THE EFFECT OF PEER FEEDBACK TECHNIQUE ON STUDENTS ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION TEXT.
THE EFFECT OF PEER FEEDBACK TECHNIQUE ON
STUDENTS’ ACHIEVEMENT IN WRITING
ANALYTICAL EXPOSITION TEXT
A THESIS
Submitted to English Department, Faculty of Language and Arts
State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
CHRISTINE HELENA NATALIA
Registration Number: 2101121009
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Almighty God, Jesus Christ,
who has granted countless blessing, knowledge and opportunity so that the writer
can finish the academic year and completing this thesis entitled “ The Effect of
Peer Feedback Technique on Students’ Achievement in Writing Analytical
Exposition Text” as one of requirement for the degree of Sarjana Pendidikan (S1)
at English Department, Faculty of Languages and Arts, State University of
Medan.
During the process of writing and conducting the research, the writer was
assisted and supported by many people. This thesis could have not been
accomplised without the guidance, suggestion, and comment from them, for
which the writer would like to express her sincere appreciation which directed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd, as the Head of English Department,
Rika, S.Pd, M.Hum as the Secretary of English Department and
Dra. Masitowarni Siregar, M.Ed, as the Head of English Education Study
Program.
Dra. Tjut Ernidawaty, M.Pd, her Thesis Consultant.
Dra. Rahmah, M.Hum, her Academic Consultant and her Reviewers.
Prof. Dr. Lince Sihombing, M.Pd and Dra. Yunita Agnes Sianipar,
M.Hum as her Reviewers.
Dra. Hj. Erlinda, the Headmaster of SMA Negeri 6 Medan and the English
Teacher Drs. Smith Tarigan.
Drs. Tony E. Aritonang and Agustina P. Tampubolon, as her beloved
parents, for their endless love, prayer, moral and financial support, in
completing her education. Desy Christanty as her sister and all her family
members, for their support.
Aminah Ari Fadhila, as her best and most supportive friend who always
support and help her, her lovely Purity (Sere, Yosi, Novia, Tasia, and Indri),
her closed friends and sisters, Dessy Sari, Christine Hakim, Rayanti,
Elizabeth, and Valentina, and for Reguler C 2010, TC and for those whose
name can not be mentioned yet, who had inspired, encouraged and gave her
support, helping, and laughs during her study years and the process of writing
of this thesis.
ii
Finally, the writer hopes this thesis would be useful for those who read it,
especially for the students of English Department.
Medan,
July 2014
The writer
Christine Helena Natalia
Reg No. 2101121009
iii
TABLE OF CONTENTS
Page
ABSTRACT ..............................................................................................
i
ACKNOWLEDGEMENT ........................................................................
ii
TABLE OF CONTENTS..........................................................................
iv
LIST OF TABLE ......................................................................................
vi
LIST OF FIGURES ..................................................................................
vii
LIST OF APPENDICES ..........................................................................
viii
CHAPTER I: INTRODUCTION ............................................................
1
A. The Background of the Study .........................................................
1
B. The Problem of the Study ...............................................................
5
C. The Objective of the Study .............................................................
5
D. The Scope of the Study ..................................................................
5
E. The Significance of the Study ........................................................
5
CHAPTER II: REVIEW OF LITERATURE ........................................
6
A. Theoretical Framework ..................................................................
6
B. Writing ............................................................................................
6
1. Process of Writing ....................................................................
7
2. Genre ........................................................................................
9
3. Exposition Text ........................................................................
11
C. Cooperative Learning ......................................................................
14
1. Peer Feedback Technique ........................................................
16
D. Conventional Method ......................................................................
20
1. Discussion Technique ..............................................................
20
E. Conceptual Framework ..................................................................
21
F. Hypothesis ......................................................................................
23
iv
CHAPTER III: RESEARCH METHOD ...............................................
24
A. Research Design .............................................................................
24
B. Population and Sample ...................................................................
25
1.
Population ................................................................................
25
2.
Sample .....................................................................................
25
C. The Instrument of Collecting Data .................................................
25
1. Assessment and Scoring of writing ...........................................
26
D. The Procedure of Treatment ............................................................
30
1.
Pre-test .....................................................................................
30
2.
Treatment ................................................................................
30
3.
Post-test ...................................................................................
38
E. The Technique of Analyzing Data .................................................
38
F. The Statistical Hypothesis ...............................................................
39
CHAPTER IV: THE DATA AND RESESARCH FINDINGS .............
