Students' perception on the implementation of peer feedback in writing report texts.

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ABSTRACT

Luciana, Jonetha. 2013. Students’ Perception on the Implementation of Peer Feedback in Writing Report Texts. Yogyakarta: English Language Study Program, Sanata Dharma University.

Writing skill is a skill that is required to be mastered by the English as a foreign language (EFL) students. According to Evans and Evans (1986), producing written expression is considered to be the most complex stage of language development, more complex than oral language, and the last to be mastered. In their writing classes, the EFL students implemented the writing stages, particularly peer feedback, in order to produce good writings. In this research, the researcher intends to discover the students’ perception on the implementation of peer feedback in writing report texts.

There were three research problems in this research. They are 1) what are the factors influencing the eleventh grade students’ perception on the implementation of peer feedback in writing report texts? 2) what are the benefits of the implementation of peer feedback in writing report texts? 3) what are the limitations of the implementation of peer feedback in writing report texts? The research participants were the eleventh grade students students in SMAN 11 Yogyakarta in the academic year 2012/2013, particularly the social science students. In order to solve the research problems, the researcher conducted a survey. The data were collected through the use of questionnaire and interviews.

The students’ perception on the implementation of peer feedback in writing report texts was influenced by stereotyping, self-concept, situation, need, and emotion. There were three benefits of the implementation of peer feedback in writing report texts namely improving the students’ writing skill, encouraging the students to work cooperatively with their peers, and helping the students in revising their report texts. However, there were three limitations of the implementation of peer feedback in writing report texts namely the influence of teacher feedback, the participants’ trust in feedback given by their peers, and the participants’ ability in giving feedback. The results of this research showed that the eleventh grade students had positive and negative perception on the implementation of peer feedback in writing report texts. The students had positive perception on the need for having their report texts checked by their peers and the benefits of the implementation of peer feedback. However, the students had negative perception as there were the limitations of the implementation of peer feedback revealed in this research.

Therefore, it is recommended that the students be more motivated during the implementation of peer feedback and be more confident in giving feedback. The researcher recommends that the teachers implement peer feedback in their writing classes as it can improve their students’ writing skill. Lastly, the researcher recommends future researchers conduct further research or enrich the existing research.

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ABSTRAK

Luciana, Jonetha. 2013. Students’ Perception on the Implementation of Peer Feedback in Writing Report Texts. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Siswa-siswa Pengajaran Bahasa Inggris sebagai Bahasa Asing (EFL) wajib menguasai keterampilan menulis. Menurut Evans and Evans (1986), menghasilkan ekspresi tertulis merupakan tahapan yang paling kompleks dari perkembangan bahasa, lebih kompleks daripada bahasa lisan, dan yang terakhir untuk dikuasai. Di kelas menulis, para siswa mengimplementasikan tahapan menulis, termasuk peer feedback, untuk menghasilkan tulisan yang baik. Dalam penelitian ini, peneliti bermaksud untuk menemukan persepsi siswa terhadap implementasi dari peer feedback dalam menulis karangan report.

Terdapat tiga rumusan masalah di penelitian ini. 1) Apa saja faktor-faktor yang mempengaruhi persepsi siswa kelas sebelas (XI) terhadap implementasi dari

peer feedback dalam menulis karangan report? 2) Apa saja manfaat dari implementasi peer feedback dalam menulis karangan report? 3) Apa saja limitasi dari implementasi peer feedback dalam menulis karangan report? Responden dari penelitian ini adalah siswa kelas sebelas (XI) IPS di SMAN 11 Yogyakarta tahun ajaran 2012/2013, terutama siswa kelas Ilmu Pengetahuan Sosial. Untuk menjawab rumusan masalah, peneliti menggunakan metode survey. Data penelitian ini diperoleh dari kuesioner dan interview.

Persepsi siswa terhadap implementasi dari peer feedback dalam menulis karangan report dipengaruhi stereotip, konsep diri, situasi, kebutuhan, dan emosi. Terdapat tiga manfaat dari implementasi peer feedback yaitu meningkatkan keterampilan menulis siswa, mendorong siswa untuk bekerja sama dengan teman dan membantu siswa dalam memperbaiki karangan report. Namun, terdapat tiga limitasi dari implementasi peer feedback yaitu pengaruh dari teacher feedback, kepercayaan siswa terhadap feedback yang diberikan oleh teman mereka, dan kemampuan siswa dalam memberikan feedback. Hasil dari penelitian ini menunjukan bahwa siswa kelas sebelas (XI) memiliki persepsi yang positif dan negatif terhadap implementasi dari peer feedback dalam menulis karangan report. Siswa memiliki persepsi yang positif terhadap perlunya karangan report mereka diperiksa oleh teman dan manfaat dari implementasi peer feedback. Namun, siswa memiliki persepsi yang negatif dikarenakan adanya limitasi dari peer feedback

yang ditemukan di penelitian ini.

Oleh karena itu, disarankan bagi para siswa agar lebih termotivasi selama implementasi dari peer feedback dan lebih percaya diri dalam memberikan

feedback. Peneliti menyarankan bagi para guru agar mengimplementasikan peer feedback untuk meningkatkan keterampilan menulis siswa. Peneliti menyarankan kepada peneliti selanjutnya untuk melakukan penelitian lebih lanjut atau untuk memperkaya penelitian yang ada.

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STUDENTS’ PERCEPTION ON THE IMPLEMENTATION

OF PEER FEEDBACK IN WRITING REPORT TEXTS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Jonetha Luciana Student Number: 091214071

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS AND TRAINING EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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STUDENTS’ PERCEPTION ON THE IMPLEMENTATION

OF PEER FEEDBACK IN WRITING REPORT TEXTS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Jonetha Luciana Student Number: 091214071

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS AND TRAINING EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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Be j oyf ul in hope,

Pat ient in af f lict ion,

Fait hf ul in prayer.

(Holy Bible, Romans 12. 12)

This t hesis is dedicat ed t o my beloved f at her and mot her, my lit t le brot her and sist er, and my dearest boyf riend.

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STATEMENT OF WORK’S ORIGINALITY

I honestly declared that this thesis, which I have written, does not contain the work or parts of other people, except those cited the quotations and the references, as a scientific should.

Yogyakarta, November 7th, 2013 The Writer

Jonetha Luciana 091214071

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Jonetha Luciana

NIM : 091214071

Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF PEER FEEDBACK IN WRITING REPORT TEXTS

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta,

Pada tanggal: 18 Oktober 2013

Yang menyatakan,

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vii

ABSTRACT

Luciana, Jonetha. 2013. Students’ Perception on the Implementation of Peer Feedback in Writing Report Texts. Yogyakarta: English Language Study Program, Sanata Dharma University.

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viii

ABSTRAK

Luciana, Jonetha. 2013. Students’ Perception on the Implementation of Peer Feedback in Writing Report Texts. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Terdapat tiga rumusan masalah di penelitian ini. 1) Apa saja faktor-faktor yang mempengaruhi persepsi siswa kelas sebelas (XI) terhadap implementasi dari

yang ditemukan di penelitian ini.

Oleh karena itu, disarankan bagi para siswa agar lebih termotivasi selama implementasi dari peer feedback dan lebih percaya diri dalam memberikan

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ACKNOWLEDGEMENTS

I would express my greatest gratitude to my Lord Jesus Christ, for blessing me with His guidance in my life. I thank Him for giving me strength and patience during this thesis writing process. I am so blessful.

On this occasion, I would express my appreciation to my thesis advisor, Dr. Retno Muljani, M.Pd., for her guidance, patience, suggestions, and encouragement from the beginning until the accomplishment of this thesis. This thesis would not have been finished without her guidance and help. I would also thank to all PBI lecturers, especially Carla Sih Prabandari, S.Pd., M.Hum as my academic advisor, and PBI staff for their great contribution during my study in PBI. I would also thank Sr. Margareth FCJ for being the proofreader of my thesis.

