THE EFFECT OF PEER FEEDBACK ON STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.
THE EFFECT OF PEER FEEDBACK ON STUDENTS’
ACHIEVEMENT IN WRITING NARRATIVE TEXT
A Thesis
By:
HENDRI BATUBARA
Registration Number: 209421024
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
First of all, the writer would like to thank ALLAH SWT for the mercy and
guidance in giving his full strength to complete this thesis.
This thesis is aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at English Department, Faculty Languages and Arts, State
University of Medan. It would not have been completed without guidance,
suggestions and comments from numerous people but not all the people can be
mentioned. Thus, the writer would like to extend his special sincere and thanks to
the following people.
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, Vice Dean I,II,III and the staff for their sincere assistance in the
process of completing the academic procedures
Prof. Dr. Hj. Sumarsih, M.Pd., Dra. Meisuri, M.A., Head and Secretary
English Department for their advice and administrative procedures
Nora Ronita Dewi, S.S.,M.Hum., as the Head of English Education
study program
Dr. Sri Minda Murni, M.S, as the writer’s Thesis Consultant and Dra.
Tjut Ernidawati M.Pd., as the writer’s Academic Consultant
All the Lectures of English Department
A lot of thanks to the Headmaster of SMA Dharmawangsa Medan,
Drs. Sutrisno and for the permission to conduct the research in that
school, and the students for their good attention
He would like to give his special thanks to his beloved parents,
Syahwil Batubara and Ramlah Nasution for their pray, love, support,
and everything they have given to the writer not only in completing this
thesis but also in his life. To his beloved sister, Herlina, Hamidah,
Helma Sari, Hernita Batubara and his beloved brother Haswar
Batubara who was his friend at home.
A lot of thanks to his beloved special friend Sri Wahyuni Hasibuan, her
support, encouragement and everything were very priceless.
A great thanks to the Islamic Association of University Student (HMI
Komisariat FBS UNIMED) especially the management 2012-2013 periods
for the loyalty help him in the period.
ii
It is realized that this thesis is far from perfect. Therefore, comments, critics,
suggestions, and advices are expected from the readers.
Medan,
The Writer
Mei 2015
Hendri Batubara
209421024
iii
ABSTRACT
Batubara, Hendri. 209421024. The Effect of Peer Feedback on Students’
Achievement in Writing Narrative Text. A Thesis. English Department.
Faculty of Language and Art, State University of Medan. 2015.
This study aims at finding whether Peer Feedback affects on students’
achievement in writing. This study was conducted by using experimental design.
The population of this study was grade eleven of Dharmawangsa Medan and the
total sample was 70 students. Two classes were chosen through random sampling
by using lottery technique. One class was used as the experimental group and
another class as control group. The experimental group was taught by using Peer
Feedback while control group was taught by using lecturing method. The
instrument used in this study was written test. The data were analyzed by using ttest. The result of computing the t-test obviously showed that t-observed is higher
than t-table (3,24> 1,67) with the degree of freedom 68 (df = N-2) at the level
significance 0,05 one tail test. It showed that the application of Peer Feedback
gives significant effect on students’ achievement in writing.
Keywords: Students’ achievement in writing narrative text, Peer Feedback,
Experimental research.
i
TABLE OF CONTENTS
Page
ABSTRACT ……………………………………………....................
ACKNOWLEDMENT ……………………………………………...
TABLE OF CONTENTS ……………………………………………
LIST OF TABLES …………………………………………………..
LIST OF APPENDICES …………………………………………….
i
ii
iv
vi
vii
CHAPTER I: INTRODUCTION……………………………………
1
A.
B.
C.
D.
E.
Background of the Study……………………………………….
Problem of the Study …………………………………………..
Objective of the Study …………………………………………
Scope of the Study …………………………………………….
Significance of the Study ……………………………………..
CHAPTER II: REVIEW OF LITERATURE…………………….
1
3
3
3
4
5
A. Theoretical Framework ………………………………………..
5
1. Writing Narrative Text …………………………………….
5
a. Genre based writing…………………………………….…
6
b. Narrative text ……………………………………………..
8
c. Generic Structure of Narrative text ……………………….
