THE EFFECTIVENESS OF USING PEER FEEDBACK TECHNIQUE TO TEACH

WRITING SKILL OF NARRATIVE TEXT TO THE EIGHTH GRADE AT SMP

MUHAMMADIYAH 3 DEPOK IN ACADEMIC YEAR 2017/2018

A. Problem Background
In Indonesia, English is considered as foreign that is taught at every level of
education starting from the elementary school to the senior high school as a
compulsory subject. English subject also plays an important role as one of the subject
that include in the national examination for Junior and Senior High School.
The objective of the English teaching and learning is to enable students to
communicate in English both in oral and written forms. There are two spoken skills:
listening and speaking. In written language there are also two skills: reading and
writting. Those language skills are closely related to each other and they cannot be
separated from one to another. Students can be said to have mastered English when
they can apply those skills both in oral and written forms.
Writing is very crucial for students. Writing can be found and needed in every
field of study. Writing also become one of four basic skills that cannnot be separrated.
Considering the importance of writing, the goverment and curriculum designer put
this skill as a skill that must be learned by students.
Writing is one the productive skills, besides speaking,which contains of
written words and involves a complex process. Brown (2001:335) stated that the
process of writing requires an entirely different set of competencies and is
fundamentally different from speaking. The learners have to be equipped with the
other language skill prior to learning how to write because the skills are reflected
through the writing (puegrhron&Chiramanee, 2011). Thus, possibility might be that
writing is the most complicated skill and it deserves serious attention.
Writing is a difficult activity for most students, both in the mother tongue and
in a foreign language especially English. Murcia (2000:161) states that writing skill is
often perceived as the most difficult skill since it requires a higher level of productive
language control than other skills. It is no wonder that EFL students think that writing
is a difficuld skill to be mastered because it requires many aspects of language in its
production such as organization, content, language use, mechanic and vocabulary.
Moreover, writing is a complex process and commonly difficult for most people.
 In line with this difficulty, Byrne (1997:4) underlines that there are three
major problems that cause writing become a difficult activity. There are psychological
problem, linguistic problem and cognitive problem. Psychological problem is the
essential of writing activity which is a solitary without the possibility of interaction or
the benefit of feedback. It is different from speech which gets feedback from someone
physically present. This makes writing become a hard activity to be required. The
next problem related to linguistic problem is that the coherency, the choice of
sentence structure and the way our sentences are linked together and squenced. It is
the hard steps to be implemented by the writers. The last problem related to the
cognitive problem is the process of instruction in learning writing needing more
effort. Such as learning the written form of the language, learning the certain
structures which are less used in speech, and learning to organize the ideas in a well
form of writing. Finally, writing can be said as a task which is often imposed on some
people by the circumtances. This not only has psychological effect in writing process,
it is also caused a content problem which makes writing become more difficult to be
acquired.
Compared to the other skills, writing is considered the most complicated one
for the students to master. Students and teachers have long knowledge that learning to
write in English is a complex process. In addition to linguistics problems, there are a
lot of difficulties associated with written frameworks and rhetorical conventions. The
ability to produce a good piece of writing is facilitated by the ability to write correct
sentences and by the ability to connect sentences to present unified thought in written
discourse. In short, students should master the rules and elements of writing to
achieve successful communication in written language.
As mentioned before, there is no doubt that writing is the most difficult skill
for learner to master. To solve the problems and difficulties as mentioned above,
English teachers are expected to be able to use an interesting technique. The teachers’
techniques to teach writing are important factors that may affect the students’ ability
in writing. There are some kinds of techniques that can be applied by the English
teachers to develop thei students’ ability in writing. One of techniques that can be
used in teaching writing is peeer feedback, a kind of technique of collaborative
learning technique (CoLT) focusing on writing.
