THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS : A Quasi-Experimental Research of Tenth Grade in Senior High School.
Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH
COOPERATIVE LEARNING TO IMPROVE STUDENTS’ ABILITY
IN WRITING NARRATIVE TEXTS
(A Quasi-Experimental Research of Tenth Grade in Senior High School)
A Research Paper
Submitted to the English Education Department of FPBS UPI in Partial Fulfilment of the Requirement for SarjanaPendidikan Degree
by: Nuraeni 0902545
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION
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PAGE OF APPROVAL
The Effectiveness of Peer Feedback Technique through Cooperative Learning to Improve Students’ Ability in Writing Narrative Texts
(A Quasi-Experimental Research of Tenth Grade in Senior High School) by:
Nuraeni
A Research Paper Approved by: First Supervisor,
Dr.WachyuSundayana, MA NIP. 195802081986011001
Second Supervisor,
Drs.Sudarsono M.I., M.A NIP. 196607051994031004
Head of English Education Department Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr.DidiSuherdi, M.Ed NIP. 196211011987121001
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu STATEMENT
I hereby state that this research entitled “The Effectiveness of Peer Feedback Technique through Cooperative Learning to Improve Students’ Ability in Writing Narrative Texts: A Quasi-Experimental Research of Tenth Graders in
Bandung Senior High School” is my own work. I truly admit that I have quoted some statements and ideas from many sources and I have written them according to the existing rule of scientific research. All of the quotations are properly acknowledge and contain no materials that had been submitted to any degree at any other university and institution.
Bandung, February 2014
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
EfektifitasPenggunaanTeknik Peer Feedback
MelaluiPendekatanKooperatifuntukMeningkatkanKemampuan Siswa
Dalam Menulis Teks Naratif
The Effectiveness of Peer Feedback Technique Through Cooperative
Learning to Improve Students’ Writing Ability in Narrative
Texts
Nuraeni(Email: nuraeni.mursalin@gmail.com), WachyuSundayana*, Sudarsono, M.I**
English Education Department, Faculty of Language and Arts Education, Indonesia University of Education.
Abstrak: Penelitianinimengkajikeberhasilanpenggunaanteknikpeer
feebackmelaluipembelajarankooperatifdalammeningkatkankemampuansiswadalammenuli
steksnaratif. Enampuluhsiswakelassepuluh di kota Bandung berpartisipasidalampenenlitianini. Merekadikelompokankedalamduagrup; grupeksperimendangrupkontrol.Penelitianinimenggunakanmetode quasi eksperimen.Hasiltulisansiswadalamsesi pre-test dan post-test merupakanperolehan data
yang dijadikanacuanuntukmenariksimpulan.Sebelumnya,
tulisanmerekatelahdianalisismenggunakan rubric menulisdari Virginia Education 2012 denganmenilaipadaempataspekmenulis: organisasiteks, perbendaharaan kata, grammar, danmekanismepenulisan. Hasildaripenelitianinimenunjukanbahwapenggunaanteknikpeer
feedbackantarsiswamampumeningkatkankemampuanmerekadalammenulisteksnaratif.
Siswamerasasebayadannyamanuntukmemberikankomentarterhadaptulisantemannya. Dari itu, siswadapatmenikmati proses writing danberupayauntukmemperolehrevisitulisan yang lebihbaik.