9
d. Grammatical feature of Narrative text ……………………
9
e. The Example of Narrative Text ……………………………
10
2. Students’ Achievement in Writing Narrative Text …………
12
3. PeerFeedback ………………………………………………
12
a. Advantages and Disadvantages of Peer Feedback ……....
14
b. Stages in Peer Feedback Activity ………………..……….
16
B. Conceptual Framework …………………………………………..
17
iv
C. Hypothesis ……………………………………………………….
20
CHAPTER III: RESEARCH METHOD ……..……………………
21
A. Research Design …………………………………………….…
21
B. Population and Sample …………………………………………
21
C. The Instrument for Collecting Data ……………………………….
22
………………………………................
22
D. Procedure of Research
1. Pre-test ………………………………………………………
22
2. Treatment ……………………………………………………
22
3. Post-test ……………………………………………………...
29
E. Scoring of the Test ………………………………………………
30
F. Technique of Data Analysis ……………………………………..
31
CHAPTER IV: THE DATA AND DATA ANALYSIS ……………
32
A. The Data ……………………………………………………………
32
B. The Data Analysis …………………………………………………..
36
C. The Reliability of the Test …………………………………………..
38
D. Testing Hypothesis ………………………………………………….
38
E. Research Finding …………………………………………………….
39
CHAPTER V: CONCLUSION AND SUGGESTION …………….
40
A. Conclusion …………………………………………………………..
40
B. Suggestion …………………………………………………………...
40
REFERENCES………………………………………………………...
41
APPENDICES ………………………………………………………. …
43-86
v
LIST OF TABLES
Table
Page
2.1.
Feedback Sheet……………………………………………………
19
3.1
Research Design …………………………………………………..
21
3.2
The Activities of Teacher and Students in Experimental Group.
22
3.3
The Activities of Teacher and Students in Control Group ……..
26
3.4
Scoring of the Test …………………………………………...........
30
4.1
The Result of Pre-Test and Post-Test in Experimental Group ...
33
4.2
The Result of Pre-Test and Post-Test in Control Group ……….
34
vi
LIST OF APPENDICES
Page
APPENDIX
A
The Data Analysis of Experimental Group and Control Group ..
43
B
The Calculation of the Reliability of the Test ……………………
48
C
Lesson Plan …………………………………………………………
50
D
Table of Critical Value for T ………………………………………
84
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
One of the languages that have an important role in the world is English.
English is a foreign language for Indonesians and it is used in many international
activities as commerce, sport, science, education, and technology. Therefore,
English must be taught and learnt at school.
According to the Educational Unit Curriculum (KTSP), students must
master four language skills; they are listening, speaking, reading, and writing.
Writing as a part of the language skills besides listening, speaking, and reading
must be taught maximally by the teacher to the student. Wallace (2004: 15) states
that writing skill for beginning students can benefit from learning and practicing
one skill at a time. So, study writing skill can benefit for student to learn another
aspect of language at once.
Nowadays, the ability to write has become an indispensable skill in the
literate community. Writing is still hard and often frustrating the learners when
they are asked to do it although English has been taught since from elementary
class. Students are getting confused to start their writing because they are not
interested in writing. Even though they have some ideas on their mind, they do not
know how to express the idea into good composition. Harmer (2004:11) states
that for many years the teaching of writing focused on the written product rather
than the writing process. In other words, the students’ attention was directed to the
what rather than how of the text construction.
1
2
Based on the observation done by the researcher at the time of the teaching
practice program (PPL), it is found that the students’ achievement in writing is
low. In X-1, it is found that 75% students get remedial test. In X-2, it is found that
38% students also get remedial test. They have to get remedial test since their
score are under Kriteria Kelulusan Minimal (70). It means that students’
achievement of X-1 is still low. The scores of monthly test show that the students
found difficulties in writing. Leo at al (2007: 13) shows that problems in writing
are as follows: limited vocabulary 8%, difficulty in organizing ideas 16 %, no
ideas to write 20 %, no motivation to write 20 % and lack of confidence 36 %.
This study is focused on the problem of difficulty in organizing ideas.
There is another factor that makes writing is difficult skill for students. It
is caused by the conventional way applied by the English teacher. The English
teacher uses lecturing method. He only gives a topic, explains it, asks students to
answer questions or write but teacher doesn’t use appropriate strategies in
teaching writing. As consequence, learning writing make them bored. The teacher
must know the appropriate strategy in teaching writing so that the students feel
more comfortable in learning writing.