I would thank the English teacher of SMAN 11 Yogyakarta, Drs. G. Joko Santoso, and the Principal of SMAN 11 Yogyakarta, Dra. Baniyah, for the permission and support to conduct research in SMAN 11 Yogyakarta. Special thank also go to the research participants, the eleventh grade of social science students, for their willingness to be involved in this research.

My deepest appreciation goes to my parents, Pilipus Tandi and Hermin. Without their sincere love, prayers and support, I would not be able to finish this thesis. I thank them for giving me strength and advice to reach my dreams. I also thank my brother, Paul Prima Putra, and my sister, Agatha Zelin, for their love and care.

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I would express my thankfulness and love to my boyfriend, Yorensius Y., for his encouragement, support and love. I thank him for always understanding me during the process of finishing my thesis. I also thank his family, especially his grandmother and parents, Om Achoy, Tante Indriyanti, Ridy, Nathalia Desiyanti, Jean, andAdik Lenik, for their care and support.

Special thanks go to my friends, Wisnu, Cemara, Risa, Tiara, Rena,

Dimas, Sandy, Pungki, Titus, Sony, Alis, Agnes, Monik, Evi, Rieska, and all my friends in PBI 2009 class B. I thank them for the wonderful memories, laugh and unforgettable moments that we have created together.

Finally, I would like to express my appreciation to those who helped me in finishing my thesis whose names cannot be mentioned one by one.

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TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURE ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Research Problems ... 5

C. Problem Limitation ... 6

D. Research Objectives ... 6

E. Research Benefits ... 7

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xii

CHAPTER II. REVIEW OF RELATED LITERATURE ... 11

A. Theoretical Description ... 11

1. Writing Skill ... 11

2. Report Text ... 17

3. Perception ... 19

4. Peer Feedback ... 22

B. Theoretical Framework ... 26

CHAPTER III. METHODOLOGY... 28

A. Research Method ... 28

B. Research Setting ... 29

C. Research Participants ... 30

D. Research Instruments ... 31

E. Data Gathering Techniques ... 36

F. Data Analysis ... 37

G. Research Procedure ... 39

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 41

A. Students’ Perception on the Factors Influencing Their Perception on the Implementation of Peer Feedback in Writing Report Texts ... 41

a. The Factors Influencing Students’ Perception Based on Questionnaire... 42

b. The Factors Influencing Students’ Perception Based on Interview ... 48

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c. Discussion ... 50

B. Students’ Perception on the Benefits of the Implementation of Peer Feedback in Writing Report Texts ... 52

a. The Benefits of Peer Feedback Based on Questionnaire ... 53

b. The Benefits of Peer Feedback Based on Interview ... 59

c. Discussion ... 59

C. Students’ Perception on the Limitations of the Implementation of Peer Feedback in Writing Report Texts ... 63

a. The Limitations of Peer Feedback Based on Questionnaire 63 b. The Limitations of Peer Feedback Based on Interview ... 65

c. Discussion ... 66

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 69

A. Conclusions... 69

B. Recommendations ... 73

REFERENCES ... 76

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LIST OF TABLES

Table 3.1 : Blueprint of Questionnaire ... 33 Table 3.2 : Points of Interview ... 35 Table 3.3 : Data Gathering Techniques ... 37

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LIST OF FIGURES

Figure 2.1 : The Perceptual Process ... 19 Figure 4.1 : The Importance of Having Report Texts Checked

by Peers ... 42 Figure 4.2 : Participants’ Willingness to Check and Give Comments to Their Peers’ Report Texts ... 43 Figure 4.3 : Participants’ Willingness When Their Peers Criticize

Their Report Texts... 44 Figure 4.4 : Participants’ Belief on Their Peers’ Comments in

Their Report Texts... 45 Figure 4.5 : How Participants Revise Their Report Texs ... 46 Figure 4.6 : Participants’ Preference in Receiving Feedback... 47 Figure 4.7 : How Peer Feedback Improves Participants’ Writing

Skill ... 53 Figure 4.8 : How Peer Feedback Improves Grammar in Writing ... 54 Figure 4.9 : How Peer Feedback Helps Participants in Revising Report Texts... 55 Figure 4.10 : How Peer Feedback Helps Participants to Understand

Their Strengths and Weaknesses in Writing ... 56 Figure 4.11 : How Participants Learn to Write ... 57 Figure 4.12 : How Participants Work Cooperatively ... 58

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LIST OF APPENDICES

Appendix A : Letter of Permission ... 79

Appendix B : The Questionnaire ... 81

Appendix C : The Questionnaire Blueprint ... 83

Appendix D : The Questionnaire Results ... 85

Appendix E : The Interview Blueprint ... 104

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CHAPTER I

INTRODUCTION

In this chapter, the researcher will introduce the background of this research. There are six parts that will be discussed in this chapter, namely, the research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms used in this research.

1.1 Research Background

Eleventh grade students who learn English as a foreign language (EFL) learn four English skills in their schools. The four skills are listening, speaking, reading and writing, and they are equally important. However, productive language skills, namely, speaking and writing, might be considered more difficult to master by the students.

In this research, the researcher focuses on writing skill. According to Nunan (2004), writing is finding and then expressing idea by organizing them into statements and paragraphs in order. Further, the EFL students express their ideas on a topic in the writing process. Much of the writing the students will do in school asks them to demonstrate what they have learnt (Gere, 1988). It means that writing helps the EFL students to express their ideas on a topic and learn the topic written at the same time.

As stated previously, writing might be a difficult skill to be mastered by the EFL students. Evans and Evans (1986) state that producing written expressions is

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considered to be the most complex stage of language development, more complex than oral language, and the last to be mastered. The difficulties are varied. Richards (1990) states that the difficulty in writing is not merely the linguistics organization but also the process of moving from concepts, thoughts, and ideas. Therefore, it is quite challenging for the researcher to conduct research related to the teaching writing skill for senior high school students in Indonesia where English is taught as a foreign language.

In writing lessons at senior high school, the students have to master how to write various kinds of genre (Muchlis, 2007). One of the genres is report text. Feez and Joyce (1998) state that a report text is a genre of writing which classifies and describes in general terms the way things are. They also state that the function of this text is to report the topics discussed based on the results of observations and analysis to readers. It means that report texts encourage the students to be more critical and to have broader knowledge as they have to conduct an observation on the topics discussed. Moreover, writing report texts is one of the required skills in Indonesian School-Based Curriculum namely Kurikulum Tingkat Satuan Pendidikan (KTSP). This curriculum had been implemented since 2007. Therefore, the eleventh grade students need to understand and to master how to write report texts.

The students have to understand the stages of writing in order to produce good report texts. Seow (as cited in Richards & Renandya, 2002) divides the stages of writing as planning or pre-writing, drafting, responding, revising, editing, evaluating, and post-writing. In planning or pre-writing stage, the students

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brainstorm the topics discussed in their writings. In drafting stage, the students make drafts of their writings. The students try to get response to their writings from their teacher or peers in the responding stage. Then, in revising stage, the students revise their first draft based on the response that they get from their teacher or peers. After revising their writings, the students edit them by checking the grammar, punctuation and spelling before submitting them to their teacher. The evaluation stage is usually done by the teacher. The teacher evaluates the students’ writings by giving scores and comments. The last stage is post-writing that consists of publishing the students’ writings.

Based on the researcher’s observations during Teaching Practice in SMAN 11 Yogyakarta, the stages of writing proposed by Seow (as cited in Richards & Renandya, 2002) had been implemented by the eleventh grade students in writing report texts. First, they decided the topic to be discussed in their writings. Second, they found the data needed in order to complete their writings. Third, they wrote the first drafts of their writings. Then, they did peer checking before revising the first drafts of their writings. Last, they edited and checked their writings before submitting them.