40
A. The Data ..........................................................................................
40
B. Data Analysis Procedure .................................................................
44
C. Hypothesis Testing ..........................................................................
46
D. Research Findings ...........................................................................
46
CHAPTER V: THE DATA AND RESESARCH FINDINGS ..............
48
A. Conclusion .......................................................................................
48
B. Suggestions......................................................................................
48
REFERENCES ..........................................................................................
50
v
LIST OF TABLE
Table
Page
2.1.
Types of Genre ................................................................................
10
3.1.
Research Design ..............................................................................
24
3.2.
Classification and Criteria for Intro/Conclusion ............................
26
3.3.
Classification and Criteria for Thesis ..............................................
27
3.4.
Classification and Criteria for Topic Sentences and Transition ......
27
3.5.
Classification and Criteria for Evidence .........................................
28
3.6.
Classification and Criteria for Argument ........................................
28
3.7.
Classification and Criteria for Style, Vocabulary and Sentences
Structure ..........................................................................................
29
3.8.
Classification and Criteria for Mechanics and Coherence ..............
29
3.9.
The Procedure of Treatment for Experimental Group ....................
31
3.10. The Procedure of Treatment for Control Group ..............................
35
4.1.
Pre-test and Post Test Score of Experimental Group ......................
40
4.2.
Pre-test and Post Test Score of Control Group ...............................
42
vi
LIST OF FIGURE
Figure 2.1 Process wheel ................................................................................
vii
7
REFERENCES
Ary, Donald. 2002. Introduction to Research in Education. Singapore:
Wardswirth
Atay, D. & Kurt, G. 2007. "The Effects of Peer Feedback on the Writing Anxiety
of Prospective Turkish Teachers of EFL". Journal of Theory and Practice
in Education, 3 (1), 12-23 http://files.eric.ed.gov/fulltext/ED502015.pdf
Brown, H. Douglas. 2007. Teaching by Principles: An Interactive Approach to
Language Pedagogy. San Fransisco: Pearson Longman.
Felder,
R.
M.;
Brent,
R.
2004.
(http://www4.ncsu.edu/unity/lockers/users
/f/felder/public/Papers/CLChapter.pdf)
Cooperative
Learning.
Fulcher G.; Davidson F. 2007. Language Testing and Assessment. New York :
Routledge (www.eBookstore.tandf.co.uk.)
Hansen, Jette., & Jun Liu. 2005. Guiding Principles for Effective Peer Response.
ELT Journal volume 59/ 1 January 2005 31-38. doi:10.1093/elt/cci004
http://teachingcomp.pbworks.com/f/Hansen+and+Liu.pdf
Harmer, Jeremy. 2004. How to Teach Writing. England : Pearson Education
Heaton, J.B. 1989. Writing English Language Test. New York: Longman Group
UK.
Houston. 2009. YES Prep Makes Learning Relevant. Assessed in
http://www.edutopia.org/pdfs/stw/edutopia-stw-yesprep-rubric-literaryanalysis.pdf
Hyland, K. 2002. Teaching and Researching Writing : Applied Linguistics in
Action Series. Pearson Education : Longman
Pardiyono. 2007. PastiBisa! Teaching Genre-Based Writing. Yogyakarta: Andi
Purnawarman, P. 2011. Running Head: Impacts Of Teacher Feedback On Esl/Efl
Students’ Writing. http://scholar.lib.vt.edu/theses/available/etd-12122011211734/unrestricted/Purnawarman_P_Dissertation_2011.pdf
50
51
Sarwono, Jonathan. 2006. Metode PPenelitian Kuantitatif dan Kualitatif.
Yogyakarta: Graha Ilmu
Slavin, R.1995. Cooperative Learning: Theory, Research, and Practice (Second
Edition). London: A Simon & Schuster
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
From the calculation of the data, it was found that Peer Feedback
technique significantly affect students’ achievement in writing analytical
exposition text. Since the t-obs > t-table (α= 0,05) df 66), or 2,02> 1,66 (α= 0,05)
df (66), the alternative hypothesis (Ha) is accepted.
B. Suggestions
The result of this study showed that the use of Peer Feedback Technique
could improve the students’ achievement in writing analytical exposition text. So,
the following suggestion can be offered:
1. Peer Feedback technique can be used as one of technique in teaching and
learning process. It can be used to teach writing, especially for analytical
exposition text to help students improve their writing achievement.
2. By giving and accepting feedback, students can be guided to be able to do
more practices in writing especially in writing analytical expositional text.
It also help the students who have a low understanding learn more from
their groups without being afraid and shy to ask the question to their
teacher.
3. The students can apply this technique not only in learning analytical
exposition text but also in learning another genre of text.