Kata Kunci: Peer Feedback, PengajaranMenulis, NaratifTeks
Abstract: This study examines the effectiveness of using peer feedback technique
through cooperative learning in improving students’ writing ability of narrative text. Sixty
tenth-grade students in Bandung participated in this study. The participants were divided into two groups; experimental and control groups. This study employed
quasi-experimental design as the methodology. The data were obtained from students’ writing
product on pre-test and post-test. Students’ writing were analyzed by using writing rubric from Virginia Education 2012. The writing aspects were focused on four: organization, vocabulary, grammar, and mechanics. The finding showed that peer feedback between
students improved students’ writing of narrative text. Students felt equal and comfort to
share their ideas and comments on their friends’ work during peer feedback activity. Since of that, students could appreciate the writing process and tried to acquire the better revision. Keywo rds:Peer Feedback, Teaching Writing, Narrative Text
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS
PAGE OF APPROVAL ... ii
STATEMENT ... iii
PREFACE ... iv
ACKNOWLEDGMENT ... v
ABSTRACT ... vii
TABLE OF CONTENTS ... viii
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTERIINTRODUCTION 1.1 Background ... 1
1.2 Research Questions ... 3
1.3 Aims of Research ... 3
1.4 Scope of The Study ... 4
1.5 Hypothesis... 4
1.7 Significance of the Study ... 5
1.8Clarification of Key Terms ... 5
1.9 Organization of the Study ... 6
CHAPTER IITHEORETICAL FOUNDATION 2.1 Writing ... 7
2.2 Teaching Writing Approaches ... 8
2.3 Teaching Writing Approaches ... 9
2.3.1 Process Approach ... 10
2.4 Feedback on Writing Process ... 11
2.4.1 The Definition of Peer Feedback... 14
2.4.2 The Procedures of Peer Feedback ... 15
2.4.3 The Benefits of Peer Feedback... 16
2.4.4 The Weaknesses of Peer Feedback... 18
2.5Cooperative learning ... 19
2.6Narrative text ... 21
2.7 Related Research ... 23
CHAPTER IIIMETHODOLOGY 3.1Research Method ... 25
3.1.1 Research Design ... 25
3.1.2 Variable ... 26
3.1.3 Population and Sample... 27
3.2Data Collection ... 27
3.2.1 Phase of Teaching ... 27
3.3 Research Procedure ... 28
3.3.1 Preparing the Lesson Plan ... 28
3.3.2 Preparing the Material ... 28
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ii
3.3.4 Pre-Test ... 28
3.3.5 Treatment ... 29
3.3.6 Post-Test ... 30
3.4 Data Analysis ... 30
3.4.1 Scoring Sheet for Writing Analysis ... 30
3.4.2 Data Analysis in Pilot Test ... 33
3.4.3 Data Analysis on Pre-Test and Post-Test ... 34
3.4.3.1Normal Distribution test ... 34
3.4.3.2 Homogeneity Variance ... 35
3.4.3.3 Independent t-Test ... 35
3.4.3.4 Paired-sample T-test ... 36
3.4.3.5 Effect Size ... 36
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS 4.1Findings ... 38
4.1.1 Pilot Test Result ... 39
4.1.2 Pre-Test Result ... 40
4.1.2.1 Normality Distribution Pre-Test ... 41
4.1.2.2 Homogeneity of Variance Pre-Test ... 42
4.1.2.3 The Independent t-test Computation on Pre-test ... 43
4.1.3 Post-test Result ... 45
4.1.3.1 Normality Distribution Post-Test ... 46
4.1.3.2 Homogeneity of Variance Post-Test ... 47
4.1.3.3 The Independent t-test Computation on Post-test ... 48
4.1.3.4 Paired T-Test Analysis... 49
4.1.3.5 Effect Size ... 51
4.2Discussion ... 52
BAB V CONCLUSIONS AND SUGGESTIONS 5.1Conclusions... 54
5.2Suggestions ... 55
REFERENCES ... 56 APPENDICES
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
METHODOLOGY
This chapter describes the design of research methodology applied in the research. The explanations are as follow: research design, formulation of problem, hypothesis, terms clarification, data collection, research procedures, and data analysis.
3.1 Research Method 3.1.1 Research Design
This study titled “The effectiveness of peer feedback through cooperative learning to improve students’ ability in writing narrative text” is a quantitative research. Sugiyono (2008, p.34) said that quantitative method is used when the study aims to test a hypothesis.Aliaga and Gunderson (2000) as cited by Muijs (2010, p.1) that “quantitative research is explaining phenomena by collecting numerical data that are analyzed using mathematically based method”. In line with it, Banner (2005) also said that quantitative research shows the implementation of numeric approach toward data collection and analysis.
The design of this study is quasi experimental to get empirical data and investigated the use of peer feedback to improve students’ ability in writing narrative text, or the non-equivalent pre-testpost design.“Quasi-experimental design are meant to approximate as closely as possible the advantages of true experimental design” (Muijs: 2010, p.23).As Sugiyono (2008, p.107) saidthat “quasi-experimental non-equivalent pre-test post design is used when the study wants to see the effect of treatment where experimental and control group are not chosen randomly”.
Since the study used the quasi experimental design, two classes were involved in this research as the investigated groups. The first class was the experimental group and another class was the control group.The first group was
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given treatment by using peer feedback technique, while the second group (the control group) was given self-corrective feedback as the treatment.
