Using Peer Feedback Technique to Improve Students' Writing Ability at the First Grade of MAN Lamongan

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Muslikhotin, Muslikhotin (2010) Using Peer Feedback Technique to Improve Students' Writing Ability at the First Grade of MAN Lamongan. Undergraduate thesis, IAIN Sunan Ampel Surabaya.

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Official URL: http://digilib.uinsby.ac.id/id/eprint/21816

Abstract

The students of senior high school consider that writing is one of die most difficult language skills. Because they often make mistakes such in the generic structure and significant lexicon grammatical features of a text. Moreover, they are not able to express their written ideas well. Peer feedback is one way to help the students to solve their problem in writing. This study was conducted in MAN Lamongan and the subjects were the first grade students. This research was done to find out the answer of three research questions. They were: (1) how is the implementation of peer feedback technique in teaching writing,(2) can the peer feedback technique improve the students' writing ability in language use and mechanic, (3) how are the students' response toward the implementation of peer feedback technique in teaching writing. This design was collaborative classroom action research. The data in this study was taken from the result of the observation checklist, questionnaire, and students 'score of writing in every meeting especially language use and mechanic. The results of the study were: for question number 1, the result was: the teaching and learning process when using peer feedback technique can be done based on the planning which was planned. Here, teacher did three activities such are invention, revision and editing. According to the theory the success of peer feedback technique depended how the teacher divide the class, teach the definition and component of narrative text. And also teach the students how to give response or comment towards their peers' writings, revise and edit based on the feedback sheet given. For question number 2, the result was: the students' score showed that there are significant improvements of the students' score from rough draft until final draft in each cycle in language use, especially in tense. In cycle 1, the students' improvement of language use in rough draft and final draft was 0,77. In cycle 2, the students' improvement was 0,83. In cycle 3, the students' improvement was 0,88. While, there are significant improvement of the students' score from rough draft until final draft in each cycle in mechanic, especially in punctuation and capital letter. In cycle 1, the students' improvement was 0,25. In cycle 2, the students' improvement was 0,33. In cycle 3, the students' improvement was 0, 57. For question number 3, the result was: 83,72% students' answered that they felt enjoy with the implementation of peer feedback technique and they hoped that peer feedback technique need be applied intheir school.