From the calculation above, it showed that the mean score of experimental class was higher than the mean score of the controlled class, which was 0.05 -
2.73. In addition, the variance S
2
of the experimental class which reached 136.83 was also higher than the controlled class which gained 113.31. Next, to know
more about the final hypothesis test result, it should be considered based on the criteria of hypothesis testing, which were mentioned;
1. If the result of t
count
is higher than t
table
in the significance degree 0.05, t t
table,
so H Null Hypothesis is rejected and H
1
Alternative Hypothesis is accepted. It means peer-assessment is effective on students’ writing of
recount text. 2. If the result of t
count
is smaller than t
table
in the significance degree 0.05, t t
table,
so H Null Hypothesis is accepted and H
1
Alternative Hypothesis is rejected. It means peer-assessment is not effective on students’ writing of
recount text for the tenth grade students of SMA N 11 Tangerang Selatan. The hypotheses of the study were proposed:
H : Peer-assessment is not effective on
student’ writing of
recount text for the tenth grade students of SMA Negeri 11 Tangerang Selatan.
H
1
: Peer-assessment
is effective
on student’
writing of
recount text for the tenth grade students of SMA Negeri 11 Tangerang Selatan.
In conclusion, since the value of t
count
was 1.27 and the value of t
table
in the degree of freedom 36 and the degree of significance 0.05 was 1.688, it meant
t
count
t
table
or 1.27 1.688. Furthermore, the result of mean score of both classes indicated that the mean score of experimental class was lower than the mean score
of the controlled class, which was 68.11 69.58. It can be concluded that H was
accepted that peer-assessment is not effective on students’ writing of recount text.
D. Discussion
The research finding of this research had followed some rules and calculation that was used by the previous researchers while conducting the same
field in education. The used of some statistical formula has been helping the research to gain the logic and accurate result. Peer-assessment which was used as
the method in this study due to know the effect of it had implemented in the experiment class while the class gave the pre-test first. The pre-test had given to
the controlled too in a similar time to the experimental class. Then, to know whether peer-assessment had any effect to the experimental class, the researcher
gave the treatments using peer-assessment to the experimental class twice while in the controlled class were not getting any treatments.
In the previous studies which were mentioned in the chapter 2, whether in the classroom action research or in the quasi experimental study, showed the
result of the effectiveness peer-assessment used in improving students’ writing achievement. The positive effect also mentioned in both studies which were about
the improvement of student activate in the classroom and their relationship to the other students in discussing about their work.
In contrast, the implementation of peer –assessment in SMA Negeri 11 Tangerang Selatan which was showed the result of the post-test score of both
classes showed that the mean of experimental class perform was lower than controlled class, 68.11 69.58. Thus, it indicated that the controlled class worked
better than experimental class. The standard deviation of experimental class in post-test result was higher than the controlled group, which were 11.22 8.55.
The results of hypothesis testing using t
test
gained t
count
t
table
1.27 1.68 with the significance value on 5 and the degree of freedom was 36 indicated that H
was accepted and H
1
was rejected. It meant there was no effect of peer assessment towards students’ writing of recount text.
Since it was not giving a positive effect towards students’ writing of recount text, there were some factors to be considered as the intervention of this
study. Based on the view of the researcher during the experiment, the students’ condition may affect their performance in writing. In the first meeting, when the
students got the instruction to write in the pre-test section, they have seen the enthusiasm to do it. Most of them wrote their story based on their experience and
the result was quite good. Then, it showed a different situation while they were in post-test section and they complained about the same instruction to write such
story based on their past. Next, some students admitted that they were prefer pleased to write an imaginary story, narrative text, rather than a true story, recount
text, because they have some difficulties to find the best story to be written. These conditions were affected students’ motivation and enthusiasm in writing recount
text. In the other hand, some of the challenges in implementing peer-assessment that have written in chapter II seemed happen during the treatments of doing peer-
assessment. The challenges that might affect the study being not effective are some students’ undervalue peer-assessment method because they thought that it
would not give any contribution to their summative score. Moreover, the friendship factors also contributed to the score-given, it made the peer-assessment
was not valuable enough since they were giving the score subjectively. Furthermore, the main problem might be come from the time of treatments-given.