This study which used the quasi experimental design was conducted two kinds of test, those were pre-test and post-test. Both of groups were administered pre-test and post-test, however the treatment they got was different between two of them in teaching and learning process. The experimental group was applied the peer feedback technique as the treatment, while the control group was applied the self-corrective feedback as the treatment. Here, the study intended to find out whether students who used of peer feedback technique could get the score higher than other treatment. The following is the design adapted from Hatch and Farhady (1982, p.21).
Table 3.1
Quasi- Experimental Design
Groups Pretest Treatment Posttest
Experimental T1E X1 T2E
Control T1C X2 T2C
Where;
T1E : students’ writing scores of the experimental group on pretest
T1C : students’ writing score of the control group on the pretest
X1 : treatments using peer feedback technique for experimental group
X2 : treatments using picture for control group
T2E : students’ writing scores of the experimental group on posttest
T2C : students’ writing scores of the control group on posttest
3.1.2 Variable
According to Coolidge (2005, p.15), independent variable is the variable which influences dependent variables; meanwhile a dependent variable is the variable that will be affected by independent variable. The variables used classified into independent and dependent variables:
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1. Independent variable is peer feedback technique because this is the prominent method which is manipulated, and measured by researcher (Sukardi, 2008, p.179)
2. The dependent variable is student’s score that is observed and measured to determine the effect of independent variable (Sukardi, 2008, p.179)
3.1.3 Population and Sample
The population of this study was whole students of tenth grade in one senior high school in Bandung. They are registered in academic year 2013/2014. The sample of this study was students from two selected classes. The first class is the experimental group and second group is the control group.Each class consists of 40 students. To anticipate the absence of research sample, the research only took 30 students from each class as the sample. As a result, the total fixed numbers of the sample was 60 students. The sample was chosen based on consideration that students in this level have enough experience in writing skill.
3.2Data Collection
The purpose of using instruments in this study was to elicit and to capture the completely relevant data. This study involved two instruments in gaining the data. The instruments involved in this research were writing tasks and questionnaire.
3.2.1 Phase of Teaching
The phase of teaching was conducted for three weeks, from October 21, 2013 until November 6th, 2013; every Monday, Thursday and Friday for two learning hours (90 minutes). This phase of teaching were conducted for experimental and control groups. The detail schedule of the phase of teaching is described in the table of 3.2.
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3.3Research Procedure
3.3.1 Preparing the Lesson Plan
The lesson plan related to narrative text was designed to be implemented during treatments for experimental group and control group.The different point is only the used of peer feedback technique only for the experimental group.While for the control group, they have not peer feedback technique. The teacher designed lesson plan for five meetings, where the first and last meeting were allocated for pre and post-test, while the rest three meetings were allocated to implement the treatment.
3.3.2 Preparing the Material
The materials given were about narrative text taken from the book of Developing English Competencies for Senior High School, while narrative texts taken from some resources such as a story book and internet.
3.3.3 Administering the Pilot Test
The pilot test was administered to analyze whether students can understand the instructions of the writing test or not. After the test, students were asked about the writing test. Then if they have difficulties in understanding the writing test instructions, the writing test would be revised. The pilot test was conducted in October 21, 2013 and given for ten students in same level which were not included in experimental and control group.
3.3.4 Pre-Test
Pre-test was conducted to experimental and control group in the first meeting. This test was purposed to obtain the data of students’ initial writing skill and to assured that students from two groups have same capability and English proficiency before they get treatment.
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.3.5 Treatment
Treatments were given after pre-test applied for experimental group.The treatment was the implementation of peer feedback technique to support students in writing narrative text. Time allocation for each meeting consisted of two hours instruction, each hour of instruction was forty five minutes. The description of the meeting will be elaborated as follows:
October 21th, 2013, the pretest was conducted in experimental group. The students were asked to write the story of narrative based on the available paper. The story was about TangkubanPerahu.
October 23th, 2013, the students were taught how to organize text. In this meeting, the story of Arabian Nights was analyzed by the students. From the text, the students were asked to organize the text well, how they stated the topic clearly, introducing paragraph, and how to presenting the generic structure of narrative.
October 25th, 2013, teacher trained the students to give feedback for their peers’ writing. Furthermore, the students gave feedback to their peers’ writing by using the feedback form that was given during the training process (see Appendix E). The aspect that was given comment by students was focused on organizing text. After the process of giving feedback was finished, the students were asked to revise their writing based on their peer’s comment. Later, the writing draft and result had to submitted to the teacher to be checked and assessed.