Feedback is advice, criticism or information about how good or useful
something or somebody work is. Ur (1996:242) defines feedback as information that
is given to the learner about his or her performance of the learning task, usually with
the objective of improving their performance. Feedback is an important aspect to
develop students’ language awareness so that they can perform affectively in the
writing classroom. In EFL teaching, feedback on students’ writing is also judged as an
important aspect. The goal of feedback is to teach skills that help students improve
their writing proficiency to the point where they are cognizant of what is expected of
them as writer and are able to produce it with minimum errors and maximum clarity.
Feedback given to the students will make them realize and understand their deficiency
in writing so that they can improve their writing skill.
Peer feedback is an interactive process of reading and commenting on a
classmate’s writing (Oshima and Hogue, 2007:104). In this technique, the student
pairs critically review and provide editorial feedback on each other’s writing
assignments. Peer feedback helps to teach students how to identify the features of
good and poor writing in the work of others, thus developing critical evaluation skills
that they can apply to their own writing (Barkley, Cross, & Major, 2005:251).
According to Lee (2009:130), Peer feedback activities tend to generate more
comments on the content, organization, and vocabulary. This means that peer
feedback is not only about how a student makes correction on his or her friend’s
writing. But it is also about how a student’s criticism, suggestion, and point of view
generate meaningful improvement toward other students’ writing. Based on
explanation above, this technique allows the students to help to improve, correct and
edit students’ writing related to writing contents, organizational patterns, grammatical
structures and appropriate word choice.
Considering the above conditions, it is necessary to create a strategy that can
involve both the teacher and the students and that invites them to participate in the
learning activities. Some methods and strategies are developed to construct a
meaningful teaching and learning in writing. One of the strategies that can be used in
order to help the students in gathering and developing their ideas in writing is Peer
reviewing. It can also make the students more involved in the learning process that
leads to understanding so that they can make sense of the writing activities in their
real life and they can be more motivated. This fact becomes a concern that the writer
is interested to conduct a research on how to improve students writing ability on
narrative text. The writer is going to use peer feedback technique in teaching writing.
 The research will be conducted to the eighth grade students of SMP Muhammadiyah
3 Depok.
B. Identification of the Problem
They are many factors that make students feel confused in learning writing.
The first factor is material. Materials also have an important role in influencing the
teaching and learning process of writing. The materials must cover the characteristic
of good material. Those should be interesting, authentic, and appropriate to the
students’ level, need and capacity. Sometime the selection of materials are different
from that characteristic of good materials. As a result, the students find difficulty to
improve their writing skill because the material does not interesting and monotonous.
The second factor is the teachers. The teachers also have an important role in
teaching and learning process of writing. One of the teachers’ roles is as the feedback
provider. They should facilitate the students by giving feedback on the students’
writing works. The teachers must consider the appropriate and effective types of
feedback in writing. Sometimes, the teachers did not give feedback to the students’
writing works.
The third is the students. Some students have weaknesses of knowledge on
how to make a good composition. It could make the students not confident to write,
and express the idea in the written form. In fact, students thought that writing is
difficult and complicated. They also did not pay attention to the writing elements, for
example, grammar, punctuation, content, organization, vocabulary, and mechanic.
These would make their writing ability relatively low.
The next factor is technique. Techniques are the specific activities that
manifested in the classroom that consistent with a method and in harmony with an
approach (Brown, 2004:14). The quality of the teaching and learning process of
writing is determined by the technique used. Various techniques could be used in
giving feedback on students’ writing works, but sometimes, the different technique
could cause many problems for students.
C. Limitation of the Problem
Based on the discussion in the background of the research and the
identification of the problem above, it is impossible to investigate all factors dealing
with the students’ writing. This study only focuses on the technique to give feedback
in writing narrative text. It only limits the scope of the research to those related to the
contribution of peer feedback on students’ writing.
D. Formulation of the Problem
Based on the problem limitation above, this study will attempt to answer the
following:
1. How is the writing ability of the students who are taught by using peer
feedback technique like?
2. How is the writing ability of the students who are taught without using peer
feedback technique?
3. Is there any difference in writing ability between the students who are taught
by using feedback technique and without using peer feedback technique?
E. Objectives of the Research
Three objectives will be obtained in this study. They are stated as follows:
1. To describe the writing ability of the students who are taught using peer
feedback technique.
