A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

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  COMPARING THE ABILITY OF 2 nd AND 4 th SEMESTER STUDENTS IN GIVING FEEDBACK TO THEIR FRIENDS’ WRITING A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By

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COMPARING THE ABILITY OF 2 AND 4 SEMESTER STUDENTS

  

IN GIVING FEEDBACK

TO THEIR FRIENDS’ WRITING

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

Ardhita Meilina

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ABSTRACT

nd th

  Meilina, Ardhita. 2012. Meilina, Ardhita. 2012. Comparing 2 and 4 Semester Students’ Ability in Giving Feedback to Their Friends’ Writing.

  Peer feedback has an essential role in improving students’ writing skill.

Through peer feedback activity, the students will have opportunities to work

collaboratively with their peers and improve their writing abilities individually.

  

This role encourages them to be critical readers and critical thinkers at once.

However, the students’ ability in giving feedback to their peers’ writing is

different. nd

  This study aimed at investigating to what extent 2 semester students and th

  

4 semester students give feedback to their friend’s writing. The research was

conducted using document analysis. The participants of the study were the second

semester students who were taking Paragraph Writing II in the Academic Year of

2011/2012 and the fourth semester students who were taking Critical Reading and

Writing in the Academic Year of 2010/2011 at the English Education Study

Program of Sanata Dharma University. The instrument was adapted from Hughey

et al. (1983). with some modification from the writer so that it would be relevance

to this research.

  From this study, it was found that the second semester students and the

fourth semester students had different ability in giving feedback to their peers’

writing. The fourth semester students were more detailed in giving comment; they

focused not only on the language accuracy and the mechanic of the writings but

also on the content and organization of the writing. They did not only concern on

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ABSTRAK

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Meilina, Ardhita. 2012. Comparing 2 and 4 Semester Students’ Ability in

Giving Feedback to Their Friends’ Writing.

  Dalam meningkatkan kemampuan menulis siswa, saling memberikan

umpan balik antar siswa memiliki peranan yang penting. Melalui aktivitas ini,para

siswa memiliki kesempatan untuk bekerjasama dengan temannya dan

meningkatkan kemampuan menulis mereka secara individual. Akan tetapi

kemampuan masing-masing siswa dalam memberikan umpan balik terhadap

karangan teman-temannya berbeda-beda.

  Studi ini meneliti seberapa jauh kemampuan siswa semester dua dan siswa

semester empat dalam memberikan umpan balik terhadap karangan temannya.

Studi ini menggunakan metode dokumen analisis. Peserta studi ini adalah siswa

semester dua di kelas Paragraph Writing II pada tahun angkatan 20011/2012 serta

siswa semerter empat di kelas Critical Reading and Writing pada tahun angkatan

2010/2011 di Program Studi Pendidikan Bahasa Inggris, Kampus Sanata Dharma.

Instrument penelitian yang digunakan di adapatasi dari Hughey et al.(1983).

dengan sedikit perubahan dari penulis agar tetap sesuai dengan studi ini.

  Dari hasil studi ini, ditemukan bahwa para siswa semester dua memiliki

kemampuan memberikan umpan balik yang berbeda dengan para siswa di

semester empat. Para siswa semester empat lebih rinci dalam memberikan

komentar, mereka tidak hanya fokus pada tata bahasa maupun tanda baca namun

juga memperhatikan isi serta organisasi dalam karangan temannya. Mereka tidak

hanya fokus pada kesalahan yang tampak di permukaan tapi juga focus pada isi

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ACKNOWLEDGEMENTS

I dedicate my greatest and deepest gratitude Allah Subhanahu Wata’ala for

his blessing, love, and strength so I could finish the thesis and reach one of my

dreams.

  My sincere appreciation also goes to my major sponsor C. Tutyandari,

S.Pd.,M.Pd. for her time, patience, and support to the completion of the thesis. I

also would like to sincerely thank Christina Kristiyani, S.Pd.,M.Pd., for sharing

me her time, critical thoughts and helpful suggestions.

  My deepest gratitude goes to my beloved parents, Bapak Saifudin and Ibu

Sri Haryani for their endless love, prayer, and encouragement all my life. My

deepest thanks also go to my dearest little sister, Aulia Luthfiana for all of the

supports which she gives to me especially in conducting this thesis.