48
49
4. Other researcher could develop the related study to improve the teaching
and learning technique.
STUDENTS’ ACHIEVEMENT IN WRITING
ANALYTICAL EXPOSITION TEXT
A THESIS
Submitted to English Department, Faculty of Language and Arts
State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
CHRISTINE HELENA NATALIA
Registration Number: 2101121009
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Almighty God, Jesus Christ,
who has granted countless blessing, knowledge and opportunity so that the writer
can finish the academic year and completing this thesis entitled “ The Effect of
Peer Feedback Technique on Students’ Achievement in Writing Analytical
Exposition Text” as one of requirement for the degree of Sarjana Pendidikan (S1)
at English Department, Faculty of Languages and Arts, State University of
Medan.
During the process of writing and conducting the research, the writer was
assisted and supported by many people. This thesis could have not been
accomplised without the guidance, suggestion, and comment from them, for
which the writer would like to express her sincere appreciation which directed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd, as the Head of English Department,
Rika, S.Pd, M.Hum as the Secretary of English Department and
Dra. Masitowarni Siregar, M.Ed, as the Head of English Education Study
Program.
Dra. Tjut Ernidawaty, M.Pd, her Thesis Consultant.
Dra. Rahmah, M.Hum, her Academic Consultant and her Reviewers.
Prof. Dr. Lince Sihombing, M.Pd and Dra. Yunita Agnes Sianipar,
M.Hum as her Reviewers.
Dra. Hj. Erlinda, the Headmaster of SMA Negeri 6 Medan and the English
Teacher Drs. Smith Tarigan.
Drs. Tony E. Aritonang and Agustina P. Tampubolon, as her beloved
parents, for their endless love, prayer, moral and financial support, in
completing her education. Desy Christanty as her sister and all her family
members, for their support.
Aminah Ari Fadhila, as her best and most supportive friend who always
support and help her, her lovely Purity (Sere, Yosi, Novia, Tasia, and Indri),
her closed friends and sisters, Dessy Sari, Christine Hakim, Rayanti,
Elizabeth, and Valentina, and for Reguler C 2010, TC and for those whose
name can not be mentioned yet, who had inspired, encouraged and gave her
support, helping, and laughs during her study years and the process of writing
of this thesis.
ii
Finally, the writer hopes this thesis would be useful for those who read it,
especially for the students of English Department.
Medan,
July 2014
The writer
Christine Helena Natalia
Reg No. 2101121009
iii
TABLE OF CONTENTS
Page
ABSTRACT ..............................................................................................
i
ACKNOWLEDGEMENT ........................................................................
ii
TABLE OF CONTENTS..........................................................................
iv
LIST OF TABLE ......................................................................................
vi
LIST OF FIGURES ..................................................................................
vii
LIST OF APPENDICES ..........................................................................
viii
CHAPTER I: INTRODUCTION ............................................................
1
A. The Background of the Study .........................................................
1
B. The Problem of the Study ...............................................................
5
C. The Objective of the Study .............................................................
5
D. The Scope of the Study ..................................................................
5
E. The Significance of the Study ........................................................
5
CHAPTER II: REVIEW OF LITERATURE ........................................
6
A. Theoretical Framework ..................................................................
6
B. Writing ............................................................................................
6
1. Process of Writing ....................................................................
7
2. Genre ........................................................................................
9
3. Exposition Text ........................................................................
11
C. Cooperative Learning ......................................................................
14
1. Peer Feedback Technique ........................................................
16
D. Conventional Method ......................................................................
20
1. Discussion Technique ..............................................................
20
E. Conceptual Framework ..................................................................
21
F. Hypothesis ......................................................................................
23
iv
CHAPTER III: RESEARCH METHOD ...............................................
24
A. Research Design .............................................................................
24
B. Population and Sample ...................................................................
25
1.
Population ................................................................................
25
2.
Sample .....................................................................................
25
C. The Instrument of Collecting Data .................................................
25
1. Assessment and Scoring of writing ...........................................
26
D. The Procedure of Treatment ............................................................
30
1.
Pre-test .....................................................................................
30
2.
Treatment ................................................................................
30
3.
Post-test ...................................................................................
38
E. The Technique of Analyzing Data .................................................
38
F. The Statistical Hypothesis ...............................................................
39
CHAPTER IV: THE DATA AND RESESARCH FINDINGS .............
40
A. The Data ..........................................................................................
40
B. Data Analysis Procedure .................................................................
44
C. Hypothesis Testing ..........................................................................
46
D. Research Findings ...........................................................................
46
CHAPTER V: THE DATA AND RESESARCH FINDINGS ..............
