4 In CF, the students have to make their product of writing first, then they
are asked to change their product of recount with their friends, and they do peer- feedback. After they are given the feedback, they get their text back and then they
revise it. By using this technique, the students learn a great deal because after they got the feedback, they can ask their friends directly about why their sentence is
wrong. After they finish revising their work, the teacher asks the students to submit their work, and later, the teacher gives feedback to the students’ written
work too. Finally, the students have to revise their work once more to be submitted as their final draft.
This technique enables the teacher to be more active because this technique requires an interaction between the teacher and the students. Moreover,
when having a peer discussion in the revising stage, the students increase their knowledge simultaneously together.
B. Identification of the Problems
Based on the observation when the researcher was doing
Praktek Pengalaman Lapangan
PPL, although the students have been taught English for more than a year, their writing skills are still poor, and
most of the students were still lack of vocabulary. Furthermore, they could not differentiate the language use
in writing, especially in writing recount. Most of them had tendency to commit plagiarism from the Internet and submit it to the teacher. Also, when they were
taught, they had the tendency to keep silent as if they had understood, but they
5 could not do anything
when the practise time began. In addition, when the teacher left the class for a moment, they would not do their assignment, and prefer talking
with their friends. They also lost focus on the subject being taught. Furthermore, most of them did not bring a dictionary and prefer to borrow
it from their friends. It showed their low enthusiasm in learning English. When the teacher was around,
she could not handle all of the students ’ problem herself. Sometimes, she walked
around and asked about her students’ difficulty. Some answered, while others just kept silent and smiled. When the teacher left the class for just a moment, the
students would crowd around each other and chat instead of completing the assignment given by the teacher.
C. Problem Limitation
The problem in this research was limited to the problems related to the use of CF in improving students’ writing skills in the Eighth Grade of SMP N 2
Srandakan in the academic year of 20132014. Furthermore, because the class under the research was about to discuss recount text, the researcher and the
teacher decided to apply this technique in teaching text types, particularly recount.
D. Problem Formulation
The problem of the research is formulated as follows. “How could Collaborative Feedback Improve the Students’ Writing Skills of the
Eighth Grade at SMP N 2 Srandakan in the Academic Year of 20132014?”
6
E. Objectives of the Study