  My best thanks are also delivered to all of my friends. I thank Niar and

Ratna, thanks the friendship. I deeply grateful for my friends, Azizah, Dina, who

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TABLE OF CONTENTS

Page

  

TITLE PAGE................................................................................................. i

APPROVAL PAGES………………………………………………………. ii

STATEMENTS OF WORK’S ORIGINALITY…………………………. iv

PERNYATAAN PERSETUJUAN PUBLIKASI ……………………………… v

DEDICATION PAGES ……………………………………………………. vi

ABSTRACT ……………………………………………………………….. vii

ABSTRAK ………………………………………………………………….. viii

ACKNOWLEDGEMENTS ………………………………………………. ix

TABLE OF CONTENTS …………………………………………………. x

LIST OF TABLES…………………………………………………………. xiii

LIST OF FIGURES………………………………………………………... xiv

LIST OF APPENDICES …………………………………………………... xv

CHAPTER I: INTRODUCTION …………………………………………. 1

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1. Theories of Writing……………………………………….. 7

  a. Concept of Writing………………………………….. 7

  b. Writing Product Versus Writing Approach…………. 10

  c. Writing as both a Product and Approach …………… 13

2. Theories of Feedback……………………………………… 13

  a. Definition of Feedback……………………………… 13

  b. Purpose of Feedback ………………………………… 14

  c. Focus on Feedback ………………………………….. 15

  d. Source of Feedback ………………………………… 16

3. Theories of Peer Feedback……………………………….. 18

a. Benefits of Peer Feedback ………………………… 18

B. Theoretical Framework…………………………………………. 19

  CHAPTER III: METHODOLOGY …………………………………….. 21 A. Research Method……………....................................................... 21

B. Research Setting ………………………………………………... 22

C. Research Participants …………………………………………… 22

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  b. Organization ……………………………………… 41

  c. Language Accuracy………………………………… 48

  d. Mechanic …………………………………………… 54

  2. Data Presentations and Discussions on the Results of 2nd Semesters Students’ Feedback to Their Peers’ Writing ……… 56 a. Content…………………………………………….. 56

  b. Organization……………………………………….. 61

  c. Language Accuracy ……………………………….. 63

  d. Mechanic…………………………………………… 66

  3. The Comparison between 2nd and 4th Semester Students Ability in Giving Feedback to Their Peers’ Writing……… 69

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS …….. 71 A. Conclusions …………………………………………………….. 71 B. Recommendations ……………………………………………… 72 REFERENCES …………………………………………………………. 74

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  LIST OF TABLES

Table 4.1. Spelling ………………………………………………………… 55 Table 4 2. Tenses ………………………………………………………….. 66Table 4.3 . Spelling ……………………………………………………….. 67

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LIST OF FIGURES

Figure 4. 1. The Clarity of Writing Purpose ………………………………. 28

Figure 4.2. The Clarity of Thesis Statement ……………………………… 31Figure 4.3. Unclear Thesis Statement ……………………………………… 32Figure 4.4. Topic ……………………………………………………………. 35Figure 4.5. The Clarity of Discussion/Arguments…………………………. 37 Figure 4. 6. The Relevance Information to the Topic …………………….. 39Figure 4.7. The Information was Related to the Topic …………………… 39 Figure 4. 8. Tenses ………………………………………………………….. 48Figure 4.9. Incorrect Tenses ……………………………………………….. 49Figure 4.10. Passive Voice …………………………………………………. 52 Figure 4. 11. Punctuation Marks ………………………………………….. 54Figure 4.12. The Ways in Giving Feedback ……………………………… 57

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LIST OF APPENDICES

Appendix Page

  

Appendix A ………………………………………………………………. 77

Letters of Permission……………………………………………… 78

Appendix B……………………………………………………………….. 83

nd The Results Checklist of 2 Semester Students in Giving Feedback to

  Their Peers ‘Writing………………………………………………. 84

Appendix C ……………………………………………………………… 110

th The Results Checklist of 4 Semester Students in Giving Feedback to

  Their Peers’ Writing……………………………………………… 111

Appendix D……………………………………………………………… 198

nd

  

Examples of Feedbacks Given by 2 Semester Students …………….. 199

Appendix E……………………………………………………………….. 205

th

  

Examples of Feedbacks Given by 4 Semester Students……………… 206

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CHAPTER 1 INTRODUCTION This chapter provides background of study, problem formulation, problem

  

limitation, benefits of the study, and definition of terms that are going to be

discussed.

A. Research Background Writing becomes one of the English skills that have to be mastered.

  

Through writing, we can express our thoughts, ideas, and also feeling. According

to Walvoord (1985), “Writing is a useful tool for discovering and thinking. It is

also the vital connection on which education, culture, and commerce in our

society depend (p.1).”

  Considering that writing is very important not only in an educational

sector but also in a real world when we work later, from now a student should be

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the English skills which require students to experience trials and error process in

obtaining a qualified writing product.