Based on the problems which are faced by the students, the researcher
considers that it is necessary to find the possible solution to solve the problems.
One of the possible solution is by applying an appropriate strategy in teaching
writing.
There are some strategies that can be applied in teaching writing. Peer
feedback strategy is one of the strategies that can be used. Peer feedback is as
3
feedback that is given by peer. In writing activity, peer feedback means having
other writer to read and to give feedback on what other writer has written.
Organizing idea by using peer feedback focuses on generic structure of genre and
the language features. Student as writer will get the input to organize ideas from
other peer’s feedback. Peer feedback is understood as having other students to
read and to give comments, corrections, criticisms, and suggestions on what other
students have written (Atay and Kurt, 2007:14).
This study focuses on experimenting Peer feedback strategy on students’
achievement in writing narrative text.
B. The Problem of the Study
In line with the background of the study, the research problem is stated as
follows:
“Is there any effect of Peer Feedback strategy on students’ achievement in
writing narrative text?”
C. The Objective of the Study
The objective of the study is to find out the effect of Peer feedback on
students’ achievement in writing narrative texts.
D. The Scope of the Study
One of the difficulties that are faced by the students in writing is
organizing idea. Organizing ideas focus on the generic structure and language
4
features. This study will focus on the effectiveness of applying Peer Feedback in
developing students’ achievement in writing narrative texts. The two aspects of
narrative text will be studied, they are the generic structure and the language
features.
E. The Significance of the Study
The study on the effect of applying Peer feedback in teaching on students’
achievement in writing narrative texts is expected to give information to teachers
as well as learners and especially to English teachers. It is useful in increasing
students’ ability in writing narrative texts. The last is to provide preliminary
information for those who are interested in the same study.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
The conclusions of this research are drawn as the following:
1. The application of Peer Feedback in teaching writing narrative text
can increase students’ achievement.
2. Peer Feedback is one of effective strategies that can be used in
teaching writing narrative text.
B. Suggestions
Based on the conclusions, suggestions are staged as the following:
1. English teachers are recommended to apply Peer Feedback in
teaching writing narrative text since the strategy can significantly
affect the students’ writing achievement.
2. Students are needed to understand the steps of applying Peer
Feedback.
3. Other researchers develop the related study to give positive effect
in teaching and learning.
4. Other researchers are recommended to develop the students’
competencies about the material and make sure that each student
has equal competencies.
40
41
REFERENCES
Arikunto, S. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: PT.
Rineka Cipta
Atay, D. and Kurt, G. 2007. The effects of Peer Feedback on the Writing Anxiety
of Prospective Turkish Teachers of EFL.Journal of Theory and Practice in
Education.Vol3(1):12-23
Brown, D. 2004. Language Assessment Principles and Classroom Practice.
NewYork: Longman
Cambridge Advance Learner’s Dictionary.Third Edition. 2008. Cambridge:
Cambridge University Press.
Harmer, J. 2004.How to Teach Writing. England: Longman.
Hornby, As. 2000. Oxford Advanced Learners’ Dictionary of Current
EnglishGreat Britain: Oxford University.
Hyland, K. 2002. Teaching and Researching Writing. Great Britain: Longman.
Knapp, P and M. Watkins. 2005. Genre, Text, Grammar. Technology for
Teaching and Assessing Writing.University of New South Wales Press
Leo, S. 2007. English for Specific purpose: Essay Writing. Yogyakarta: ANDI
Pardiyono. 2007. Pastibisa! Teaching Genre-Based writing.Yogyakarta: ANDI
Patel and Jain. 2008. English Language Teaching (methods, tools, and techniques).
Jaipur: Sunrise.
42
Saragih, A. 2012. Discourse Analysis. Medan: State University of Medan.
(unpublished)
Smith, Louis M., and Hudgins, Bryce B. 1964. Educational Psychology.An
Application of Social and Behavioural Theory. New York. Alfred. A.
Knopt
Soeprapto, F. A. and Darwis, M. 2006. Linked to the World 1 – English for Senior
High School Grade X. Jakarta: Yudistira
Wallace, T et al. 2004. Teaching speaking, listening, and writing. IBE: Geneva.
