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.
Then, in this study, the student would ask to write a recount text twice in the pre- and posttest which the theme will be given first. In the pre-test, the theme-
given is “Experience” and “The Most Memorable Event” in the posttest For experimental class, the treatment of peer-assessment was given. In the
peer-assessment activity, the teacher would play a role as a facilitator and instructor. Those meant the teacher will give some instruction how to do peer-
assessment and monitoring the students’ work. In doing peer-assessment, the experimental students will be guided by the rubric of peer-assessment below due
to help them in giving mark in their friends’ work: The data of this research is collected from 38 students from two classes.
For the explanation of the data, the researcher would use quantitative data technique, where the data will be range in number or score. Since the data was in
writing form, it will be scored first. The score would follow the rubric of scale scoring categories of oral proficiency test developed by Jacobs. It called by
Analytic scoring, it can be seen in appendix 5. In the Analytic scoring, scripts are rated on several aspects of writing and the criteria are given rather than in a single
score. It is suggest a separate score for each of the element in writing test, include of scoring of the content, organization, and mechanics and so on. Moreover, its
schemes provide more detailed information about a test taker’s performance in different aspects of writing.
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Although it was for an oral proficiency test but it also can be used for the writing test.
3. Data Validity
Every test should represent to what the test want to measure. It called validity. It also implement in this research. Validity can be defined as the degree to which a
test measures what it supposed to measure. Grondlund, as cited by Brown explains that validity of a test is the extent to which inferences made from
assessment results are appropriate, meaningful, and useful in terms of the purpose
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Sara Cushing Weigle, Assessing Writing, Cambridge: Cambridge University Press, 2002, pp. 114
115.
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