Comparing the process of writing proposed by Seow (as cited in Richards & Renandya, 2002) and the process of writing done by the students, the researcher finds the similarity in which the students have to get responses to their writings before revising them. Getting responses before revising their writings is really important as the students write texts in English as their foreign language. Writing texts in a foreign language might be so difficult for the students that they need

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feedback on their writings. The students need feedback on their writings from the readers, both their teacher and peers.

Traditionally, feedback is given by the teacher but Lewis (2002) finds the lack of feedback given by the teacher. He states that a teacher spends more time giving feedback that affects the process of writing. Meanwhile, peer feedback can help the students during the writing process. Gibson et al. (1985) state that as children reach their teens years, they begin to be more strongly influenced by their peers. Their peers play an important role during the learning process, particularly in writing process. Tiedt (1989) states that students can learn more about writing by implementing peer feedback as they see the kinds of ideas that other students have and how they develop them. The researcher believes that implementing peer feedback as a stage of writing in teaching writing skill is useful. Therefore, the researcher focuses on the implementation of peer feedback in writing report texts in this research.

As stated previously, the process of peer feedback was also implemented by the eleventh grade students in writing report texts. The students did peer checking after finishing the first drafts of their writings. When the students did peer checking, they assessed each other writings. They gave comments on their peers’ writings and also received comments from their peers. Futher, they would build their cooperation skill during the implementation of peer feedback as they had to work together. Vasta, Haith and Miller (1995) state that when the students interact with peers, the relation is much more one of equals, and there is a continual need for cooperating. In addition, they also state that the students may be helped to new

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levels of understanding when they interact with their peers. Comments given by their peers were expected to help them to improve their writings, particularly in writing report texts. However, do the students have the same perception about it? Do the students perceive that the implementation of peer feedback can help them to improve their writings although they did practise and provide peer feedback in their writing class?

In general, this research is going to discover the eleventh grade students’ perception on the implementation of peer feedback in writing report texts. Moreover, specifically this research intends to discover the factors influencing the students’ perception on the implementation of peer feedback. Then, this research also intends to discover the benefits and the limitations of the implementation of peer feedback in writing report texts.

1.2 Research Problems

The problem of this research is mainly related to how the eleventh grade students perceive on the implementation of peer feedback in writing report texts. Further, the problem is specifically formulated as follows:

1. What are the factors influencing the students’ perception on the implementation of peer feedback in writing report texts?

2. What are the benefits of the implementation of peer feedback in writing report texts?

3. What are the limitations of the implementation of peer feedback in writing report texts?

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1.3 Problem Limitation

This research is limited to the students’ English writing skill, not covering other skills such as listening, reading and speaking. The genre of the text produced by the students in this research is also limited to report text. This research is limited to one of the writing stages implemented in writing class namely peer feedback. The subject of this research is also limited to the eleventh grade of SMAN 11 Yogyakarta, particularly the social science students. In the close-ended questions, the questionnaire is limited to the use of four points Likert Scale. There were seventy participants who participated to fill in the questionnaire. However, the interviewees were limited to six students, two students from each class who got high and low scores based on their questionnaire results.

1.4 Research Objectives

The objective of this research is mainly to discover the perception of the eleventh grade students of SMAN 11 Yogyakarta on the implementation of peer-feedback in writing report texts. Further, the objective of this research is specifically divided into:

1. To discover the factors influencing the students’ perception on the implementation of peer feedback in writing report texts.

2. To discover the benefits of the implementation of peer feedback in writing report texts.

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3. To discover the limitations of the implementation of peer feedback in writing report texts.

1.5 Research Benefits

This research hopefully will be beneficial for:

a. English teachers of SMAN 11 Yogyakarta

The researcher hopes this research can help the English teachers of SMAN 11 Yogyakarta in implementing peer feedback in writing report texts to improve their students’ writing skill. By implementing peer feedback as one of the writing stages in teaching writing skill, the teachers can analyze each student’s understanding in writing report texts.

b. The eleventh grade students of SMAN 11 Yogyakarta

The researcher hopes this research can help the eleventh grade students of SMAN 11 Yogyakarta in improving their writing skill and enhancing their cooperativeness through the implementation of peer feedback. As they have to check their peers’ writings and also revise their own writings, they will understand how to write good report texts. They also have to cooperate with each other during the implementation of peer feedback. It means that their cooperativeness will be built when they implement peer feedback. Therefore, the students can improve their writing skill in writing report texts and also their cooperativeness during the teaching and learning process.

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c. For ELESP students

The researcher hopes this research can help the ELESP students in preparing themselves as teacher candidates. As English teacher candidates, they have to prepare themselves before entering the real teaching world. They also have to understand what kind of teaching strategy that is appropriate to be implemented in teaching so that their students will understand the materials learnt clearly. They have to understand that peer feedback can help the students to improve their writing skill. Therefore, later when they have to teach writing skill, they will implement this stage of writing to improve the students’ writing skill.

d. For further researchers

The researcher hopes the findings of this research will help future researchers to obtain the information on the implemetation of peer feedback in teaching writing skill and help them in conducting their related research.

1.6 Definition of Terms

In order to avoid misunderstanding and misconception in this research, the researcher will define the following terms:

1.6.1 Writing Skill

Writing skill is an important skill to be mastered by the students. Sokolik (as cited in Nunan, 2003) defines writing skill as both a physical and mental act, both to express and impress the product and process. Writing texts in English, a foregin

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language, is difficult to do for the eleventh grade students. The students should pay attention to the complexity of the target language dealing with its grammatical rules and sentence structure (Silva, 1993, as cited in Weigle, 2002). The eleventh grade students also deal with grammatical rules and sentence structure as their problems in writing report texts. Therefore, in this research, writing skill is defined as a physical and mental act of expressing ideas in writing report texts.

1.6.2 Report Text

Feez and Joyce (1998) define report text as a genre of writing which classifies and describes in general terms the way things are. The information presented in report texts is the result of observation and analysis. In writing report texts, the eleventh grade students usually discuss the actual topics or fact in general about animals such as Tigers and Mammals.

1.6.3 Perception

Perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment (Robbins, 2001). According to Leontive (1981), perception can be formed if someone is aware of expreriencing an event. The information are organized and interpreted as behavioral response to the stimuli. Perception involves receiving stimuli, organizing them, and translating or interpreting the organized stimuli to influence behavior and form attitudes such as thought, opinion and feeling (Gibson et al., 1985). Further, they state that opinion and thought emphasize rational and logic

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while feeling emphasizes emotion. Therefore, in this research, perception deals with the eleventh grade students’ thought, opinion and feeling on the implementation of peer feedback in writing report texts.

1.6.4 Peer Feedback

Peer feedback is a stage of writing that is commonly implemented by teachers especially in writing class. According to Hyland (2005), peer feedback means having other researchers to read and to give feedback to what other researcher has written. Peer feedback can be in form of spoken or written feedback. In this research, the focus will be on the written feedback given by the students. Therefore, in this research, peer feedback is defined as one of the stages in writing that helps the students to improve their writing skill, especially in writing report texts.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses the related theories and literature that underline this research. There are two parts discussed in this chapter namely theoretical description and theoretical framework. In the theoretical description, the researcher discusses writing skill, report texts, theory of perception, and peer feedback. In the theoretical framework, the researcher discusses the main theories that will be implemented to solve the research problems.

2.1 Theoretical Description

In this part, the researcher discusses four theories namely writing skill, report texts, perception, and peer feedback.