ACHIEVEMENT IN WRITING NARRATIVE TEXT
A Thesis
By:
HENDRI BATUBARA
Registration Number: 209421024
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
First of all, the writer would like to thank ALLAH SWT for the mercy and
guidance in giving his full strength to complete this thesis.
This thesis is aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at English Department, Faculty Languages and Arts, State
University of Medan. It would not have been completed without guidance,
suggestions and comments from numerous people but not all the people can be
mentioned. Thus, the writer would like to extend his special sincere and thanks to
the following people.
Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, Vice Dean I,II,III and the staff for their sincere assistance in the
process of completing the academic procedures
Prof. Dr. Hj. Sumarsih, M.Pd., Dra. Meisuri, M.A., Head and Secretary
English Department for their advice and administrative procedures
Nora Ronita Dewi, S.S.,M.Hum., as the Head of English Education
study program
Dr. Sri Minda Murni, M.S, as the writer’s Thesis Consultant and Dra.
Tjut Ernidawati M.Pd., as the writer’s Academic Consultant
All the Lectures of English Department
A lot of thanks to the Headmaster of SMA Dharmawangsa Medan,
Drs. Sutrisno and for the permission to conduct the research in that
school, and the students for their good attention
He would like to give his special thanks to his beloved parents,
Syahwil Batubara and Ramlah Nasution for their pray, love, support,
and everything they have given to the writer not only in completing this
thesis but also in his life. To his beloved sister, Herlina, Hamidah,
Helma Sari, Hernita Batubara and his beloved brother Haswar
Batubara who was his friend at home.
A lot of thanks to his beloved special friend Sri Wahyuni Hasibuan, her
support, encouragement and everything were very priceless.
A great thanks to the Islamic Association of University Student (HMI
Komisariat FBS UNIMED) especially the management 2012-2013 periods
for the loyalty help him in the period.
ii
It is realized that this thesis is far from perfect. Therefore, comments, critics,
suggestions, and advices are expected from the readers.
Medan,
The Writer
Mei 2015
Hendri Batubara
209421024
iii
ABSTRACT
Batubara, Hendri. 209421024. The Effect of Peer Feedback on Students’
Achievement in Writing Narrative Text. A Thesis. English Department.
Faculty of Language and Art, State University of Medan. 2015.
This study aims at finding whether Peer Feedback affects on students’
achievement in writing. This study was conducted by using experimental design.
The population of this study was grade eleven of Dharmawangsa Medan and the
total sample was 70 students. Two classes were chosen through random sampling
by using lottery technique. One class was used as the experimental group and
another class as control group. The experimental group was taught by using Peer
Feedback while control group was taught by using lecturing method. The
instrument used in this study was written test. The data were analyzed by using ttest. The result of computing the t-test obviously showed that t-observed is higher
than t-table (3,24> 1,67) with the degree of freedom 68 (df = N-2) at the level
significance 0,05 one tail test. It showed that the application of Peer Feedback
gives significant effect on students’ achievement in writing.
Keywords: Students’ achievement in writing narrative text, Peer Feedback,
Experimental research.
i
TABLE OF CONTENTS
Page
ABSTRACT ……………………………………………....................
ACKNOWLEDMENT ……………………………………………...
TABLE OF CONTENTS ……………………………………………
LIST OF TABLES …………………………………………………..
LIST OF APPENDICES …………………………………………….
i
ii
iv
vi
vii
CHAPTER I: INTRODUCTION……………………………………
1
A.
B.
C.
D.
E.
Background of the Study……………………………………….
Problem of the Study …………………………………………..
Objective of the Study …………………………………………
Scope of the Study …………………………………………….
Significance of the Study ……………………………………..
CHAPTER II: REVIEW OF LITERATURE…………………….
1
3
3
3
4
5
A. Theoretical Framework ………………………………………..
5
1. Writing Narrative Text …………………………………….
5
a. Genre based writing…………………………………….…
6
b. Narrative text ……………………………………………..
8
c. Generic Structure of Narrative text ……………………….
9
d. Grammatical feature of Narrative text ……………………
9
e. The Example of Narrative Text ……………………………
10
2. Students’ Achievement in Writing Narrative Text …………
12
3. PeerFeedback ………………………………………………
12
a. Advantages and Disadvantages of Peer Feedback ……....