2. To describe the writing ability of the students who are taught without using
peer feedback technique.
3. To find out whether there is significant difference in writing ability between
students who are taught by using peer feedback technique and those who are
taught without using peer feedback technique.
F. Significance of the Research
The findings on this research are expected to:
1. English Teacher
The result of the study will help the English teacher to be accurately aware and
realize that peer feedback improves the students’ writing ability. Based on the
fact, the teachers are expected to utilize peer feedback as an appropriate
technique in providing a way for the students to gain feedback for their
writing.
2. Students
This technique can improves their writing skill especially in narrative text.
They are expected to be no longer dependent on their teacher in receiving
feedback. They could ask their peer to provide feedback for their writing.
3. Other researchers
The information about the contribution of peer feedback in this research can
be used as the resources to conduct future research, especially related to
writing skill field at Junior High School.
G. Review of Related Study
Peer feedback technique is a technique that could be implemented in teaching
in EFL classroom. It is not a new technique in the teaching and learning process.
There several studies related to the application of the peer feedback technique in
teaching writing skill. For example, a research conducted by Andianto (2014) proved
that this technique allows the student to gain confidence, critical thinking skill from
being able to read text by peer writing on similar task. Moreover, it seemed that these
strategies could make the teaching and learning process enjoyable, interactive
communicative and full of encouragement in order to support their writing skill.
Another research was conducted by Anastasia (2013) proved that there is a
significant improvement in students writing ability. This technique gives opportunities
for students to work with their peers that maximize students’ writing activities. Based
on those previous research that has been conducted, it can be concluded that peer
feedback technique gives a good impact that can help students to improve their
writing ability. That is why the researcher tries to conduct a research related to the
effectiveness of peer feedback technique in teaching writing narrative text at SMP
Muhammadiyah 3 Depok.
H. Review of Relevant Study
1. Writing
Patel and Jain (2008:125) stated that writing is a skill which must be taught
and practiced. Writing is a challenging process that requires a wide range of skills.
Among them are clear thinking, imagination, and the ability to organize ideas.
Writing encourages thinking and learning for it motivates communication and makes
thought available for reflection. When thought is written down, ideas can be
examined, reconsidered, added to, rearranged, and changed. The main purpose of
content writing is to convey information to others (Urquhart and Mciver, 2005: 21).
Writer should make writing with a simple sentences and familiar word in order to be
easier to understand by the reader. And mastering the tools of the writing trade;
vocabulary, grammar usage, sentence structure, and spelling, used as a means of
communication to transfer ideas effectively and to share thoughts or experience to
others, even to communicate to one.
Harmer (2004:4) states writing process is the stages a writer goes through in
order to produce something in its final written form and the process has four main
elements:
1) Planning
Planning is the first step in writing. Before starting to write, writers plan what
they are going to write, they try and decide what it is they are going to say,
because when planning to write, writers have to consider about three main
issues, namely the purpose of their writing, audience and the content structure.
2) Drafting
Drafting refers to the first version of a piece of writing. As the writing process
proceeds into editing, a number of drafts may be produced on the way to the
final version.
3) Editing ( reflecting and revising)
Reflecting and revising are often helped by other readers or editor who
comment and make suggestions. It can be from peer, teacher, etc. another
reader’s reaction to a piece of writing will help the author to make appropriate
revisions.
4) Final version
Once writers have edited their draft, making the changes they consider to be
necessary, they produce their final version.
2. Peer Feedback
Peer (Cambridge Advanced Learner’s Dictionary: 2008)is a person
who is the same age or has the same social position or the same abilities as
other people in a group. Feedback is information or statements of opinion
about something, such as a new product, that provide an idea of whether it is
successful or liked. In writing class activity, Peer feedback is as feedback that
is given by peer (students), it is means students not only composed their own
text but read and to give comments, corrections, criticisms, and suggestions on
the text written by other students.