2.1.1 Writing Skill

Writing skill is one of the required skills to be mastered by the EFL students. The skills are divided into two parts namely productive and receptive skills. Written and spoken languages refer to productive skills (Harmer, 1991). Speaking and writing are categorized as the productive skills as the students have to make products in learning those skills. Both of the skills are the use of language symbols in expressing

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12 feelings and needs (Hughey et al., 1983). It means that, when writing texts, the students express their feeling and needs by using written language.

Brown (2007) presents the characteristics of written language based on permanence, processing time, distance, orthography, complexity, vocabulary, and formality. Permanence characteristic means that written text can be used or read again and again. The characteristic of processing time indicates that readers can adjust their own rates. Distance characteristic means that written text can be sent across physical and temporal distance. Meanwhile, orthography means that written language just needs graphemes and punctuation. The characteristic of complexity means that written language has long sentences and clauses. Further, the vocabulary characteristic indicates that written language utilizes a greater variety of lexical items than spoken language. Last, the formality characteristic shows that written language demands the researcher to write well-structured and correct sentences.

The characteristics of written language proposed by Brown (2007) show that writing skill is not an easy skill to be mastered. It needs a long time to master it especially for the eleventh grade students. Writing texts require many things to be concerned. The students have to pay attention on the sentence structures and grammatical pattern of their writings, the ideas presenting, punctuation, and graphemes. However, unlike speaking skill, once the students make an error in their writings, they cannot directly restate and correct it. Therefore, the students have to pay attention on their writing process before submitting their writings.

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13 Writing texts usually occurs in a process. Bello (1997) divides the writing process as pre-writing activities, drafting, revising, and editing. In pre-writing activities, the students generate their ideas on a particular topic. The activities are in form of brainstorming the ideas, making a list or timeline, or simply reflecting their own experiences. In drafting process, they compose their first draft. They concentrate on writing down their ideas without worrying about the spelling or grammar. In revising process, they try to revise their drafts after getting the comments or feedback from their peers or teacher. Finally, they edit their writings to check and correct any errors in grammar, punctuation and spelling (Langan, 2011).

In addition, Tiedt (1989) also proposes a model of writing process. There are three stages in the model of writing process proposed by Tiedt. They are data collecting, data processing and data publishing. Data collecting stage discusses methods used in collecting data in research. There are eight methods of collecting data proposed by Tiedt namely experiencing, exploring, observing, questioning, brainstorming, experimenting, listing, and recording. The next stage is data processing. This stage discusses methods used in processing data in research. Categorizing, comparing, evaluating, imagining, connecting, and synthesizing are the methods used in processing data. The last stage is data publishing. This stage discusses methods used in publishing data in research. Discussing, composing, forming, communicating, reviewing, integrating, and transforming are the methods used in publishing data. The process of writing proposed by Tiedt (1989) is more

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14 complicated. There are many activities to do in each stage. Yet, it is useful to know each stage in detail in order to produce good writings.

Further, Harmer (2002) simply suggests considering writing as a wheel process. Planning, drafting and editing are parts of the wheel process. They start their writing process by planning what topic they are going to write. Then, they continue to make drafts of their writings. After making the drafts, they ask their peers or teacher to check their writings and edit it based on the feedback given. Therefore, the students are able to make a complete final version of their own writings.

The theories of writing process proposed by Bello (1997), Tiedt (1989) and Harmer (2002) can be applied in teaching senior high school students, especially the eleventh grade students of SMAN 11 Yogyakarta. All theories have the similarities in explaining the process of writing. The similarities are the students have to explore the topic and collect the data needed before starting to write their drafts, they have to do peer feedback or teacher feedback after making their drafts, then they have to edit their drafts based on the feedback given before publishing their writings. But in the steps of selecting a topic, it would be better if the teacher gives the topic first to the students. Therefore, the students will not have to need a lot of time to think about the topic. They can start writing after having the topic and the teacher should help them during the process of writing.

The process of writing can help students to produce good writings. But the role of teacher is also important in helping the students to produce good writings. In SMAN 11 Yogyakarta, the role of teacher in teaching writing skill is important as he

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15 or she has to teach the EFL students. The EFL students, particularly the eleventh grade students of SMAN 11 Yogyakarta, do not use English as their first language. They may find some difficulties in writing English texts and will ask their teacher how to solve the difficulties they find. Therefore, the role of teacher in teaching writing skill, especially in EFL classes, is important. Then, the researcher will continue the discussion with the topic of teaching writing skill in EFL classes.

Teaching writing skill in EFL classes is not an easy task to do for the teachers. Writing is a method of expressing ideas about any subject content; it appears in classrooms everywhere and, therefore must be the concern of every teacher (Tiedt, 1989). Expressing ideas in written form, using a foreign language, is difficult for the students to do. They have to think about what they have to write and also to write using the correct grammar. Hyland (2003) states teachers have to think about the appropriate approach and method in teaching language. Therefore, the teachers have to discover the best method in teaching writing skill so that the students can express their ideas clearly in writing by using English.

Tiedt (1989) also states that an effective writing program is student-centered. The focus of teaching writing skill lies on the students as they will have to express their thought about the subject content individually. The students have to participate actively in selecting the topic, making their writings, editing their writings, and also in finishing their writings. But for the eleventh grade students, the teacher should help them during the process of writing and give the topic of writing to the students.

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16 Therefore, the process of writing will run smoothly and the students can write report texts correctly.

Raimes (1983) presents three advantages of learning writing in EFL classes. First, writing reinforces grammatical structures, idioms and vocabulary that have been taught in class. Second, when the students write, they also have a chance to be adventurous with the language, to go beyond what they have just learned, and to take risks. Third, when the students write, they become very involved in the new language. As in EFL classes, it will be more challenging to the students to learn writing skill as they will write texts in a foreign language.

Furthermore, the students are also required to learn and master writing skill based on Indonesian School-Based Curriculum namely Kurikulum Tingkat Satuan Pendidikan (KTSP). KTSP applies in every level of school in Indonesia. Every school may construct their own syllabus but the construction of the curriculum will be guided by the government (Muchlis, 2007). In KTSP, there are various genres of text and functional text designed as the materials for the students. Level of the difficulties in writing texts is different from one grade to others. Elementary students learn how to spell and write some words in English. Junior high school students learn how to write short texts, for example procedure and descriptive text. Then, senior high school students learn how to write longer texts, for example narrative and report texts.

Based on the previous explanations, the researcher concludes that writing skill is an important skill to be learnt by the EFL students although it is difficult to be mastered as it is dealing with the complexity of the target language. The students are

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17 required to learn and master writing skill based on the curriculum, Kurikulum Tingkat Satuan Pendidikan (KTSP). Moreover, the advantages of learning writing in EFL classes proposed by Raimes (1983) also show that the EFL students really need to learn writing skill. Writing skill reinforces and challenges the students to learn how to write texts in English, a foreign language for them. Although Tiedt (1989) argues that the effective writing program is student-centered, where the students become the focus of teaching, the researcher believes that teachers still have important roles in teaching writing skill. Teachers can help the students during the process of writing, especially in choosing the topic, and also help the students to deal with the complexity of the target language such as grammatical rules and sentence structure in writing texts.

2.1.2 Report Texts

Report text is a genre of writing which classifies and describes in general terms the way things are (Feez & Joyce, 1998). It creates a clear picture or impression of a place, person or object. In writing report texts, the students have to do an observation first or use his or her sense to report a phenomenon. Learning to access information which is stored in books and other written forms is an important skill which needs to be encouraged in the development of any young writers (Martin, 1985). Therefore, report text is an important text to be learnt by the EFL students since it helps them to widen their knowledge.

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18 According to Christie (1990), the communicative purpose of report text is to describe how information about our world is organized in various disciplines. In writing report texts, the students do not focus on the sequence of events but on the description of phenomenon about living and non-living things, for example, animals, plants, and computers.