48
A. Conclusion .......................................................................................
48
B. Suggestions......................................................................................
48
REFERENCES ..........................................................................................
50
v
LIST OF TABLE
Table
Page
2.1.
Types of Genre ................................................................................
10
3.1.
Research Design ..............................................................................
24
3.2.
Classification and Criteria for Intro/Conclusion ............................
26
3.3.
Classification and Criteria for Thesis ..............................................
27
3.4.
Classification and Criteria for Topic Sentences and Transition ......
27
3.5.
Classification and Criteria for Evidence .........................................
28
3.6.
Classification and Criteria for Argument ........................................
28
3.7.
Classification and Criteria for Style, Vocabulary and Sentences
Structure ..........................................................................................
29
3.8.
Classification and Criteria for Mechanics and Coherence ..............
29
3.9.
The Procedure of Treatment for Experimental Group ....................
31
3.10. The Procedure of Treatment for Control Group ..............................
35
4.1.
Pre-test and Post Test Score of Experimental Group ......................
40
4.2.
Pre-test and Post Test Score of Control Group ...............................
42
vi
LIST OF FIGURE
Figure 2.1 Process wheel ................................................................................
vii
7
REFERENCES
Ary, Donald. 2002. Introduction to Research in Education. Singapore:
Wardswirth
Atay, D. & Kurt, G. 2007. "The Effects of Peer Feedback on the Writing Anxiety
of Prospective Turkish Teachers of EFL". Journal of Theory and Practice
in Education, 3 (1), 12-23 http://files.eric.ed.gov/fulltext/ED502015.pdf
Brown, H. Douglas. 2007. Teaching by Principles: An Interactive Approach to
Language Pedagogy. San Fransisco: Pearson Longman.
Felder,
R.
M.;
Brent,
R.
2004.
(http://www4.ncsu.edu/unity/lockers/users
/f/felder/public/Papers/CLChapter.pdf)
Cooperative
Learning.
Fulcher G.; Davidson F. 2007. Language Testing and Assessment. New York :
Routledge (www.eBookstore.tandf.co.uk.)
Hansen, Jette., & Jun Liu. 2005. Guiding Principles for Effective Peer Response.
ELT Journal volume 59/ 1 January 2005 31-38. doi:10.1093/elt/cci004
http://teachingcomp.pbworks.com/f/Hansen+and+Liu.pdf
Harmer, Jeremy. 2004. How to Teach Writing. England : Pearson Education
Heaton, J.B. 1989. Writing English Language Test. New York: Longman Group
UK.
Houston. 2009. YES Prep Makes Learning Relevant. Assessed in
http://www.edutopia.org/pdfs/stw/edutopia-stw-yesprep-rubric-literaryanalysis.pdf
Hyland, K. 2002. Teaching and Researching Writing : Applied Linguistics in
Action Series. Pearson Education : Longman
Pardiyono. 2007. PastiBisa! Teaching Genre-Based Writing. Yogyakarta: Andi
Purnawarman, P. 2011. Running Head: Impacts Of Teacher Feedback On Esl/Efl
Students’ Writing. http://scholar.lib.vt.edu/theses/available/etd-12122011211734/unrestricted/Purnawarman_P_Dissertation_2011.pdf
50
51
Sarwono, Jonathan. 2006. Metode PPenelitian Kuantitatif dan Kualitatif.
Yogyakarta: Graha Ilmu
Slavin, R.1995. Cooperative Learning: Theory, Research, and Practice (Second
Edition). London: A Simon & Schuster
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
From the calculation of the data, it was found that Peer Feedback
technique significantly affect students’ achievement in writing analytical
exposition text. Since the t-obs > t-table (α= 0,05) df 66), or 2,02> 1,66 (α= 0,05)
df (66), the alternative hypothesis (Ha) is accepted.
B. Suggestions
The result of this study showed that the use of Peer Feedback Technique
could improve the students’ achievement in writing analytical exposition text. So,
the following suggestion can be offered:
1. Peer Feedback technique can be used as one of technique in teaching and
learning process. It can be used to teach writing, especially for analytical
exposition text to help students improve their writing achievement.
2. By giving and accepting feedback, students can be guided to be able to do
more practices in writing especially in writing analytical expositional text.
It also help the students who have a low understanding learn more from
their groups without being afraid and shy to ask the question to their
teacher.
3. The students can apply this technique not only in learning analytical
exposition text but also in learning another genre of text.
48
49
4. Other researcher could develop the related study to improve the teaching
and learning technique.