October 30th, 2013, the students were taught about grammatical usage and mechanics. In this meeting, the story of Little Red Riding Hood was analyzed by the students. From the text, the students were asked to identify the tense that was used in the story. In the terms of mechanics, the students were taught to be more attentive in using punctuation, capitalization, and spelling.
October 8th, 2013, the students gave feedback to their peers’ writing by using the feedback form, the aspect that was given comment by students was focused on
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grammatical usage and mechanics. After the process of giving feedback was finished, the students were asked to revise their writing based on their peer’s comment. Later, the writing draft and result had to submitted to the teacher to be checked and assessed.
November 1th, 2013, the story of Monkey and Crocodile was used by the teacher to identify the aspects of writing; organization text, vocabulary, grammatical usage, and mechanics. In this meeting, the students were asked to identify those aspects based on the experienced knowledge before.
November 4th, 2013, the students gave feedback to their peers’ writing by using the feedback form, the aspect that was given comment by students was focused on those aspects. Later, the writing draft and result had to submitted to the teacher to be checked and assessed.
November 6th, 2013, the posttest was conducted in experimental group. The students were asked to write the story of narrative based on the available paper. The story was about TangkubanPerahu.
From the description above, it can be seen that each meeting has different theme of the narrative text. It aimed to make students do not feel bored, because there are several meeting in terms of teaching and learning narrative text. In addition, the students in experimental group had addition meeting for the session of giving feedback in peer, the teacher checked back the result of students’ feedback.
For the control group, the description of time schedule as follows:
October 21th, 2013, the pretest was conducted in control group. The students were asked to write the story of narrative based on the available paper. The story was about TangkubanPerahu.
October 25th, 2013, the students were taught how to organize text. In this meeting, the story of Arabian Nights was analyzed by the students. From the text, the students were asked to organize the text well, how they stated the topic
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
clearly, introducing paragraph, and how to presenting the generic structure of narrative. Furthermore, the students were asked to write the story, then, they have to give feedback by themselves based on the feedback form that was given by the teacher. For the first, the teacher trained the students how to give feedback to their writing. After they gave feedback, they needed to revise their writing and submitted the draft and final writing to the teacher.
October 28th, 2013, the students were taught about grammatical usage and mechanics. In this meeting, the story of Little Red Riding Hood was analyzed by the students. From the text, the students were asked to identify the tense that was used in the story. In the terms of mechanics, the students were taught to be more attentive in using punctuation, capitalization, and spelling. Furthermore, the students were asked to write the story, then, they have to give feedback by themselves based on the feedback form that was given by the teacher. For the first, the teacher trained the students how to give feedback to their writing. After they gave feedback, they needed to revise their writing and submitted the draft and final writing to the teacher.
November 1st, 2013, the story of Monkey and Crocodile was used by the teacher to identify the aspects of writing; organization text, vocabulary, grammatical usage, and mechanics. In this meeting, the students were asked to identify those aspects based on the experienced knowledge before. Furthermore, the students were asked to write the story, then, they have to give feedback by themselves based on the feedback form that was given by the teacher. For the first, the teacher trained the students how to give feedback to their writing. After they gave feedback, they needed to revise their writing and submitted the draft and final writing to the teacher.
November 4th, 2013, the posttest was conducted in control group. The students were asked to write the story of narrative based on the available paper. The story was about TangkubanPerahu.
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For the control group, the students did the feedback for their writing by themselves in the same meeting. After they did feedback for their writing, the teacher checked the result of feedback. The score of writing of two groups actually was different, for experimental group with the treatments; they did high improvement as compared with the control group. Actually, the control group also did improvement, but it could not be concluded significant.
3.3.6 Post-Test
The study conducted post-test at the end of the research to measure students’ writing skill after they got the treatment. To get the information about the differences between students’ scores in two group, the post-test was distributed in experimental and control groups.
3.4 Data Analysis
3.4.1 Scoring Sheet for Writing Analysis
The result of students’ writing were examined using rubric writingNarrative Grade 10 from West Virginia Education 2011.It was referred to the aspect of writing that was formulated by Brown (William, 2012, p.35). Rubric writing was chosen as the criteria of scoring represents the basic aspect of writing covered organization, development, vocabulary, word choice/grammar usage and mechanics. In this study, the scoring focused on examining only in four aspects, they are organization, vocabulary, word choice/grammar usage and mechanics. It was caused of the limitation of time and to make the students easier in assessing their friends’ work in writing.