  Lewis (2002) explains that, feedback is a way for teachers to describe their

learners’ language. It gives teachers information about individual and collective

class progress. It also can be an evaluation on their own teaching feedback is fun

and useful activity that becomes one of the many ways students can learn to

improve their writing (p.3). nd

  Based on researcher’s experiences, when the researcher was in the 2

semester, she could not give feedback to their friends’ writing well. The

researcher only paid attention to the grammar mistakes on their friends’ writing

and less pay attention to the writings’ content. Unfortunately, the researcher was

also not sure whether the feedback which she gave on their friends’ grammar

th

mistakes was correct or not. However, when the researcher was in the 4

semester, her ability in giving feedback on her friends’ writing was better. The

researcher did not only pay attention to the surface errors but also on the content

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  3 In particular, feedback from low-ability students is considered most problematic: instructors question whether low-ability students have something to offer high-ability students, and whether low-ability students helping other low-ability students would be too much like the blind leading the blind. In terms of skills, instructors worry whether low-ability students are capable of detecting problems in the text, whether they understand which problems have the largest negative impact, and whether they are able to accurately describe the problem and offer useful solutions that would fix the major problems. Another recent study examined how high-ability sources and low-ability

sources differed in their commenting style (Patchan, Charney, & Schunn, 2009),

interestingly, when provided with specific feedback rubrics, there were very few

differences between the two types of sources. For example, both high-ability and

low-ability peers produced an equal number of high-level writing comments. The

one critical feature that differed was localization: high-ability sources provided

more localized comments than low-ability sources Considering the researcher’s experience and the experts’ explanations nd

above, the researcher is determined to compare the ability of 2 semester students

th

and 4 semester students can give feedback to their friend’s writing. The

nd th

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  4 C. Problem Limitation

  Since peer feedback has an essential role in improving students' skills in

writing process. Thus, the researcher intends to focus on a document analysis

about peer feedback which was conducted by 2 nd and 4 th semester students at

English Education Study Program, Sanata Dharma University Yogyakarta. The

researcher takes the respondents from the PBI students of Academic Year

2011/2012 and 2010/2011 who are taking Paragraph writing and critical reading

and writing II.

  D. Research Objective The objective of the research is stated as to find out to what extent 2 nd semester students and 4 th semester students can give feedback to their friend’s writing.

  E. Research Benefits This study is expected to give contribution to

1. The English teacher

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2. Students of English Study Program

  Through peer feedback activity, it is expected to increase students’ ability in giving feedback to their friends’ writing. Besides that, students are expected to have opportunities to work collaboratively with peers and to improve their writing abilities individually. This role encourages them to be critical readers and critical thinkers at once.

F. Definition of Terms

  The researcher provides some definitions of the terms used in this study. They are stated as follows:

1.Document Analysis

  Content or Document Analysis according to Aryet al (2002) is “A study which focuses on analyzing and interpreting recorded materials within their contexts, such as public records, textbooks, letters, films, diaries, and so on (p.27).” Krippendorff (2004) also argues that, “ As a research technique, content analysis provides new insights, increases a

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  2. Feedback Johnson and Johnson (1994) define feedback as “Information that allows individuals to compare their actual performance with the standard of performance (p.277).” According to Keh (1990), “Feedback is fundamental element of process approach trough writing. It can be define is input from a reader to the writer for revision (p.294).” From those definitions, the researcher concludes that peer feedback refers to the process of constructing approach to give information as a revision for students’ writing which is conducted by students to another student.

  3. Writing Harmer (1991) argues that writing is “A productive skill which requires students to produce a written form of language (p.16).” It means that that students have to produce their ideas, expression, or thought in a written form.

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  7 s

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CHAPTER II REVIEW OF RELATED LITERATURE Chapter two is aimed at discussing the theories underlying this study. This

  

chapter covers theoretical description and theoretical review. The theoretical

description focuses on the theories that underline the topic of the research. Since

the objective of this study is to find out to what extent the second and fourth

semester students give feedback to their friends’ writing, the theories that will be

presented cover the issue of the theory of writing, and the presence of feedback in

writing and peer feedback. The implementation of the theories in this study is

discussed in the theoretical framework.

A. Theoretical Description

  This part consists of an explanation about three theories which underline

this study. The first theory is about theory of writing, the second theory is the

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ways of thinking, learning, and sharing ideas with others. Writing also plays

often integral role in an individual’s personal as well as professional life

(Zimmerman and Rodrigues, 1992: 4).