Mendonça et al in Atay and Kurt (2007:14) asserts Peer feedback is
seen as a way of giving more control to students since it allows them to make
active decisions about whether or not to use their peers’ comments as opposed
to a passive reliance on teachers’ feedback. Peer feedback aims at encouraging
the development of students’ writing and is regarded as critical in improving
and consolidating learning Hyland (2003:177). Topping (2000) state in Atay
and Kurt (2007:15) Peer feedback has also proved to have an impact on affect,
 increasing motivation through the sense of personal responsibility, and
improving self-confidence.
Since student reviewers soon perceive that other students experience
the same difficulties in writing that they do, peer feedback also leads to a
reduction in writer apprehension and an increase in writer confidence.
Responding to peer’s work involves students in each other’s writing, so that
they can see similar problems and weaknesses in their own writing (Grabe and
Kaplan, 1996).
Peer feedback given by peer can be in spoken or written, but in this
research focused on written feedback, so that’s why writer prepare devices that
will be used in peer feedback activity. It can be used by the student to give
feedback correctly. Written peer feedback is given in form of marks, written
comments, written correction, and there is form provided for students to give
more suggestion. To lead student to understand what their focuses are, the
feedback form given should contain leading question. The students may do
chatting activity while peer feedback activity is being done. Another important
thing must be paid attention in the process. Students must be made aware that
they are collaborators rather than correctors. So the students do not only
correct mistakes found in their peer’s writing, but also offering meaningful
and useful inputs for their peer’s writing further development. Based on the
feedback from peer, student will revise their writing when they read and find
inspiration or inputs from their peer’s feedback. Feedback that is given may
various, such as praise, criticism, and suggestion in explicit or implicit way.
Feedback will focus on grammar, mechanics, and organization. Feedback
should be iterative, or opens to be re commented by writer.
3. Stages in Peer Feedback Activity
There are the stages to done the peer feedback, namely:
1) Students must be introduced with related concepts, namely peer feedback
activity and narrative writing. The teacher should carefully teach the students
about peer feedback activity. The importance to introduce those concepts is to
avoid the peer feedback disadvantages as well as possible.
2) Distributing devices that will be used in the peer feedback activity to lead
students to understand what their focuses are.
3) Training students to do peer feedback activity, because student needs to
understand peer feedback activity completely by doing that.
4) Group students
5) Students start writing their draft that is narrative text and then sharing their
draft to other students
6) Other students reading and giving feedbacks in their peer are writing.
7) Revising their draft
8) The last activity is reflection from what they have done in peer feedback
activity.
4. Narrative Text
Narrative text is any written English text in which the writer wants to
amuse, to entertain people, and to deal with actual or vicarious experience in
different ways (Siahaan & Shinoda: 2008:73).Usually after reading a narrative
text, the reader is entertained and caught the purpose of the story or the advice
explicitly stated from the story.
5. Generic Structure of Narrative Text
According to Siahaan & Shinoda (2008: 73-74) Generic structure of
narrative text is constituted by the generic structures of orientation, evaluation,
complication, resolution, and re-orientation.
1) Orientation: sets the scene, introduces the participants and personal attitudes.
2) Evaluation: a stepping back to evaluate the plight, usually to make the story
more interesting.
3) Complication: a crisis arises; the complication can be one or more.
4) Resolution: the crises is resolves, for better or for worse
5) Re-orientation (optional): a brief summary which is aimed to give or submit a
moral lesson to the reader.
6. Grammatical Feature of Narrative Text
1) Using material process, relational process and mental process
2) Using past tense
3) Using temporal circumstances and temporal conjunctions
7. Organizing Ideas by Using Peer Feedback in Narrative Writing
Organizing Ideas by Using Peer Feedback in Narrative Writing
An organization idea in writing is how ideas are presented. Typically,
organization ideas refer to the larger parts of a piece of writing, although it
 also refers to how paragraphs and sentences are written. The flow of a piece of
writing affects how readers interpret ideas. If the organization does not
provide readers with the information they are looking for in an orderly
manner, they will quickly lose interest. Unorganized writing makes readers
search for the information they need. In narrative text, the writer presents the
text in chronological order based on the generic structure, namely orientation,
evaluation, complication, resolution and re-orientation.