The aspects that was analyzed would be presented in the following, as an overview to elaborate its meaning. The organization assessed students’ ability to introduce the beginning, established the connection and/or relationships between events, actions, and/or characters and brought closure to the writing. Meanwhile, the vocabulary usage assessed students’ ability used varied and appropriate vocabularies. Grammar usage assessed students’ ability used the correct diction, and appropriate grammar in writing narrative. As for mechanic; it related to
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
students’ ability has control of end punctuation and capitalization, spelling and clarity.
Table 3.4
Writing rubric for assessing the students’ writing narrative text
Scores of (A) Organization (B) Vocabulary (C) Grammar Usage (D) Mechanics 5 Effective Organization
Clearly stated topic Clear and logical
order Introductory
paragraph, supporting paragraphs and concluding paragraph Purposeful
transition within and between sentences, ideas and paragraphs
Effective Vocabulary Includes a wide
variety of vocabulary thatexpands the topic, butthere may be minor
inaccuracies.
Effective Word Choice/Grammar
Usage
Appropriate,
precise/concise, clear meaning
Mostly consistent grammar usage
Subject/verb agreement
Singular/plural nouns
Verb (tense and usage)
Pronoun usage
Adjective/Adverb
Effective Mechanics
Few errors
Punctuation
Capitalization
Spelling Needs some editing
4
Adequate Organization
Clearly stated topic Some evidence of a
logical order Introductory
paragraph, supporting paragraphs and concluding paragraph Appropriate
transition within and between sentences, ideas and paragraphs
Adequate Vocabulary
Includes a variety of vocabulary related to the topic.
Adequate Word Choice/Grammar
Usage
Appropriate, specific Somewhat consistent
grammar usage
Subject/verb agreement
Singular/plural nouns
Verb (tense and usage)
Pronoun usage
Adjective/Adverb
Adequate Mechanics
Some errors
Punctuation
Capitalization
Spelling Needs editing but doesn’t impede readability
3
Limited Organization
Poorly stated topic Limited evidence
of a logical order Introductory
paragraph and concluding paragraph with limited supporting paragraphs Repetitive use of
Limited Vocabulary Includes limited
vocabulary and/or most vocabulary is inaccurate or unrelated to the topic.
Limited Word Choice/Grammar
Usage
Vague, redundant, simplistic
Several
inconsistencies in grammar usage Subject/verb agreement Singular/plural nouns Limited Mechanics
Frequent errors
Punctuation
Capitalization
Spelling Begins to impede
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transition Verb (tense and
usage)
Pronoun usage
Adjective/Adverb
2
Minimal Organization/Mini
mal Response
Lack of acceptable topic
Lacks evidence of a logical order Lacks introductory
paragraph, supporting paragraphs and/or concluding paragraph Ineffective or
overused transition
Minimal Vocabulary
Includes
minimvocabulary and/or most vocabulary is inaccurate or unrelated to the topic.
Minimal Word Choice/Grammar
Usage/Minimal Response
Inadequate,
imprecise, repetitive Frequent
inconsistencies grammar usage Subject/verb agreement Singular/plural nouns
Verb (tense and usage)
Pronoun usage
Adjective/Adverb
Minimal Mechanics/ Minimal Response
Consistent errors
Punctuation
Capitalization
Spelling
Impedes readability
1
Inadequate Organization
Lacks stated topic No logical pattern;
difficult to follow Inadequate
paragraphing Little or no
transition
Inadequate Vocabulary
Includes lack vocabulary and/or most vocabulary is inaccurate or unrelated to the topic.
Inadequate Word Choice/ Grammar
Usage
Rambling, inappropriate, incorrect, unclear Distracting
inconsistencies grammar usage Subject/verb agreement Singular/plural nouns
Verb (tense and usage)
Pronoun usage
Adjective/Adverb
Inadequate Mechanics
Serious and consistent errors
Punctuation
Capitalization
Spelling Impedes
understanding/communic ation
3.4.2 Data Analysis in Pilot Test
The pilot test aimed to seek the validity and reliability of instrument. Itwas conducted before the pre-testto check whether the instrument was valid or not, furthermore the instrument could be used for the pre-test. The criterion for successful instrument, the respondents were able to write based on the given instruction, so it could be concluded that the instrument can be used for pre-test and post-test.