The description of things in report and description texts is different from each other. Report text describes things in general. Meanwhile, description text describes things in specific. The difference of these two genres of text can be shown in the title of the text. The example of the title of report text is “Bicycle” then the example of the title of descriptive text is “Hanna’s Bicycle”. From the example of the title of report text, “Bicycle”, the students will focus their writings on describing the bicycle in general. But from the example of the title of descriptive text, “Hanna’s Bicycle”, the students will focus their writings on describing Hanna’s bicycle that might have some differences to other bicycles in general. Therefore, report text describes things in general, not in a specific way, in order to give information to the readers.

In order to write report text, the students have to understand the generic structure of report texts. Generic structure of report text consists of general classification and descriptions. Derewianka (1990) states the general classification of report text functions to locate what is being talked about in the universe of things and the descriptions function to talk about various aspects of the subject. The general classification tells the topic that is going to be reported in the text. It describes the topic in general, for example the definition and classification of the topic discussed.

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19 The details of the topic are reported in the description part. It describes the topic more in detail in order to support the general classification.

2.1.3 Perception

According to Robbins (2001), perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. It means that perception comes from the way human thinks about the specific context. It is about how we interpret that specific context. According to Altman, Valenzi, and Hodgets (1985), perception is generated by stimuli surroundings which can be in form of sensory or cognitive information. They also state that perception can be defined as a person’s view of reality.

The two theories of perception stated by Robbins (2001) and Altman, Valenzi, and Hodgets (1985) are also in line with the theory stated by Huffman (1997). He defines perception as the process of selecting, organizing and interpreting sensory data into useful mental representation of the world. It is clearly stated that there is a process in order to get the perception, or usually called the perceptual process.

Figure 2.1 The Perceptual Process (Altman, Valenzi, & Hodgets, 1985, p.86)

Stimuli

Sensors’ selection of

stimuli

Perception, organization,

and interpretation

of stimuli

Behavioral response

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20 From the previous figure, we can see that stimuli come at the beginning of the perceptual process. It means that the stimuli are needed in order to get the behavioural responses as the result of perceptual process. Then, the stimuli go into the sensory reception and continue to brain. After that, brain interprets the stimuli as the perception and interpretation. Then, the result of perception and interception is called the behavioural response. Since everybody has different perception on the specific context, it is also common to have different behavioural response.

Perception involves receiving stimuli, organizing them, and translating or interpreting the organized stimuli to influence behavior and form attitudes such as thought, opinion and feeling (Gibson et al., 1985). In Webster’s New Explorer Encyclopedic Dictionary (2006), thought is the act or process of thinking, opinion is a belief or judgement about something and feeling is an emotional state or reaction. In

Macquarie Online Dictionary, thought is an act or process of thinking, opinion is the expression of personal view, estimation or judgement and feeling is a sensation of something felt. The students’ thought, opinion and feeling are related to the factors influencing the students’ perception, the benefits and also the limitations of the implementation of peer feedback in writing report texts. Furthermore, the researcher discusses the factors influencing someone’s perception in this research.

Perception might come up from several factors. According to Gibson et al. (1985), there are five factors influencing someone’s perception. The factors are stereotyping, self-concept, situation, need, and emotion.

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21 1. Stereotyping

Gibson et al. (1985) state that stereotype is someone’s view of particular members in a group but generalizes all members in that group. It means that stereotyping is related to our point of view of something without knowing all parts of that thing. In other words, stereotyping also means to judge only based on our point of view or belief without considering others’ point of view.

2. Self-concept

Gibson et al. (1985) define self-concept as the way how an individual sees and feels about themselves. Seeing and feeling about ourselves influence how we interpret the stimuli that comes into our mind. One factor that can influence the way we interpret the stimuli is our past experiences. Past experiences affect how we see something, our perception, in the present time.

3. Situation

Situation affects our feelings and habits in our daily life (Gibson et al., 1985). Since situation affects humans’ feelings and habits, it also affects how human thinks about specific context. Furthermore, it means that situation affects someone’s perception on specific context.

4. Need

Someone’s need for something influences their perception. If someone needs something to have, he or she will have positive perception on his or

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22 her goal, which is to get that thing. Therefore, need is categorized as one of the factors influencing perception.

5. Emotion

Someone’s emotion also affects the way he or she thinks about certain context. If someone is happy, he or she will have positive perception on something that is being asked to her or him. Therefore, emotion is considered as the factor influencing perception.

Based on those definitions, the researcher concludes that perception is the way a person views or interprets reality that happens in his or her surroundings. In this research, the researcher finds that the factors influencing someone’s perception proposed by Gibson et al. (1985) influence the students’ perception on the implementation of peer feedback in writing report texts. The way the students stereotype feedback given to them, how they feel about themselves, the situation during the implementation of peer feedback, the students’ need for having their report texts checked by their peers, and the students’ emotion affect their perception on the implementation of peer feedback in writing report texts.

2.1.4 Peer Feedback

According to Brown (2007), peer feedback is one of the cooperative learning strategies through which students learn from each other by giving comments or feedback to their peers. Richards (1990) points out the process of peer feedback,

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23 namely the students work cooperatively in groups, read, criticize, and then proofread their own writing. From the previous definitions, it can be concluded that the students will have to work with each other cooperatively by giving comments on their peers’ writings.

The presence of peer feedback is essential in learning writing in a foreign language (Hyland, 2003). In writing classes, especially in EFL classes, the students have to read and give comments to their peers’ writings. The readers have important roles in giving response and encouragement to the researcher (Hyland & Hyland, 2006). It means that peer feedback has an important role in writing classes. Feedback provides the researchers with a sense of readers and leads them to the awareness of the needs of the readers (Hyland, 2003).

There are some processes of implementing peer feedback in writing classes. Lewis (2002) suggests ten ways that the teacher can try to implement peer feedback in writing class namely exchange papers, role play, pair work in moving circle, pass paper round, feedback questions, multiple feedback, read/listen/respond, compare writing, summarize and photocopy advice, and sentence on board. Practically, the most common process of implementing peer feedback in writing class is to assign the students to work in group. Hyland (2003) states:

Most typically it consists of assigning students to groups of two, three, or four who exchange completed first drafts and give comments to each others’ work before they revise them…L2 learners typically work with a set of peer review guidelines to help them focus on particular aspects of the writing and the conventions of the genre (p. 200).

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24 In their groups, the students work together to give feedback to their peer’ writings. The ways the students give feedback to their peers’ writings are different from each other. Some students may correct the errors by rewriting, or even reformulating, the correct ones (Hammer, 2007). Other students may simply put symbols near or under the errors, for example by underlining the errors. By giving feedback to their peers’ writings and receiving feedback from their peers, the students will get some advantages during the teaching and learning process.

There are some advantages of implementing peer feedback in writing classes. Hyland (2003) mentions that there are eight advantages of implementing peer feedback in writing classes. First, the students in class will participate actively during the teaching and learning process. Second, peer feedback makes use of authentic communicative context that can help the students a lot in learning the materials. Next, the environmental while doing peer feedback is non-judgmental that make the students enjoy and relax during the teaching and learning process. Then, the audience in doing peer feedback is alternative and authentic, the students’ peers in their own classes. Peer feedback also improves the students’ understanding of readers’ needs. It also helps to reduce the students’ apprehension of writing as the one who checks their writing is their peers. Next, peer feedback develops students’ critical reading skill as each student will have to read and give comments to their peers’ writings. Last, peer feedback helps the teacher to reduce his or her workloads.

Zhang (1995, as cited in Hyland, 2003) states that peer feedback not only develops students’ critical reading skill, but also gains students’ skill necessary to

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25 critically revise their own writings. According to Lewis (2002), students can save their time revising their writings based on the feedback given by their peers, as a teacher usually spends more time giving feedback. It means that by implementing peer feedback in writing classes, the students can improve their critical thinking in both reading and writing skills.

