Wardani, Happy Kusuma (2011) The use of peer feedback to improve the writing ability of the eight graders of MTsN Bangkalan / Happy Kusuma Wardani. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Thesis Graduate Program in English Language Teaching State University of Malang. Advisors (I) Prof. Utami Widiati M.A. Ph.D. (II) Fachrurrazy M.A. Ph.D. Key words writing ability recount texts peer feedback For EFL learners writing in English is considered as a complicated skill to master. In addition to the complex process of writing they get limited feedback which is very crucial in assisting them to improve their writing quality. It is because many English teachers tend to ignore writing assignment due to assessment problem. This study was conducted on the basis of the results of the preliminary study done at MTsN Bangkalan where the same writing problem as mentioned above also occurred. The limited writing practice offered to the students certainly affected their writing quality. Teacher s correction and comments which were neglected by the students also become one of the reasons why they were incapable to improve their writing. Considering the problem above an activity which provides the students to be more involved in the learning process then led the idea to conduct a study to implement peer feedback strategy. This strategy aims to offer feedback to the students by reading each others draft and revising their draft based on their peers feedback before submitting their final draft to their teacher. By proposing peer feedback strategy this study is intended to improve the writing ability of the eighth graders of MTsN Bangkalan. Employing a collaborative classroom action research design this study involved 36 students of 8B MTsN Bangkalan in the academic year of 2010/2011. In conducting the study the researcher collaborated with the classroom English teacher. The researcher and the collaborator worked together in planning implementing observing and reflecting during the implementation of peer feedback strategy. The data sources were the students writing draft observation sheet field notes questionnaires and interview. Additionally this study conducted in two cycles since the criteria of success were accomplished in the second cycle. Each cycle covered in three meetings. The findings showed that the implementation of peer feedback strategy in teaching writing can improve the students writing ability and encourages them to involve in the teaching-learning process. The students improvement in writing recount texts was reflected on their writing achievement in the second cycle that had met the first criteria of success. The average score of the students final writing score in the second cycle was greater than 65 as the minimum mastery level of the school. Furthermore the students enthusiasm and active participation in the overall activities of the teaching-learning process reflected that the second criteria of success in this study had been met as well. On the basis of the findings the researcher suggests applying peer feedback strategy in the teaching of writing as an alternative solution for English teachers who have similar problems in the teaching of writing. In implementing the peer feedback strategy to the students the teachers are required to follow some suggestions telling the purpose of conducting peer feedback strategy clearly modeling the way how to offer feedback encouraging collaborative work giving clear and detailed guidelines building students self confidence to write and offer feedback control the activities of peer feedback group them based on their English performance activate the students participation in peer feedback activities and set the time allocation properly based on the students ability. Meanwhile the future researchers are recommended to carry out a study of peer feedback strategy by employing classroom action research at the same or higher level to verify the advantages of this strategy in the teaching of writing with other text types such as descriptive narrative or expository. They are also recommended to conduct this classroom action research by employing peer feedback strategy in improving other language skills listening reading speaking.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 09 Aug 2011 04:29 |
| Last Modified: | 09 Sep 2011 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58522 |
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