14
b. Stages in Peer Feedback Activity ………………..……….
16
B. Conceptual Framework …………………………………………..
17
iv
C. Hypothesis ……………………………………………………….
20
CHAPTER III: RESEARCH METHOD ……..……………………
21
A. Research Design …………………………………………….…
21
B. Population and Sample …………………………………………
21
C. The Instrument for Collecting Data ……………………………….
22
………………………………................
22
D. Procedure of Research
1. Pre-test ………………………………………………………
22
2. Treatment ……………………………………………………
22
3. Post-test ……………………………………………………...
29
E. Scoring of the Test ………………………………………………
30
F. Technique of Data Analysis ……………………………………..
31
CHAPTER IV: THE DATA AND DATA ANALYSIS ……………
32
A. The Data ……………………………………………………………
32
B. The Data Analysis …………………………………………………..
36
C. The Reliability of the Test …………………………………………..
38
D. Testing Hypothesis ………………………………………………….
38
E. Research Finding …………………………………………………….
39
CHAPTER V: CONCLUSION AND SUGGESTION …………….
40
A. Conclusion …………………………………………………………..
40
B. Suggestion …………………………………………………………...
40
REFERENCES………………………………………………………...
41
APPENDICES ………………………………………………………. …
43-86
v
LIST OF TABLES
Table
Page
2.1.
Feedback Sheet……………………………………………………
19
3.1
Research Design …………………………………………………..
21
3.2
The Activities of Teacher and Students in Experimental Group.
22
3.3
The Activities of Teacher and Students in Control Group ……..
26
3.4
Scoring of the Test …………………………………………...........
30
4.1
The Result of Pre-Test and Post-Test in Experimental Group ...
33
4.2
The Result of Pre-Test and Post-Test in Control Group ……….
34
vi
LIST OF APPENDICES
Page
APPENDIX
A
The Data Analysis of Experimental Group and Control Group ..
43
B
The Calculation of the Reliability of the Test ……………………
48
C
Lesson Plan …………………………………………………………
50
D
Table of Critical Value for T ………………………………………
84
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
One of the languages that have an important role in the world is English.
English is a foreign language for Indonesians and it is used in many international
activities as commerce, sport, science, education, and technology. Therefore,
English must be taught and learnt at school.
According to the Educational Unit Curriculum (KTSP), students must
master four language skills; they are listening, speaking, reading, and writing.
Writing as a part of the language skills besides listening, speaking, and reading
must be taught maximally by the teacher to the student. Wallace (2004: 15) states
that writing skill for beginning students can benefit from learning and practicing
one skill at a time. So, study writing skill can benefit for student to learn another
aspect of language at once.
Nowadays, the ability to write has become an indispensable skill in the
literate community. Writing is still hard and often frustrating the learners when
they are asked to do it although English has been taught since from elementary
class. Students are getting confused to start their writing because they are not
interested in writing. Even though they have some ideas on their mind, they do not
know how to express the idea into good composition. Harmer (2004:11) states
that for many years the teaching of writing focused on the written product rather
than the writing process. In other words, the students’ attention was directed to the
what rather than how of the text construction.
1
2
Based on the observation done by the researcher at the time of the teaching
practice program (PPL), it is found that the students’ achievement in writing is
low. In X-1, it is found that 75% students get remedial test. In X-2, it is found that
38% students also get remedial test. They have to get remedial test since their
score are under Kriteria Kelulusan Minimal (70). It means that students’
achievement of X-1 is still low. The scores of monthly test show that the students
found difficulties in writing. Leo at al (2007: 13) shows that problems in writing
are as follows: limited vocabulary 8%, difficulty in organizing ideas 16 %, no
ideas to write 20 %, no motivation to write 20 % and lack of confidence 36 %.
This study is focused on the problem of difficulty in organizing ideas.
There is another factor that makes writing is difficult skill for students. It
is caused by the conventional way applied by the English teacher. The English
teacher uses lecturing method. He only gives a topic, explains it, asks students to
answer questions or write but teacher doesn’t use appropriate strategies in
teaching writing. As consequence, learning writing make them bored. The teacher
must know the appropriate strategy in teaching writing so that the students feel
more comfortable in learning writing.