Furthermore, peer feedback creates an authentic social context for interaction and learning (Hyland, 2003). Mcgroarty (1989, in Kessler, 1992) states that peer feedback in writing class can give opportunities to act as sources for each other, hence assuming a more active role in their learning. It means that the students can learn from each other and also work together cooperatively. It also means that at the same time, they will improve their social and communicative skills.

However, there are still some weaknesses of implementing peer feedback in writing classes. Hyland and Hyland (2006) argue that even though students themselves are positive about written feedback and appear to value comments and corrections on all aspects of their texts, its contribution to students’ writing is still unclear. The students will still expect to get feedback from their teacher rather than their peers as teacher feedback is more accurate. Furthermore, they also state that the EFL students greatly value teacher written feedback and consistently rate it more highly than alternative forms, such as peer feedback.

Based on the previous explanations, the researcher concludes that peer feedback is a cooperative learning strategy in which the students give comments or feedback to their peers’ writings. In this research, the students receive and give feedback in form

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26 of written feedback. Although the EFL students greatly value teacher written feedback and consistently rate it more highly than peer feedback (Hyland & Hyland, 2006), peer feedback is still important and beneficial to be implemented in writing classes, especially as it can improve both students’ critical reading and writing.

2.2 Theoretical Framework

In general, the aim of this research is to discover the eleventh grade students’ perception on the implementation of peer feedback in writing report texts. The aim of this research can be made more specific into three. First, the researcher intends to discover the factors influencing the eleventh grade students’ perception on the implementation of peer feedback in writing report texts. Second, the researcher intends to discover the benefits of the implementation of peer feedback in writing report texts. Third, the researcher also intends to discover the limitations of the implementation of peer feedback in writing report texts. In this research, the researcher implements the theories of writing skill, perception and peer feedback. In order to explain the contribution of each theory in conducting the research, the researcher describes the theoretical framework as follows.

This research is concerned with the eleventh grade students’ perception on the implementation of peer feedback in writing report texts. The researcher includes theories of writing skill and perception in this research. Theory of writing skill implemented in this research is the theory of advantages of learning writing in EFL classes proposed by Raimes (1983). As the researcher intends to discover the

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27 eleventh grade students’ perception on the implementation of peer feedback in writing report texts, the theory of perception proposed by Gibson et al. (1985) is also implemented in this research.

For the first research problem, the researcher implements the theory of perception proposed by Gibson et al. (1985). The theory of perception proposed by Gibson et al. (1985) is implemented in order to discover the factors influencing the students’ perception on the implementation of peer feedback in writing report texts.

For the second research problem, the theory of peer feedback proposed by Hyland (2003) is implemented in this research to discover the benefits of the implementation of peer feedback in writing report texts. The researcher also implements the theories proposed by Mcgroarty (1989) and Zhang (1995) in order to support the theory proposed by Hyland (2003) in finding the answer.

For the third research problem, the researcher implements the theory of peer feedback proposed by Hyland and Hyland (2006). The theory of peer feedback proposed by Hyland and Hyland (2006) is implemented in order to discover the limitations of the implementation of peer feedback in writing report texts. The researcher also implements the theory of peer feedback proposed by Horowitz (1986) in order to support the findings.

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CHAPTER III

METHODOLOGY

This chapter discusses the methodology applied in conducting the research. In this chapter, the researcher presents the research method, research setting, research participants, research instruments, data gathering techniques, data analysis, and research procedure.

3.1 Research Method

As this research intends to discover the eleventh grade students’ perception on the implementation of peer feedback, the researcher conducted a survey. Ary et al. (2002) state that survey is a kind of research method for gathering data ranging from physical counts and frequencies to attitudes and opinions by asking questions of a group of individuals called respondents. In addition, they also state that there are two ways in which the data are gathered in a survey namely by distributing questionnaire and conducting interviews. In this research, the researcher conducted a survey in order to discover individuals’ perception or attitudes on certain phenomenon, namely the implementation of peer feedback in writing report texts.

In order to conduct the research, the researcher implemented both a questionnaire and face-to-face interviews to discover the answers to research problems. First, the researcher distributed the questionnaire consisting of close-ended questions and open-close-ended questions in order to gain data. Then, the

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researcher conducted interviews in order to gain the eleventh grade students’ deeper answers and understanding of the implementation of peer feedback in writing report texts.

As this research generates numerical and verbal data to represent the students’ perception on the implementation of peer feedback in writing report texts, this research adopted a mixed-methods research which consisted of quantitave and qualitative approaches. According to Gaal et al. (2007), quantitative research relies on numerical data and statistical analysis while qualitative research generates verbal data to represent the social environment. The researcher implemented a descriptive statistical analysis by calculating the data and presenting the results in percentages. In this research, the data gathered from questionnaire were presented in form of numbers (percentage). Meanwhile, the data gathered from interviews were presented in form of verbal statements.

3.2 Research Setting

This research was conducted at SMAN 11 Yogyakarta on A.M. Sangaji Street, Yogyakarta. The researcher chose the eleventh grade students as the research participants, particularly the social science students. The number of participants was seventy. The researcher conducted the research during the odd semester of the academic year of 2012/2013 from February until May 2013. The interviews were also conducted at SMAN 11 Yogyakarta on May 8, 2013 from 13.45 to 15.30.

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3.3 Research Participants

The participants of this research were the eleventh grade students of SMAN 11 Yogyakarta, particularly the social science students, who learnt writing report texts in the academic year 2012/2013. The eleventh grade students were chosen because of some considerations. First, the students had learnt writing report texts, which was the genre of writing produced by the students in this research. Second, the students had experienced the implementation of peer feedback in their writing classes, which was the main focus on this research. Last, the researcher could not choose the twelfth grade students as the participants because they had to focus their study on the National Exam. Therefore, the researcher chose the eleventh grade of SMAN 11 Yogyakarta, particularly the social science students, to be the research participants in this research.

As the students were able to provide meaningful data in this research, the researcher employed purposive sampling. According to Fraenkel (1994), purposive sampling is a sample selection in which the researchers use judgement that they believe will provide the data needed. In this research, the researcher believed that the students were able to provide the data on students’ perception on the implementation of peer feedback in writing report texts. They had experience writing report texts and provided peer feedback in writing their report texts.

There were three social science classes in SMAN 11 Yogyakarta. The total number of students in three social science classes was seventy-six. The researcher distributed the questionnaire to all social science students. There were seventy-six questionnaires distributed but only seventy participants filled in and returned the

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questionnaires. Hence, the participants of this research were seventy social science students of SMAN 11 Yogyakarta.

3.4 Research Instruments

The instruments employed in this research were questionnaire and interviews. These instruments were employed in this research in order to discover the answers to research problems. Both the questionnaire and interviews were researcher-made and not yet tried out. This might be a limitation of this research. The researcher employed questionnaire first in gathering the data, and then it was followed by interviewing the participants.

1. Questionnaire

The first instrument employed in this research was questionnaire that was distributed to the research participants, the eleventh grade of social science students of SMAN 11 Yogyakarta. According to Ary et al. (2002), questionnaire is an instrument in which participants give written answers or responses. The researcher had two different types of question in the questionnaire, the close-ended and the open-close-ended questions. The questionnaire was designed in Indonesian language in order to avoid misinterpretation between the researcher and the participants.

There were twelve questions for the close-ended questions and two questions for the open-ended questions. Best (1970) states that closed-ended form in questionnaire is considered to give more satisfaction on the process of gaining

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the answers and the result itself. For the close-ended questions, the form of questions was designed in order to gain data on the factors influencing the students’ perception on the implementation of peer feedback in writing report texts and also the benefits of the implementation of peer feedback in writing report texts. Moreover, Bello (1970) also states that open-ended form may have advantages in the greater depth of response since the participants have chance to reveal their thought. For the open-ended questions, the form of questions was designed in order to discover the limitations of the implementation of peer feedback in writing report texts.