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.4.3 Data Analysis on Pre-Test and Post-Test
In analyzing the data of pre-test and post-test that were given to both groups, dependent t-test was used to compare the means’ difference between both tests. Hatch and Farhady(1982) mentioned that “the dependent t –test is used to investigate the significance of means between pretest and posttest score”. A hypothesis was started with the alpha level at 0.05. The data gained through pre-test and post-pre-test were computed one by one using IBM SPSS Statistics 20.0 for Windows.
However, before the output data will be analyzed in t-test, it should fulfill some following criteria as cited in Coolige (2000) :
1. The data should have a normal distribution 2. The variance of two groups must be homogenous 3. The participants must be different in each group
There are four steps were accomplished covering normality test, homogeneity variance, independentt-test,and dependent t-test.The details of statistical procedures were as follows:
3.4.3.1 Normal Distribution test
Normal distribution test was calculated before t-test. It intended to investigate whether the distribution of pre-test and post-test scores in groups were normally distributed.The statistical calculation of normality test used Kolmogorov-Smirnov by following four steps below:
1. Setting the hypothesis, H0= the score between experimentaland control
groupis normally distributed.
2. Setting the level of siginificance (p) at 0.05.
3. Analyzing the normality distribution using Kolmogorov-Smirnov test.
4. Comparing score between test result and level of significant value. If Asymp.Sig>0.05, the null hypothesis is not rejected which means the sample
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score is normally distributed. In contrast, if Asymp.Sig<0.05, the hypothesis is rejected which means the score is not normal (Hatch and Farhady, 1982, p.88). In addition, if the data is not normally distributed, Mann-Whitney test will be administered to test the hypothesis and SPSS 20.0 will be calculated the result.
3.4.3.2 Homogeneity Variance
The homogeneity variance test used Levene test in SPSS program. This step did after find out that pre-test and post-test score are normally distributed. The steps are as follows:
1. Setting the hypothesis, H0=data between the two groups are homogeny
2. Setting the level of significance (α) at 0.05
3. Measuring the homogeneity variance using Levene’s test
4. Comparing the result of Leven’s test and alpha level of significant If Asymp.Sig.<0.05, the null hypothesis is rejected which means the two group are not equal. In contrast, if Asymp.Sig>0.05, the hypothesis is not rejected which means variance data of two group are equal or the data are homogenous (Hatch &Farhady, 1982, p.88).
3.4.3.3 Independent t-Test
Analyzing the difference between means of experimental and control group, the independent t-test was used to reveal it.In this research, the independent sample test was analyzed using computation with IBM Statistics 20.0.
There are some significant criteria in analyzing independent t-test, as follow: 1. The level of significant is α = 0.05
2. Analyzing the independent t-test by using SPSS 20.0 3. Determining t-test hypothesis.
a. tobt<tcrit= Hois accepted and there is no significant difference between both
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
b. tobt>tcrit= Hois rejected and there is significant difference between both of
groups in pretest mean (Hatch &Farhady, 1982, p.88).
3.4.3.4 Paired-sample T-tes
Paired t-test was used to find out the differences between pre-test and post-test in each group.In this research, the independent sample was analyzed using IBM SPSS statistics 20.0. The steps are as follows:
1. Setting the hypothesis, H0= there is no significant difference between students’ writing score in pre-test and post-test score.
2. Setting the level of significance (α) at 0.05.
3. Calculating t-test score using IBM SPSS statistics 20.0
4. Comparing t-obtained and t-critical. If t-obtained > t-critical, it means that the null hypothesis is rejected, there is a significant difference between the scores before and after the treatment. In contrary, if t-obtained < t- critical, the hypothesis is not rejected; there is no significant difference between treatment score before and after the treatment, (Hatch &Farhady, 1982, p.88).
3.4.3.5 Effect Size
The effect size computation is conducted to check the level of effect of treatmentafter t-test calculation by using IBM SPSS Statistics 20.00 from independent t-test of post-test. The effect size is used to determine how significance the impact of treatment to the experimental group’s score. Effect size has positive correlation to its value, the larger impact of treatment (Collidge, 2000). The formula of effect size:
�= � 2
�2+�� r : effect size
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38
df : degree of freedom
Value of effect size is interpreted by following scale: Table 3.5 Scale of effect size
Effect Size r value
Small .100
Medium .243
Large .371
This chapter has presented the methodology of the research including research method, population and sample, data collection, research procedures, data analysis. Then, the findings and the discussions of the data collected will be explained in more detail in the next chapter.