A learning process by using peer feedback strategy is a learning
process that focuses on student activity. Students are expected to provide
comments, correction, criticism and suggestions from other peer’s worksheet.
Peer feedback given by peer can be in spoken or written, writer prepare
devices that will be used in peer feedback activity. It can be used by the
student to give feedback correctly. Written peer feedback is given in form of
marks, written comments, written correction, and there is form provided for
students to give more suggestion. To lead student to understand what their
focuses are, that is organizing ideas based on the generic structure. Beside that
students may do chatting activity while peer feedback activity is being done.
Students must be introduced with related concepts, namely peer
feedback activity and narrative writing. Students start writing their draft that is
narrative text and then sharing their draft to other students. Other students
reading and giving feedbacks based on generic structure of narrative text.
After that, they revise their draft based on the comments, correction, criticism
and suggestions from other peer.
I. Conceptual Framework
By using peer peedback tecjnique, students would be able to improve their witing
ability and enjoyable in the process of teaching and learning in the classroom.
J. Hypothesis
Based on the theoretical review and conceptual framework above, the
hypothesis of this research is formulated as follows “there is a significant difference
in writing ability between students who are taught by using peer feedback and those
who are taught without using the technique”.
K. Research Setting
The research will be conducted at SMP Muhammadiyah 3 Depok to the eighth grade
students.
L. Type of Research
This research is classified as a quasi-experimental study. There is one group as
experimental group and the other as the control group. Wiersma and Jurs (2009:165)
state that a quasi-experimental study uses the intact groups as the research subjects.
Two intact that has been chosen are given a different treatment. The experimental
group is given a special treatment and the control group is not (Bell, 1999:15). In this
research, the special treatment is given the experimental group. The reader applies
peer feedback in the teaching learning process, especially in writing class.
Sample Class Pre-test Treatment Post-
test
S E O1 X O2
S E O1 Traditional Technique O2
Notes:
S : Sample
E : Experiment
C : Control
O1 : Students’ Pre-test Score
O2 : Students’ Post-test Score
X : Treatment
M. Research Design
In this research, the experimental design used pretest-posttest control group design.
The research design of this research is presented as follows.
Table: Pre-test Post-test Control Design
Experimental group Pre-test Treatment Post-test
Control Group Pre-test - Post-test
Related to the design above, it could be obtained some information. The pre-test and
post-test are conducted in both experimental and control group. The pre-test is
conducted before giving the treatment, the use of peer feedback on the teaching of
writing skill. The treatment is only implemented in the experimental group. The post
test is conducted at the end of the research. The post-test’s result determine the
 significant difference in writing ability between the students who are taught by using
peer feedback and they who are taught without using the technique.

N. Subject of the Study

The participants of this research are students of eighth grade of SMP Muhammadiyah
3 Depok
O. Data Collection
1. Variable of the Research
An intact group design which consisted of two groups: experimental and control
groups is used in this research. There are two variables. i.e. independent variable (the use
of peer feedback technique to teach writing narrative text, namely X) and dependent
variable (students’ writing achievement, namely X)
In this research, the researcher uses peer-feedback in the experimental group, while in
the control group the teacher used the traditional technique. The treatment for each class
is presented as follows.
Table: The Treatment
No Group Class Treatment Number of the
student
1 Experimental V111 B Peer feedback
2 Traditional V111 A Traditional
technique Technique

The implementation of the peer feedback technique in the experimental group

is held in five meetings. The students’ achievement in every meeting is checked by
the researcher at the end of each meeting.
There are three sections in each meeting. i.e. pre-teaching, main activities, and
post-teaching. The pre-teaching activities began with greeting students, checking
students’ preparation, leading a prayer, and checking students’ attendance.