In close-ended section, there were two parts of the questions namely the factors’ influencing the students’ perception and the benefits of the implementation of peer feedback in writing report texts. The factors influencing the students’ perception covered the questions from number one to six. This part was employed in this research in order to discover the answer to the first research problem. The benefits of the implementation of peer feedback in writing report texts covered the questions from number seven to twelve. This part was employed to discover the answer to the second research problem.

In the open-ended section, the researcher provided two questions. The topic discussed was related to the limitations of the implementation of peer feedback. The researcher asked the participants’ understanding of the difference between peer feedback and teacher feedback and the challenges discovered during the implementation of peer feedback. The questions in the open-ended section were designed in order to discover the answer to the third research problem. The

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answer was expected to be discovered in this section as the participants provided their reasons and thoughts in answering the questions. The questionnaire blueprint would be presented as follows.

Table 3.1 Blueprint of Questionnaire

Type of Question

No. Experts Theories Perception (Thought/

Opinion/ Feeling)

Statements & Questions

Close-ended questions

The Factors Influencing the Students’ Perception

1. Gibson et al. (1985) There are five factors influencing someone’s perception namely stereotyping, self-concept, situation, need, and emotion.

Opinion Penting bagi saya jika karangan report saya dikoreksi oleh teman.

2. Feeling Saya senang memeriksa

dan memberi komentar terhadap karangan report

teman saya.

3. Feeling Saya tidak keberatan jika

teman saya mengoreksi karangan report saya.

4. Opinion Saya yakin bahwa teman

saya memberikan

komentar yang benar terhadap karangan report

saya.

5. Thought Saya memperbaiki

karangan report saya berdasarkan komentar yang diberikan oleh teman saya.

6. Feeling Saya lebih memilih

karangan report saya dikomentari oleh teman daripada guru.

The Benefits of Peer Feedback

7. Hyland (2003)

Advantages of implementing

peer

Opinion Peer feedback membantu saya untuk meningkatkan kemampuan menulis saya.

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8. feedback in writing class.

Opinion Peer feedback membantu saya untuk meningkatkan

grammar saya dalam menulis karangan report.

9. Opinion Peer feedback membantu

saya untuk memperbaiki karangan report saya.

10. Opinion Peer feedback membantu

saya untuk mengetahui kelebihan dan kekurangan saya dalam menulis karangan report.

11. Opinion Dengan memberikan

komentar pada karangan

report teman, saya juga belajar bagaimana cara menulis karangan report report yang benar.

12. Opinion Peer feedback

meningkatkan kemampuan saya untuk bekerja sama dengan teman.

Open-Ended Questions

The Limitations of Peer Feedback

13. Hyland and Hyland (2006) The weaknesses of implementing peer feedback in writing class.

Opinion Menurut Anda, apakah perbedaan dari peer feedback dan teacher feedback?

14. Thought Apa saja tantangan yang

Anda temui dalam memberikan feedback

terhadap karangan report

teman Anda?

2. Interviews

The second instrument employed in this research was interviews. Cohen et al. (2000) state that interviews enable the participants to discuss their interpretations and to express how they regard situation from their own point of view. The researcher made use of interviews and there were six questions asked in

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interviewing the participants. The questions were divided into three parts namely the factors influencing the students’ perception based on the theory proposed by Gibson et al. (1985), the benefits of the implementation of peer feedback based on the theory proposed by Hyland (2003) and the limitations of the implementation of peer feedback in writing report texts based on the theory proposed by Hyland and Hyland (2006). The questions were designed to gain more data that might not be acquired from the questionnaire. It was expected to get more complete and valid data by combining the results of the questionnaire and interviews. Therefore, the interview sessions supported the questionnaire results by gaining more detail, complete and valid data that were not obtained from the previous session.

The interviews were conducted on May 8, 2013 from 13.45 to 15.30 at SMAN 11 Yogyakarta, outside the classroom meeting. During the interview session, the researcher used Indonesian language in order to enable the participants to understand and answer the questions. The major points of the interviews were summarized in table below while the interview blueprint was enclosed in Appendix E.

Table 3.2 Points of Interview

No. Points

2. 3.

Students’ thought, opinion and feeling on the factors influencing their perception on the implementation of peer feedback in writing report texts.

Students’ opinion on the benefits of peer feedback in writing report texts.

Students’ thought and opinion on the limitations of the implementation of peer feedback in writing report texts.

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3.5 Data Gathering Techniques

In order to gather the data needed in this research, the researcher distributed the questionnaire and interviewed the participants. The researcher distributed the questionnaire to the participants and followed by interviewing some participants.

Distributing the questionnaire was the first step conducted in order to gather the data. The researcher distributed the questionnaire in order to gain the data needed to answer the research problems. The researcher distributed the questionnaire to the eleventh grade of social science students of SMAN 11 Yogyakarta. In distributing the questionnaire, the researcher informed the participants the purpose of doing the research and asked them to read the instruction before answering the questionnaire. Therefore, the participants knew the purpose of doing this research and also were responsible for their answers.

After gathering and analyzing the data from the questionnaire, the researcher selected six participants to be interviewed. The researcher interviewed six social science students in this research. The interviewees were selected based on their questionnaire results. The researcher selected two interviewees from each class who got high and low scores in their questionnaire results. The interviews were conducted to gain more specific data and information that were not obtained from the questionnaire. The purpose of doing the interviews was explained to the interviewees before the interviewing process. Then, the researcher organized and classified the participants’ answers before analyzing the data.

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e. Saya tidak memahami kalimat di karangan teman saya.

14 20%

f. Saya takut teman saya tersinggung jika tulisannya saya komentari.

9 12.85%

g. Saya tidak mengerti beberapa kata yang susah.

5 7.14%

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APPENDIX E

The Interview Blueprint

Items No. Questions

I The Factors Influencing Students’

Perception on the Implementation of

Peer Feedback in Writing Report Texts

1. Apakah Anda senang memeriksa dan memberi komentar terhadap karangan

report teman Anda?

2. Apakah Anda percaya dengan komentar yang diberikan oleh teman Anda?

3. Apakah Anda tidak keberatan jika karangan report Anda dikomentari oleh teman Anda?

4. Apakah Anda memperbaiki karangan

report Anda berdasarkan komentar yang

diberikan oleh teman Anda? II The Benefits of Peer

Feedback

5. Apa saja manfaat yang Anda dapatkan setelah mengimplementasikan peer

feedback di kelas writing?

III The Limitations of Peer Feedback

6. Apakah Anda lebih senang jika karangan

report Anda diperiksa oleh teman

dibandingkan oleh guru Anda? Mengapa?

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APPENDIX F

The Interview Transcript

1.Apakah Anda senang memeriksa dan memberi komentar terhadap karangan report teman Anda?

Student A : Iya, mbak. Soalnya saya juga bisa tahu dan bisa nentuin dimana letak penulisan yang benar dan salah.

Student B : Senang, mbak. Kita juga bisa tahu kesalahan penulisannya dimana dan cara membenarkannya gimana. Student C : Senang-senang aja, mbak. Kita juga bisa sekalian belajar

waktu ngasih komen.

Student D : Senang, mbak. Saya juga jadi tahu grammar lebih banyak.

Student E : Hmmm, ga juga mbak. Takut ntar kalo komen yg aku kasih belum benar.

Student F : Nggak juga sih mbak, soalnya kalo ngasih komen itu masih perlu dipikir dulu udah benar apa nggak komennya.

2.Apakah Anda percaya dengan komentar yang diberikan oleh teman Anda?