  In English learning, there are four skills which have to be learned. They

are reading, writing, speaking, and listening. For English as Foreign Language

learners including the students of English Education Study Program, writing

becomes one of the English skills that have to be mastered. Through writing, we

can express our thoughts, ideas, and also feeling. Considering that writing is

very important not only in an educational sector but also in a real world when

we work later, from now a student should produce a good piece of writing.

  A good piece of writing should present the content, organization, sentence

structure, and word choice well so it can be appropriate for the writer’s,

audience, and propose (Zimmerman and Rodrigues, 1992; p.9). Besides

producing a good piece of writing; the students also have to improve their

writing skill because it is crucial for them as students and as a professional later

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  9 M: MAIN IDEA : Effective public writing focuses on a main idea appropriate to its audience and purpose.

O: ORGANIZATION : Effective public writing has a well organized pattern of

sub points with the evidence.

S: SUPPORT : Effective public writing supports its points with the

evidence, illustration, and detail needed to accomplish its purpose for its audience.

S: SENTENCE AND : Effective public writing has sentences and paragraphs

PARAGRAPHS that are clear and readable and that serve the writer’s

purpose for the audience.

  

C: CONVENTION : Effective public writing follows the conventions of

grammar, punctuation, and documentation that its audience expects.

  From those characteristics, we can conclude that to have a good piece of

writing is important because it means that through a good writing, we can really

share our thoughts and ideas so that the readers will understand clearly and

easily.

  There are three processes of writing that have to be followed by the writers

so that they can produce a good piece of writing. Those three processes

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  10 data. Finally, the writers must consider the audiences or the readers of their writing. By prewriting, it means that the writers plan their correspondence.

  2) Writing After conducting prewriting, the writers should make a draft of their writing. The writer should organize their draft according to some logical sequence. Then, the writers must format the content so that the readers can understand it clearly and easily.

  3) Rewriting The final process of writing is rewriting the drafts. Rewriting allows the writers to perfect their writing. Revision is the most important stage in the writing process. Rewriting is the stage in which the writers make sure that everything is just right.

  The process approach to writing including prewriting, writing and

rewriting can help the writers to write successfully and effectively in any

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(1992) explains that “Product approach means that the focus is on the ability to

produce correct texts or “products” (p.106).”

  Furthermore, Nunan (1992) argues that “Product oriented approach focus

on task in which the learners imitate copy and transform models provided by the

teacher or the textbook (p.272).” According to Brown (2007), the compositions

of product-oriented approach are supposed to meet certain standards of

prescribed English rhetorical style, reflect accurate grammar and be organized in

conformity with what the audience would consider to be conventional (p.391).

  In evaluating, usually the teacher will give a list of criteria that included

content, organization, vocabulary use, grammatical use, and mechanical

consideration such as spelling and punctuation (Brown, 2007; p. 391).Based on

those explanations, we can conclude that writing product approach emphasis on

the quality of the writing without noticing the steps and efforts taken by the

students in producing their writings. Thus, the major focus of this approach is on

the finished product writing and the grade of writing.

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  12 In writing process approach, students will be more aware of the

importance process of writing. Students have the opportunity to develop their

ability in writing skill it through a set of steps. This process more emphasis on

the steps and efforts taken by the students in producing their writings rather than

just focus on the final result. The students are encouraged to put their ideas onto

paper without worrying too much about correctness in the initial steps. They

then share their work with others, getting feedback on their ideas, and how they

are expressed, before revising (p.272). Thus, it can be said that students can

practice to produce a goof piece of writing through a cooperation process

between teachers and students or students with students to develop the ability of

writing skill in the form of feedback process.

  By following the steps of the writing process previously, the writing

process will give great advantages to the students in developing their writing

skill. The first benefit is that by having the writing process, the students will

have more opportunity for meaningful writing and become independent learners

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c. Writing as both a Product and Process

  Instead of saying that the process approach is better than the product

approach or vice versa, it is best to say that writing is a form of both process and

product. As stated by Brown (2001) that every process of writing activity should

lead to the final product (p. 335. Furthermore, Brown (2001) explains that:

  The current emphasis on process writing must of course be seen as a perspective of a balance between process and product. As in most language teaching approaches, it is quite possible for you to go to an extreme in emphasizing process to the extent that the final products diminish in importance …. This product is, after all, the ultimate goal; it is the reason that we go through the process of pre writing, drafting, revising, and editing…. Process is not the end; it is the means to the end (p.337). This idea implies that the process of writing is as important as the product

of writing. Thus, the process in producing a piece of writing and the final

product of that writing of cannot be separated. In other word, the students must

first experience the process of writing (of pre writing, drafting, revising, and

editing) in order to produce a good piece of writing.

