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Proposal Thesis Aris

1) The document discusses using peer feedback techniques to teach narrative writing skills to 8th grade students. 2) It provides background on writing difficulties and benefits of peer feedback. Students review each other's work, improving evaluation skills. 3) The study aims to compare writing ability between students taught with and without peer feedback. It finds peer feedback improves writing.

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Arman tanpa batas
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21 views16 pages

Proposal Thesis Aris

1) The document discusses using peer feedback techniques to teach narrative writing skills to 8th grade students. 2) It provides background on writing difficulties and benefits of peer feedback. Students review each other's work, improving evaluation skills. 3) The study aims to compare writing ability between students taught with and without peer feedback. It finds peer feedback improves writing.

Uploaded by

Arman tanpa batas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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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

Aris Akbar Jaya


1508042055
Problem Background

• 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.
• 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.
• 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).
Identification of the Problem

• They are many factors that make students feel confused in learning
writing.
• The first factor is material.
• The second factor is the teachers.
• The third is the students.
• The next factor is technique.
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.
Formulation of the Problem

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?
Objectives of the Research

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.
Significance of the Research

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.
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.
Review of Relevant Study
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
Mclver, 2005: 21).
Peer Feedback
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).
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).
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.
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.
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).
Generic Structure of Narrative Text
1. Orientation
2. Evaluation
3. Complication
4. Resolution
5. Re-orientation (optional)
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”.

Research Setting
The research will be conducted at SMP Muhammadiyah 3 Depok to the
eighth grade students.
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.

Sample Class Pre-test Treatment Post-test

S E O1 X O2

S E O1 Traditional Technique O2
Data Collection
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)
The Treatment
No Group Class Treatment Number of the student

1 Experimental V111 B Peer feedback

2 Traditional technique V111 A Traditional Technique


Research Instrument
• 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.
• There will be two tests; a pre-test ( before the treatment) and a post-test
(after the treatment).
• 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.
• The research also uses students’ reflection in order to get student’s
argument to the use of peer feedback on the teaching writing.
Data Collecting Technique
a. The pre-test
The pre-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.

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