2012 There were 75 participants from second semester students who filled out the instruments which had been distributed. The participants consisted of the
students of Class A, Class C, and Class D. The researcher analyzed 35 which were chosen randomly from all of the participants.
D. Research instruments and Data Gathering Technique
To collect the data, the researcher used the feedback checklist as the research instrument. The researcher analyzed the feedback checklist that had been
filled by the students to get the data for this study. The researcher wanted to know to what extent the second semester students and forth semester students can give
feedback to their friends’ writings. Besides that, the researcher analyzed how the students gave feedback for every aspect of their friends’ writings. The researcher
also wanted to compare to what extent the second semester students and the fourth semester students can give feedback to their friends’ writing that she could see
which one performed better.
1. Feedback Checklist
The feedback checklist was used to help the researcher to answer the problem of this study. According to Hopkins 1976, checklist is “an aid to direct
observation which list items to be given attention p. 276.” The categories of the checklist were adapted from the ESL composition
profile proposed by Hughey et al.1983. The profile form contained five important elements; they were content, organization, vocabulary, language use
and mechanic. The researcher gave some modifications in the feedback checklist in order to be relevance to this research.
The researcher asked the students to work in pair in order to give feedback to their friend’s writing. After that, the researcher distributed feedback checklists
that had to be filled by the students based on their friend’s first writing. The feedback checklist consisted of four categories, they were content, organization,
language use or language accuracy, and mechanic. In each category, there were some points that had to be considered by the participants as the guideline in giving
feedback to their friends’ writing. After a week, the researcher collected the feedback checklist that had been
filled to be analyzed. The researcher compared the second and fourth semester students’ ability in giving feedback based on the feedback checklist that had been
fulfilled. The research would like to find out to what extent 2nd semester students and 4th semester students give feedback to their friend’s writing.
E. Data Analysis Technique
The first step was to analyze the feedback checklists that had been filled by the student based on the students’ first writing. The feedback checklist would
be reread carefully. Through analyzing this format of feedback checklist, the researcher intended to find out to what extent second semester students and fourth
semester students can give feedback to their friend’s writing. The researcher grouped the data based on each aspect on the feedback
checklist. Then, the researcher analyzed each aspect that had been grouped.
Through this grouping, it was expected to help the researcher to analyze how the students gave feedback to their friends’ writing on each aspect on the feedback
checklist. What aspects of the feedback checklist that could be the strengths of the second and fourth semester students in giving feedback and what aspects of the
feedback checklist that could be the weaknesses of the second and fourth semester students in giving feedback.
Afterward, the researcher compared the ability between second semester students and the fourth students in giving feedback to their friend’s writing.
Finally, some conclusions were drawn.
F. Research Procedure
Conducting this study, the writer did several steps. The steps were: 1. Identifying the problems
2. Identifying research participants 3. Preparing research instrument
4. Consulting research instrument 5. Asking permission to conduct the study
6. Colleting the students’ draft and feedback sheet 8. Analyzing the data
9. Drawing conclusion