Based on the problems which are faced by the students, the researcher
considers that it is necessary to find the possible solution to solve the problems.
One of the possible solution is by applying an appropriate strategy in teaching
writing.
There are some strategies that can be applied in teaching writing. Peer
feedback strategy is one of the strategies that can be used. Peer feedback is as
3
feedback that is given by peer. In writing activity, peer feedback means having
other writer to read and to give feedback on what other writer has written.
Organizing idea by using peer feedback focuses on generic structure of genre and
the language features. Student as writer will get the input to organize ideas from
other peer’s feedback. Peer feedback is understood as having other students to
read and to give comments, corrections, criticisms, and suggestions on what other
students have written (Atay and Kurt, 2007:14).
This study focuses on experimenting Peer feedback strategy on students’
achievement in writing narrative text.
B. The Problem of the Study
In line with the background of the study, the research problem is stated as
follows:
“Is there any effect of Peer Feedback strategy on students’ achievement in
writing narrative text?”
C. The Objective of the Study
The objective of the study is to find out the effect of Peer feedback on
students’ achievement in writing narrative texts.
D. The Scope of the Study
One of the difficulties that are faced by the students in writing is
organizing idea. Organizing ideas focus on the generic structure and language
4
features. This study will focus on the effectiveness of applying Peer Feedback in
developing students’ achievement in writing narrative texts. The two aspects of
narrative text will be studied, they are the generic structure and the language
features.
E. The Significance of the Study
The study on the effect of applying Peer feedback in teaching on students’
achievement in writing narrative texts is expected to give information to teachers
as well as learners and especially to English teachers. It is useful in increasing
students’ ability in writing narrative texts. The last is to provide preliminary
information for those who are interested in the same study.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
The conclusions of this research are drawn as the following:
1. The application of Peer Feedback in teaching writing narrative text
can increase students’ achievement.
2. Peer Feedback is one of effective strategies that can be used in
teaching writing narrative text.
B. Suggestions
Based on the conclusions, suggestions are staged as the following:
1. English teachers are recommended to apply Peer Feedback in
teaching writing narrative text since the strategy can significantly
affect the students’ writing achievement.
2. Students are needed to understand the steps of applying Peer
Feedback.
3. Other researchers develop the related study to give positive effect
in teaching and learning.
4. Other researchers are recommended to develop the students’
competencies about the material and make sure that each student
has equal competencies.
40
41
REFERENCES
Arikunto, S. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: PT.
Rineka Cipta
Atay, D. and Kurt, G. 2007. The effects of Peer Feedback on the Writing Anxiety
of Prospective Turkish Teachers of EFL.Journal of Theory and Practice in
Education.Vol3(1):12-23
Brown, D. 2004. Language Assessment Principles and Classroom Practice.
NewYork: Longman
Cambridge Advance Learner’s Dictionary.Third Edition. 2008. Cambridge:
Cambridge University Press.
Harmer, J. 2004.How to Teach Writing. England: Longman.
Hornby, As. 2000. Oxford Advanced Learners’ Dictionary of Current
EnglishGreat Britain: Oxford University.
Hyland, K. 2002. Teaching and Researching Writing. Great Britain: Longman.
Knapp, P and M. Watkins. 2005. Genre, Text, Grammar. Technology for
Teaching and Assessing Writing.University of New South Wales Press
Leo, S. 2007. English for Specific purpose: Essay Writing. Yogyakarta: ANDI
Pardiyono. 2007. Pastibisa! Teaching Genre-Based writing.Yogyakarta: ANDI
Patel and Jain. 2008. English Language Teaching (methods, tools, and techniques).
Jaipur: Sunrise.
42
Saragih, A. 2012. Discourse Analysis. Medan: State University of Medan.
(unpublished)
Smith, Louis M., and Hudgins, Bryce B. 1964. Educational Psychology.An
Application of Social and Behavioural Theory. New York. Alfred. A.
Knopt
Soeprapto, F. A. and Darwis, M. 2006. Linked to the World 1 – English for Senior
High School Grade X. Jakarta: Yudistira
Wallace, T et al. 2004. Teaching speaking, listening, and writing. IBE: Geneva.