can learn from the assessment process so it is increasing their understanding about a material.
Peer assessment assumed giving more meaningful learning for the students because it serves a direct assessment after the students passed their material.
Direct assessment means the students take a part in assessing their paper. Then, it also gives more chance for the students to ask if they face some difficulties in
certain materials. The emotional between students help this process because of they will not get shame in asking what they do not understand yet. In brief, peer
assessment gives more time to the students in recall their understanding while they are assessing their friends’ work. So if peer assessment is used in assessing
the students’ writing recount text, it will give a better effect for students.
G. Research Hypotheses
The Hypotheses of this research are:
H Null Hypothesis
: There is no effect of peer-assessment towards students’ writing of recount text.
Ha Alternative Hypothesis: There is an effect of peer-assessment towards
students’ writing recount text.
22
CHAPTER III METHODOLOGY
In order to determine the effect of peer assessment towards students’ writing skill of recount text, the researcher deemed the tenth grade of senior high
school to be studied. This chapter outlines this research, including the place and time of the research, research design, the sample and the instrument, the data
collection, and data analysis
A. Place and Time of the Study
To gain the data for this study included giving pre-test, material or treatment and post-test; the researcher took time for a month from on August, 2015 at the
tenth grade students of SMA N 11 kota Tangerang Selatan year 20142015 which is located in Jl. Sumatra I Gang Alpukat Rt. 00206 Rawa Lele, Jombang, Ciputat,
Tangerang Selatan.
B. Method and Research Design
This study was a quantitative research. The method of this study was experimental research. According to Fraenkel and Wallen, experimental research
is an experiment which has at least one variable in its study and it gives chance to the researcher to make a hypothesis due to predict the result.
1
Moreover, the researcher can manipulate the independent variable in order to gain the result that
was predicted before do some treatments. In this study, quasi-experiment would be used as the true method.
Quasi-experiment was an experimental design which has two subjects of experiment termed as experimental and control group and also requires pre- and
post-test.
2
Its main characteristic was no random assignments of subject, so it meant the researcher try to manipulate the subject effectively. In this design, the
1
Fraenkel, Jack R. and Norman E. Wallen, How to Design and Evaluate Research Education; Fifth Edition, New York: The McGraw-Hill Companies,. 2003, p. 268.
2
David Nunan, Research Methods in Language Learning, Cambridge: Cambridge University Press., 1992, p. 41.
researcher needed at least two classes or groups to be experimented. One group was as control group and another was as experimental group. The picture below is
illustrated the research design of the study adapted by Creswell: Group A
O ---------------------- X -------------------- O Group B
O ---------------------------------------------- O Explanation:
A : Experimental group
B : Control Group
O : Pre-test and post-test
X : Treatment
C. Population and Sample
1. Population Population of this research was the tenth grade students of SMA N 11
South Tangerang in academic year 20152016. The tenth grade students of SMA Negeri 11 Tangerang Selatan are divided into 7 classes.
2. Sample and Sampling Technique The strategy in deciding the sample was non-probability sampling, namely
convenience sampling. Non-probability sampling allowed the researcher to select individuals which are available and convenient.
3
In addition, individuals-selected represented to what they are being tested. Furthermore, the researcher also
considered it based on the recommendation from the English teacher on this school.
The sample of this research was two classes, which were X.1 as the experimental class and X.3 as the controlled class. The class of X.1 has its
member for about 41 students and the class of X.3 has 39 students. Since some of the criteria of this study which are mentioned in the instrument, the researcher has
just taken 19 students’ work from each class as the sample of this study.
3
John W. Cresswell, Educational Research, New Jersey: Pearson Education, 2008, p. 155.
D. Instrument of the Research
Instruments which were used by the writer were pre-test and post-test. The pre-test is given due to knowing the background of knowledge of the students in
arranging recount text. Whereas post-test is used to know the effect of peer- assessment towards students’ writing recount text. The pre-test and post-test
contained of same instruction in guiding the students to construct a writing of recount text. The instrument of this study can be seen in the appendix 3 and 4.
E. Technique of Data Collection
Due to clarifying the variable in this study, the researcher tries to explain more about the variable X as the dependent variable which is writing recount text. Here
the explanation of it based on the conceptual definition and defines more based on the view of the researcher:
1. Conceptual Definition
Based on the explanation of experts, writing recount text is an activity of writing a text in which look at the writer’s view of their past. In any occasion, the
people are emphasized on how to retell share their past stories in writing form in order to entertain, to inform and to amuse the others.
2. Operational Definition
To make the explanation more meaningful and understandable for the readers, the researcher give her own view about writing recount text in this study. The
sample of this study is administered to take a part in giving their contribution through writing their own past experience in a paper. Writing in this case is about
delivering their own idea about their past into a structurally story. The story that needed to be written is about the truereal story; it can be taken from their own
experience or from another person. Moreover, the criteria of giving score will be seen by seeing several aspects of writing, such as the content, organization of the
text, vocabulary, language use tenses, punctuation, and subject-verb agreement, and mechanics capitalization. Those criteria are hoped can help the researcher in
analyzing the ability of the students in writing.