2. Theories of Feedback

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(p.2). From those two definitions, we can conclude that feedback is an important

part of teaching and learning activity so that the learners can improve their

performance on what they have learned.

b. Purpose of Feedback

  Lewis (2002; p. 3-4) provides several purposes of feedback for both

teachers and students. First, feedback provides information for teachers and

students. Teachers can collect about individual and collective progress that can

be one of the forms of evaluations on their own teaching. For students, feedback

is an ongoing form of assessment which is more focused than mark or grades.

  The second is to give students advice in learning. Through feedback, the

teachers can give some comment about students’ learning processes that the

students can understand their strength which can be developed and their

weaknesses that have to be evaluated.

  The third purpose is to provide students with language input. Both

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  15 Feedback can also be a motivation for the students. Feedback can

encourage the students to study and use language to the best of their ability by

taking into account whatever the teacher knows about the learners’ attitude.

  The last purpose of feedback is to lead students toward autonomy.

Feedback can lead students to the point where they can find their own mistakes.

By knowing their strengths and weaknesses, the students are encouraged to be

autonomous students.

  In the process of writing, students often do not realize their mistakes;

therefore as also stated by Lewis (2002) feedback is needed to revise those

writings which are ultimately expected to improve the quality of their writings.

Williams (2003) also states that, “The goal of feedback is to teach skills that

help students improve their writing proficiency to the point where they are

cognizant of what is expected of them as writers and are able to produce it with

minimal errors and maximum clarity.”

c. Focus on Feedback

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(William, 2003). Based on Park (2006), form feedback is one of the most

commonly used methods. It focuses on students’ grammatical knowledge.

  According to William (2003), content feedback focus on comments on

organization, ideas, and amount of detail. In feedback on content, the corrector

points out problems and offers suggestions to improve the future revision. Using

this feedback, the students are expected to incorporate information from the

comment into the version of their writing.

d. Source of Feedback

  Lewis (2002; p. 15-23) explains that there are three sources of feedback, namely teacher feedback, peer feedback, and self correction.

1) Teacher Feedback

  In many sources, teachers are the main sources of feedback on both oral and written language. One of the ways of teacher feedback is traditional marking. In traditional marking, it means that teachers make marks on the students’ writing. The marks can be in form of words as

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  17 conference between writer and teacher is the chance to discuss the students’ work in a combination of commenting and questioning. One of problem of this technique is the time management. In a large class individual time can be difficult to organize.

  Another variation of teacher feedback is through collective feedback. In this collective feedback, the teacher looks at everyone’s work, noting the points that need feedback, but to present the comment collectively, either orally, or on the paper or on the board. The teacher notes silently the points as they are made by individuals but comment on the comment on them to the whole class. Through this kind of feedback, the students will not be ashamed with their friends because the teacher does not directly point the students who make the errors.

  Therefore, the students need to be active in looking at their own work to find the reason for their mark.

2) Peer Feedback

  The students usually will get bore if they just get feedback only

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  18 discuss their texts and discover other’s interpretations of them (Hyland and Hyland, 2006: 6)

3) Self Correction

  Self correction means that the students can correct and evaluate their own work. It can increase the students’ independence from the teacher as the students have to find their own mistakes in their writing by themselves. By finding their own mistakes independently, the students are expected to remember better that hopefully the will not do the same mistakes again.

3. Peer Feedback

a. Benefits of Peer Feedback

  Peer Feedback is believed to provide some advantages. Hyland (2003)

argues that peer feedback both improve writers’ drafts and develop readers’

understanding of good writing. Moreover, peer feedback not only can improve

students’ critical reading skill but also gain the skills necessary to critically

analyze and revise their own writing (Zhang, 1995, as cited in Hyland, 2003:

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writing gives opportunity to the students to act as resources to each other, thus

assuming more active role in their learning (p.3). This statement is supported by

Mittan (1989) as cited in Hyland (2003), peer feedback can create authentic

social context for interaction and learning (p.3). In other word, peer feedback

will create a cooperative learning in which the will be forced to be active in

teaching learning activities.

B. Theoretical Framework

  Considering that writing is very important not only in an educational sector

but also in a real world when we work later, from now a student should produce a

good piece of writing. There are three processes on producing a good writing

which are prewriting, writing, and revising. In this study, the researcher concerns

with the prewriting process. On the prewriting process, the students determine the

objectives of their writing and generate the ideas. On prewriting process, the

students write the writing’s draft which can be revised to improve the writing’s

result. Writing’s feedback is one of some ways that can help the students to revise

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expected to help the students to improve their writing’s skill and keep the writing

class interesting.