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This part presentsthe research conclusions and suggestions. The conclusions are explained from the analysis of the research findings. Meanwhile, the suggestions are expected to give a contribution for further researchers and English teachers.
5.1Conclusions
The conclusions are presented based on what has been established and discussed in chapter IV. Based on the statistical computation using SPSS 20.0 for Windows, the result showed that the mean scoreof experimental group (M=84.00)was higher than control group (M=70.33). It explained that the experimental group had better improvement in their writing than control group after they leaned to write with peer feedback technique.The aspects of writing feedback included organization, vocabulary, grammar usage, and mechanics. Regarding the students’ writings, they experienced the improvement inusing varied and appropriate vocabulary. They also could organize the narrative text effectively, and used the language features in grammar correctly.
The students can feel equal with their peers and can create the convenient situation in using peer feedback technique. Therefore, they can participate actively in the teaching and learning processes. In short, it can be concluded that peer feedback technique can be used as an alternative technique to improve students’ writingof narrative text.The activity of giving feedback between peers builds
students’ confidence to write.
5.2Suggestions
There are several suggestions that can be recommended for further studies. These suggestions will be focused on two parts: suggestion for English teachers and suggestion for further researchers who are interested in the same field.
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
Several suggestions for English teachers who are interested in using peer feedback are: (1) Teachers are recommended to manage the time as effectively as possible for the implementation of peer feedback. (2) Teachers are suggested to pair or group the students with their partner who come from different variable as past achievement and diligence. (3)It is better if the teachers match the goal of learning with the feedback that will be applied. (4)The teachers should be ongoing and consistent to apply peer feedback technique in order to improve their students’ writing. In addition, it willbe better if the teachers designed the varied ways in giving feedback between the students.
There are also some suggestions for further researchers who are interested to investigate the peer feedback technique as the study. (1) For the next researchers, it would be better to train the students before applying the peer feedback technique. (2) It also would be better to manage the time allocation as effectively as possible to optimize the learning processes. (3) Further researchers are recommended to use this kind of technique in another genre of texts.
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3.4.3 Data Analysis on Pre-Test and Post-Test
In analyzing the data of pre-test and post-test that were given to both groups,
dependent t-test was used to compare the means’ difference between both tests.
Hatch and Farhady(1982) mentioned that “the dependent t –test is used to
investigate the significance of means between pretest and posttest score”. A hypothesis was started with the alpha level at 0.05. The data gained through pre-test and post-pre-test were computed one by one using IBM SPSS Statistics 20.0 for Windows.
However, before the output data will be analyzed in t-test, it should fulfill some following criteria as cited in Coolige (2000) :
1. The data should have a normal distribution 2. The variance of two groups must be homogenous
3. The participants must be different in each group
There are four steps were accomplished covering normality test, homogeneity variance, independentt-test,and dependent t-test.The details of statistical procedures were as follows:
3.4.3.1 Normal Distribution test
Normal distribution test was calculated before t-test. It intended to investigate whether the distribution of pre-test and post-test scores in groups were normally distributed.The statistical calculation of normality test used Kolmogorov-Smirnov by following four steps below:
1. Setting the hypothesis, H0= the score between experimentaland control
groupis normally distributed.
2. Setting the level of siginificance (p) at 0.05.
3. Analyzing the normality distribution using Kolmogorov-Smirnov test.
4. Comparing score between test result and level of significant value. If Asymp.Sig>0.05, the null hypothesis is not rejected which means the sample
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Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
score is normally distributed. In contrast, if Asymp.Sig<0.05, the hypothesis is rejected which means the score is not normal (Hatch and Farhady, 1982, p.88). In addition, if the data is not normally distributed, Mann-Whitney test will be administered to test the hypothesis and SPSS 20.0 will be calculated the result.
3.4.3.2 Homogeneity Variance
The homogeneity variance test used Levene test in SPSS program. This step did after find out that pre-test and post-test score are normally distributed. The steps are as follows:
1. Setting the hypothesis, H0=data between the two groups are homogeny
2. Setting the level of significance (α) at 0.05
3. Measuring the homogeneity variance using Levene’s test
4. Comparing the result of Leven’s test and alpha level of significant If Asymp.Sig.<0.05, the null hypothesis is rejected which means the two group are not equal. In contrast, if Asymp.Sig>0.05, the hypothesis is not rejected which means variance data of two group are equal or the data are homogenous (Hatch &Farhady, 1982, p.88).