Student A : Lumayan percaya, mbak. Tapi, mereka masih sama-sama belajar kayak saya.

Student B : Hmm... kalau menurut saya, percaya atau tidak itu harus didasari bukti kalau memang ada kesalahannya.

Student C : Percaya-percaya aja, mbak.

Student D : Nggak percaya, mbak. Kan, mereka juga belum terlalu tahu seratus persen kesalahan-kesalahannya apa aja. Terus, mereka juga masih ada yang bingung pas ngasih komen.

Student E : Yah, lumayan percayalah, mbak.

Student F : Nggak terlalu percaya, mbak soalnya pengetahuan mereka juga sama dengan saya. Jadinya, saya masih ragu dengan komen teman saya, mbak.

(4)

3.Apakah Anda tidak keberatan jika karangan report Anda dikomentari oleh teman Anda?

Student A : Nggak pa-pa, mbak. Kan, yang ngasih komentar juga jadi tahu letak kesalahan saya dimana sekalian buat berlatih cara menulis yang benar itu gimana.

Student B : Iya, mbak. Saya malah senang kalau karangan saya dikomentari kalau memang ada yang salah.

Student C : Senang, soalnya bisa jadi pengetahuan baru buat saya, mbak.

Student D : Iya, mbak. Kan, biar sama-sama belajar, mbak, sambil ngasih komen.

Student E : Nggak masalah mbak kalau karangan saya dikomentari. Student F : Tidak apa-apa, mbak. Tapi, kalau komentar dari teman

itu masih meragukan, mbak.

4.Apakah Anda memperbaiki karangan report Anda berdasarkan komentar yang diberikan oleh teman Anda?

Student A : Ya, mbak, untuk membantu saya dalam memperbaiki karangan saya.

Student B : Saya mau menggunakan komentar dari teman untuk memperbaiki karangan saya kalau komen dari teman itu membangun karangan saya jadi lebih baik, mbak.

Student C : Kalau komen dari teman itu benar, saya akan menggunakan komen dari mereka. Tapi, kalau belum benar, saya akan menanyakannya ke guru, mbak.

Student D : Belum tentu, mbak. Tergantung komentarnya udah benar apa belum.

Student E : Iya, mbak. Bisa membantu saya lebih cepat memperbaiki karangan saya.

Student F : Belum tentu, mbak. Saya akan menanyakan ke guru dulu kalau komentar dari teman itu sudah benar apa nggak.

(5)

5.Apa saja manfaat yang Anda dapatkan setelah mengimplementasikan

peer feedback di kelas writing?

Student A : Saya jadi lebih tahu bagaimana letak penulisan yang benar di karangan saya melalui komen dari teman. Student B : Saya jadi lebih teliti dalam menulis karangan report,

mbak. Terus, saya bisa bekerja sama dengan baik dengan teman, mbak.

Student C : Jadi lebih tahu grammar yang benar dan bagaimana cara menulis kalimat yang benar, mbak.

Student D : Meningkatkan kerjasama dengan teman, mbak. Selain itu, saya juga jadi lebih bertanggung jawab pas ngasih komen ke karangan teman.

Student E : Saya jadi tahu bagaimana cara menulis kalimat yang benar setelah dikomentari teman, mbak. Menurut saya, bisa juga buat meningkatkan kerjasama dengan teman, mbak.

Student F : Saya jadi lebih bertanggung jawab pas ngasih komen ke teman, mbak. Soalnya saya takut ngasih komen yang salah ke teman.

6.Apakah Anda lebih senang jika karangan report Anda diperiksa oleh teman dibandingkan oleh guru Anda? Mengapa?

Student A : Nggak, mbak. Saya lebih milih karangan saya diperiksa guru soalnya guru lebih tahu dimana letak kesalahan di karangan saya dan bagaimana benarnya.

Student B : Kalau boleh milih, saya akan meminta pendapat dari teman terlebih dahulu, meskipun guru lebih baik dan berpengalaman tapi menurut saya bertukar pendapat dengan teman sebaya itu lebih bisa 'klik' dibanding dengan guru.

Student C : Tidak juga, saya lebih senang jika dua-duanya mengomentari karangan saya agar itu bisa menjadi bahan pertimbangan untuk karangan saya.

Student D : Saya lebih milih guru, mbak. Soalnya guru yang sudah mengerti mana yang salah dan mana yang benar dalam menulis karangan report text.

Student E : Sama teman mbak. Kalau sama teman itu lebih santai dan nggak terlalu formal.

(6)

Student F : Nggak, mbak. Saya lebih milih guru yang ngasih komen di karangan saya. Kalau komennya dari guru itu lebih akurat dan dijamin benar, mbak. Kalau dari teman belum tentu benar.

Students' perception on the implementation of peer feedback in writing report texts.

ABSTRACT

ABSTRAK

STUDENTS’ PERCEPTION ON THE IMPLEMENTATION

OF PEER FEEDBACK IN WRITING REPORT TEXTS

STUDENTS’ PERCEPTION ON THE IMPLEMENTATION

OF PEER FEEDBACK IN WRITING REPORT TEXTS

Be j oyf ul in hope,

Pat ient in af f lict ion,

Fait hf ul in prayer.

(Holy Bible, Romans 12. 12)

ABSTRACT

ABSTRAK

CHAPTER I

INTRODUCTION

CHAPTER II

REVIEW OF RELATED LITERATURE

CHAPTER III

METHODOLOGY

APPENDIX E

The Interview Blueprint

APPENDIX F

The Interview Transcript

Parts

Dokumen yang terkait

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THE EFFECT OF PEER FEEDBACK ON STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.

THE EFFECT OF PEER FEEDBACK TECHNIQUE ON STUDENTS ACHIEVEMENT IN WRITING RECOUNT.

THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE IN IMPROVING STUDENTS’ WRITING SKILL IN WRITING NARRATIVE TEXTS.

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Students' perception on the implementation of peer feedback in writing report texts

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Students' perception on the implementation of teacher written feedback in critical reading and writing 1 class - USD Repository

Dukungan

Links

Students' perception on the implementation of peer feedback in writing report texts.

ABSTRACT

ABSTRAK

STUDENTS’ PERCEPTION ON THE IMPLEMENTATION

OF PEER FEEDBACK IN WRITING REPORT TEXTS

STUDENTS’ PERCEPTION ON THE IMPLEMENTATION

OF PEER FEEDBACK IN WRITING REPORT TEXTS

Be j oyf ul in hope,

Pat ient in af f lict ion,

Fait hf ul in prayer.

(Holy Bible, Romans 12. 12)

ABSTRACT

ABSTRAK

CHAPTER I

INTRODUCTION

CHAPTER II

REVIEW OF RELATED LITERATURE

CHAPTER III

METHODOLOGY

APPENDIX E

The Interview Blueprint

APPENDIX F

The Interview Transcript

Parts

Dokumen yang terkait

The Effectiveness Of Peer Feedback In Improving Students’ Writing Achievement (An Experimental Study At Sma Negeri 11 Kota Tangerang Selatan)

THE EFFECT OF PEER FEEDBACK ON STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.

THE EFFECT OF PEER FEEDBACK TECHNIQUE ON STUDENTS ACHIEVEMENT IN WRITING RECOUNT.

THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE IN IMPROVING STUDENTS’ WRITING SKILL IN WRITING NARRATIVE TEXTS.

Students' perception on the implementation of teacher written feedback in critical reading and writing 1 class.

ELESP students` perception on peer feedback in microteaching class.

Students perception toward peer feedback in writing class.

Students' perception on the implementation of peer feedback in writing report texts

The Effect of Texts-Based Interactional Feedback (TIF) on the Students’ EFL Writing

Students' perception on the implementation of teacher written feedback in critical reading and writing 1 class - USD Repository

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