The researcher has just given the treatments twice. Even the researcher continually explained the peer-assessment method in each meetings but it seemed
still need more time to explain it to the students since the peer-assessment was a new method for them at that time. In another hand, that could not be avoid by the
researcher, some students thought that they were not expert in giving comment or in assessing their friends’ work so they asked an “expert” friend to do peer-
assessment. It should be the researcher’s fault which could not manage the class effectively. Thus, those factors must be considered as the factors which were
influence the result of the study even the implementation of peer-assessment was structurally implemented as in the previous studies.
In conclusion, this study statistically showed that the use of peer- assessment method on students’ writing of recount text was not as effective as the
result of the previous studies.
CHAPTER V CONCLUSION
This chapter presents the conclusion of the research and several suggestions for the readers, the teachers and the further researchers.
A. Conclusion
This study is a kind of quasi experimental study which has an objective to find out the effect of peer-assessment towards students’ writing of recount text at
the tenth grade students of SMA Negeri 11 Tangerang Selatan year 20152016. Based on the statistic calculation and the hypothesis testing in chapter IV, it is
showed that t
count
is 1,27 with the level of significance 5, the t
table
is 1.68. Thus, H
Null Hypothesis is accepted and H
1
Alternative Hypothesis is rejected. In the other words, the use of peer-assessment has no positive effect towards
students’ writing of recount text.
B. Suggestion
There are some suggestions from this research for people who have interested in doing the experiment in the same field. Here the suggestions as
follows: 1. For teachers
a. The teachers should have considered implementing such assessment which will improve the students’ achievement in any subjects and for this case is
in writing English. As in this study, the implementation of peer-assessment may give a view how to implement it in the right way.
b. Peer-assessment in the other way helps the teacher to enrich their method due to gain the goal of teaching English in writing part.
c. This study may help teachers to enlarge the knowledge of using any assessments in educational field.
d. For readers This study may have not showed the positive effect after using peer-
assessment, but the theory that explained in it may give the best new knowledge for us who cares with the development of the education field,
especially in English teaching learning. e. For further researchers
This research needs to be completed by the further researcher due to gain the positive result or the objective of the study. The further researcher may use
another method of the study and takes other theories of experts in different perspective. In addition, the further researcher perhaps combines peer-
assessment with the other method of teaching to gain the better result.
BIBLIOGRAPHY
Anderson, Mark and Kathy Anderson. Text Types in English 1. Australia: Macmillan Education Australia, 2000a.
. Text Types in English 3. Australia: Macmillan Education Australia, 2000b.
Airasian, Peter. W. Assessment in the Classroom: A Concise Approach. 2
nd
Edition. Sydney: McGraw-Hill Higher Education, 2000. Andrew E. Finch. Authentic Assessment: Implications for EFL Performance
Testing in Korea. An article of Secondary Education Research. 2002. Soehendro, Bambang. Silabus Mata Pelajaran Bahasa Inggris. Badan Standar
Nasional Pendidikan, 2006. Bergreen, Jessica. “Learning from giving feedback: a Study of Secondary-level
Students”, Volume 691 January 2015. A Journal Published by Oxford University Press: 2014. Downloaded from
http:eltj.oxfordjournals.org at
UIN Syarif Hidyatullah Jakarta University on August 14, 2015. Black Paul et al. Assessment for Learning: Putting It into Practice. New York:
Open University Press, 2003. Blanchard, Karen and Christine Root. Ready to Write. New York: Pearson
Education, Inc., 2003. Boocock, Gillian. The Impact of Using Peer Assessment to Improve Students’
Writing in one AS-level lesson A case study of peer assessment at BSix, Shaymalzzidien: Research-in-residence, 2009.
Boud, D. Falchikov, N. Aligning Assessment with Long Term Learning. A Journal of Rethinking assessment in higher education. London: Kogan
Page, 2007.
Brown, H. Douglas. Language Assessment: principles and classroom practices. United States: Pearson Education, Inc., 2004.
Budi Susetyo. Statistika untuk Analisis Data Penelitian. Bandung: PT. Refika Aditama, 2010.
Cotton, Julie. The Complete Guide to Learning and Assessment – Assessment. New Delhi: Crest Publishing House, 2004.
7