The main activities applied are based on Genre-based Instruction, a model of
communicative activities, consists of four stages: Building Knowledge of Field
(BKMF), Modeling of Text (MOT), Joint Construction of Text (JCOT), and
Independent Construction of Text (ICOT). In the BKOF stage, the students sre
stimulated to recall their experience about related topic. The next stage is MOT stage,
 they are asked to work in groups to do some exercises based on a certain topic. Last
but not least, in the ICOT stage, they are asked to work individually to write
descriptive text. The peer fedback technique is applied in the JCOT stage. The
impelementation of the peer feedback is based on the exercise given.
In the post-teaching, the researcher will check the students’ understanding
related to the topic. The researcher summaries the lesson and gives feedback to the
students. Lastly, the lesson will be ended by saying a prayer and saying goodbye.
The students of the experimental group are taught by applying peer feedback
technique, while the students in the control group are taught by applying conventional
technique. The teaching learning process in the experimental and control groups is
basically the same. The difference is in the control group, that teacher does not apply
peer feedback as a technique.
2. Research Instrument
In constructing research instruments, the researcher used the standard of
competence and the basic competency of English lesson in writing skill for the eighth
grade students of SMP Muhammadiyah 3 Depok. The standard of competence is
expressing the meaning in the form of narrative text.
This research uses a test of writing skill in the form of simple writing of
narrative text to be used for pre-test and post-test. The research will be used to
describe the significance and diffference of achievement of learners who are taught by
using peer feedback technique and they who are taught without using peer feedback
technique.
There will be two tests; a pre-test ( before the treatment) and a post-test (after
the treatment). They are used to find the scores of students’ writing of both
experimental and control groups. Before the researcher will implements the
instruments to the sample of the research, the validity and reliability of the
instruments of pre-test and post-test should be calculated.
The researcher designs the same instruments for the pre-test and post-test.
Both tests are developed based on the materials of students writing skill, which
referred to the standard of competence and basic competence of the school-based
curriculum of Junior High School of the eighth grade of the English subject.
The other instrument is writing guidance in the form of work sheets. Each
worksheet contained questions related to the theme of narrative text. These
 worksheets are filled by the students to guide them in writing paragraphs of a story
through the question.
The research also uses students’ reflection in order to get student’s argument
to the use of peer feedback on the teaching writing. In this sheet, the students are
asked to write whether they enjoy learning by using this technique. What the students’
constraints and the improvement that the students get.
P. The Validity and the Reliability of the research Instrument
The validity and the reliability of the instrument explain bellow:
1. The Validity of the Research Instruments
An instrument is considered valid if it is able to test what should be tested. It
could explain the data from the variables which are accurately extent to which an
instrument measures what is supposed to be measured. There are three kinds of
validity applied in this research. They are content validity, construct validity, and item
validity.
a. Content Validity
The writing ability test employed content validity. According to Wiersma and
Jars (2009:355), content validity is the process of how the test establishes the
representativeness of the items in a certain domain of the skills, tasks, knowledge, and
other aspects that are being measured. It means that the test is developed in reference
to the Standard Competenceand Basic Competency for Junior High School, students
grade VIII.
b. Construct Validity
Wiersma and Jars (2009:38), state that construct validity refers to the
theoretical construct or trait being measured, but not to the technical construction of
the test. This validity is use to examine whether the test has a consistent
representation with theories underlying the material is given or not. To fulfill the
construct validity, the researcher constructs the instrument based on the blue print of
the writing ability consisting of some specific indicators. To score students’ writing
test, the researcher uses scoring rubric adapted from Weigle CS (2002:190). The
categories for evaluating are presented in the table bellow.
Table. Categories for evaluating Writing
SCORE CRITERIA
Content 4 Relevant to topic
 3 Mostly relevant to topic, but lacks detail
2 Inadequate development of topic
1 Does not show knowledge of subject
Organization 4 Ideas clearly stated/supposed, well-organized
3 Loosely organized but main ideas stand out,
logical but incomplete sequencing
2 Ideas confused or disconnected, lacks logical
swquencing and development
1 No organization
Language 4 Few errors of agreement, tense, number, word
Use order/function, articles, pronouns, preposition
3 Several errors of agreement, tense, number, word
order/function, articles, pronouns, preposition
2 Frequent errors of negation, agreement, tense,
number, word order/function, articles, pronouns,
prepositions and/or fragments, run-ons, delections
1 Dominated by errors
Mechanics 4 Few errors of spelling, punctuation, capitalization,
paragraphing
3 Occasional errors of spelling, punctuation,
capitalization
2 Frequent errors of spelling, punctuation
capitalization, paragraphing. Poor handwriting
1 Dominated by errors of spelling, punctuation,
capitalization, paragraphing. Handwriting
illegible.

