and Razavieh 2002 who
state that survey is used for gathering data ranging from physical counts and frequencies to attitudes and opinions. The data gathered from survey is responses
of questions that are asked to participants. Thus, this research used survey research as research method since it dealt
with investigating students’ opinion of peer feedback in writing class. The researcher interpreted the students’ perception about the use of peer feedback
based on the questionnaire.
B. Research Participants
The participants of the study were the students of the English Education Study Program who were taking Paragraph Writing class in the academic year
23 20092010. The participants should have experience about peer feedback. The
researcher used two classes of Paragraph Writing namely class D and class F. Class D consisted of 26 students and class F consisted of 25 students. The
researcher used these classes because the lecturer of these classes applied peer feedback in class.
C. Research Instruments
To collect the data, the researcher used two research instruments namely questionnaire and feedback checklist.
1. Questionnaire
The questionnaire was used to gather students’ opinion of a list of questions about the use of peer feedback in writing class. The questionnaire was
in form of open-ended and close-ended questions. Close-ended questions are questions that have fixed option to be chosen. It consists of degree of agreement
which is set to obtain the expressions of opinion, interest, or valuing, problems to react to, or statements to agree or disagree with. The researcher used Likert scale
which provides a range of responses to a given question or statement Cohen, Marion, Marrison: 2000:253. According to Brown and Rogers 2002: 120,
Likert scales can be on a 1 to 4 scale, 1 to 5 scale or 1 to 7 scale. It depends on the answers the researcher wants to gain.
Hence, in this research, the researcher used Likert scale on 1 to 4 scale. The degree of agreement are 1 strongly disagree, 2 disagree, 3 agree, and 4
strongly agree. The researcher used the scale that did not have undecided option.
24 Thus, the respondents should choose whether they agreed or disagreed. Galls and
Borg 2007: 235 stated that “One method of dealing with the issue of respondents who lack familiarity with a topic is to include “no opinion” option as a response
alternative for each attitude item”. In this research, the respondents have already known about peer feedback since they experienced it in the writing class. Thus,
the researcher used 1 to 4 scale to avoid the respondents’ ignorance about the topic.
The statements in the questionnaire covered four parts. The first part of the questionnaire was concerned with the students’ perception on the process of peer
feedback. The second part was concerned with students’ perception on the benefits of peer feedback. The third part was related to students’ perception on
feedback from their peer. The last part was related to the students’ perception on the implementation of peer feedback. To make it clearer, the questionnaire and
questionnaire blueprint is provided in Appendix 1 and 3. Open-ended questions are questions needed to be answered more freely
based on the participant’s perception. It is used to gain further information about the use of peer feedback in writing class. However, the answer must be related to
peer feedback in writing class. The questionnaire was distributed after the implementation of peer feedback by the lecturer. The questionnaires were
distributed to all the students of Paragraph Writing Class.
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2. Peer Feedback Checklist
Feedback checklists as students evaluate their peer’s work. Hyland 2003 states that it helps structure peer review activities by providing guidance on what
participants should look for as they read. He adds that peer feedback checklist can provide a valuable form of indirect instruction about good writing and genre
format. In this study, peer feedback checklist was used by the respondents to classify the area the students observe in giving peer feedback in their peer’s
writing. The researcher adapted the peer feedback checklist from the work of Sokolik 2003. It consisted of 7 guiding questions to help the students to give
feedback to their peers. The peer feedback checklist was presented in the Appendix 2.
D. Data Gathering Technique
This research began on 26 March 2010 and ended on 19 August 2010. In collecting the data in this study, the researcher gave a set of questionnaire to the
participants and peer feedback checklist. Firstly, the researcher gathered the data through peer feedback checklist. The students were given peer feedback checklists
while they were doing peer feedback in class. Having finished with the peer feedback checklist, the researcher gathered data by using questionnaire as the
research instrument. The reseracher distributed the questionnaire and the peer feedback
checklist on 11 and 12 May 2010. The researcher distributed 26 questionnaires in class D but only 25 sheets were returned. In class C, the number of questionnaire
26 distributed was 25 sheets, but only 24 sheets were returned as well as the peer
feedback checklist. As the result, the total instruments to be analyzed were 49 sheets of peer feedback checklist and 49 sheets of questionnaires.
E. Data Analysis Technique
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