3.4.3.3 Independent t-Test
Analyzing the difference between means of experimental and control group, the independent t-test was used to reveal it.In this research, the independent sample test was analyzed using computation with IBM Statistics 20.0.
There are some significant criteria in analyzing independent t-test, as follow: 1. The level of significant is α = 0.05
2. Analyzing the independent t-test by using SPSS 20.0
3. Determining t-test hypothesis.
a. tobt<tcrit= Hois accepted and there is no significant difference between both
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b. tobt>tcrit= Hois rejected and there is significant difference between both of
groups in pretest mean (Hatch &Farhady, 1982, p.88).
3.4.3.4 Paired-sample T-tes
Paired t-test was used to find out the differences between pre-test and post-test in each group.In this research, the independent sample was analyzed using IBM SPSS statistics 20.0. The steps are as follows:
1. Setting the hypothesis, H0= there is no significant difference between
students’ writing score in pre-test and post-test score. 2. Setting the level of significance (α) at 0.05.
3. Calculating t-test score using IBM SPSS statistics 20.0
4. Comparing t-obtained and t-critical. If t-obtained > t-critical, it means that the null hypothesis is rejected, there is a significant difference between the scores before and after the treatment. In contrary, if t-obtained < t- critical, the hypothesis is not rejected; there is no significant difference between treatment score before and after the treatment, (Hatch &Farhady, 1982, p.88).
3.4.3.5 Effect Size
The effect size computation is conducted to check the level of effect of treatmentafter t-test calculation by using IBM SPSS Statistics 20.00 from independent t-test of post-test. The effect size is used to determine how significance the impact of treatment to the experimental group’s score. Effect size has positive correlation to its value, the larger impact of treatment (Collidge, 2000). The formula of effect size:
�= �
2
�2+�� r : effect size
(4)
38
Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
df : degree of freedom
Value of effect size is interpreted by following scale: Table 3.5 Scale of effect size
Effect Size r value
Small .100
Medium .243
Large .371
This chapter has presented the methodology of the research including research method, population and sample, data collection, research procedures, data analysis. Then, the findings and the discussions of the data collected will be explained in more detail in the next chapter.
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Nuraeni, 2014
are explained from the analysis of the research findings. Meanwhile, the suggestions are expected to give a contribution for further researchers and English teachers.
5.1Conclusions
The conclusions are presented based on what has been established and discussed in chapter IV. Based on the statistical computation using SPSS 20.0 for Windows, the result showed that the mean scoreof experimental group (M=84.00)was higher than control group (M=70.33). It explained that the experimental group had better improvement in their writing than control group after they leaned to write with peer feedback technique.The aspects of writing feedback included organization, vocabulary, grammar usage, and mechanics. Regarding the students’ writings, they experienced the improvement inusing varied and appropriate vocabulary. They also could organize the narrative text effectively, and used the language features in grammar correctly.
The students can feel equal with their peers and can create the convenient situation in using peer feedback technique. Therefore, they can participate actively in the teaching and learning processes. In short, it can be concluded that peer feedback technique can be used as an alternative technique to improve students’ writingof narrative text.The activity of giving feedback between peers builds
students’ confidence to write.
5.2Suggestions
There are several suggestions that can be recommended for further studies. These suggestions will be focused on two parts: suggestion for English teachers and suggestion for further researchers who are interested in the same field.
(6)
58
Nuraeni, 2014
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO
IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Several suggestions for English teachers who are interested in using peer feedback are: (1) Teachers are recommended to manage the time as effectively as possible for the implementation of peer feedback. (2) Teachers are suggested to pair or group the students with their partner who come from different variable as past achievement and diligence. (3)It is better if the teachers match the goal of learning with the feedback that will be applied. (4)The teachers should be ongoing and consistent to apply peer feedback technique in order to improve their students’ writing. In addition, it willbe better if the teachers designed the varied ways in giving feedback between the students.
There are also some suggestions for further researchers who are interested to investigate the peer feedback technique as the study. (1) For the next researchers, it would be better to train the students before applying the peer feedback technique. (2) It also would be better to manage the time allocation as effectively as possible to optimize the learning processes. (3) Further researchers are recommended to use this kind of technique in another genre of texts.