` There are five aspects to be scored in students’ writing ability, namely content,
organization, vocabulary, language use, and mechanics. The following table represents the
assessment:
Table. Model of Scoring a Composition
No. The Writing Aspects The Maximum Score
1 Content 1-4
2 Organization 1-4
3 Vocabulary 1-4
4 Language Use 1-4
5 Mechanics 1-4
Total Score 5-20

2. The Reliability of the Research Instrument

A test is considered reliable if the same test is given to the same subjects or
matched subjects in two different occasions. The test should yield similar result
(Brown, 2004:20). Wiersma an Jars (2009:355) state that reliability is the consistency
ofinstrument in measuring whatever it measures. It means that if the instrument has a
consistent result in the second chances or more, the instrument is reliable.
Q. Data Collecting Technique
Int his study, the date are collected by using a test. The detail of the data collection
techniques could be exolained as follows.
a. The pre-test
The pr-test will be conducted at the beginning of the study before the students is given
a treatment. The test is given to the control and the experimental classes.
b. The treatment
The treatment is given to the control and the experimental class is different. A special
treatment is given to the students as the experimental class. They will be taught by
using peer feedback technique. On the contrary, there is no special treatment for the
other class as the control class. They will be taught without peer feedback technique.
c. The post-test
The post-test will be conducted after the trearment has done. The students from the
control and the experimental classes are given the same test. Then, the result of the
post-test should be compared ith the result of the pre-test to find out the information
in this study as stated in the objective of this study.
R. Data Analysis Technique
1. Descriptive Analysis
Descriptive analysis employed the result of the mean and standard deviation
score. Hatch and Farhady (1982:39) indicate that the descriptive analysis is statistics
 used to summarize data. The data analysis is aimed at describing the mean and
standad deviation score.

a. Mean and Standard Deviation

Hatch and Farhady (1982:55) state that the mean is the commonly used
measure because the mean takes all scores into account. The mean is same as average
of score.
Hatch and Farhady (1982:57) state that standard deviation is used to measure
variability. The larger the standard deviation, the more variability from the control
point in the distribution and the smaller the standard deviation , the closer the
distribution is to the central point.
b. Categorization
The categorization of the scores of the students’ writing ability is based on the value
of the reliability coeficient, which are then grouped into 5 categories.
2. Inferential Analysis
The inferential analysis is focused to answer the question of the formulation of the
problem, which is whether there is a significance difference in achievement between
the students who are taught by using peer feedback technique and those who are not.
The statistics used in this computation are the test of normality, the test of
homogenity, and the hypotheis test.
a. Test of Normality
This test is aimed at finding whther the distribution of the responses in thepopulation
meet the normal distribution requirement or not. It is gained from the scores of pre-
test and post-test.
b. Test of Homogenity
This test is used to nalyze whether the sample variance is homogenerous or not. To
this study, the test of homogenity is done by using SPSS version of windows
computer program.
c. Test of hypothesis
The independent sample t-test is employed based on the test of normality and the test
ofhomogenity. To reveal the hypothesis which says ‘there was a significance
difference in the student’s writing ability between stuednts who are taught by using
peer feedback technique and they who are taught without using the technique, the t-
test is done in both groups. The hypothesis is divided in the null Ho and alternative
hypothesis (Ha) listed in the form as:
Ho : µ1 = µ2
Ha : µ1 ≠ µ2
Notes:
H0 = null hypothesis
H1 = alternative hypothesis
µ1 = the mean score of experimental group
µ2 = the mean score of control group