Improving the Ability of the Eleventh Graders of SMAN 5 Malang in Writing Hortatory Exposition Texts Through the Implementation of Teacher and Peer Feedback
| Main Author: | PUTRI LASMINIAR; Mahasiswa UM |
|---|---|
| Format: | PeerReviewed |
| Bahasa: | ind |
| Terbitan: |
, 2012
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| Subjects: | |
| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/22030 |
Daftar Isi:
- ABSTRAK Lasminiar, Putri. 2012. Improving the Ability of the Eleventh Graders of SMAN 5 Malang in Writing Hortatory Exposition Texts through the Implementation of Teacher and Peer Feedback. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Prof. Dr. Nur Mukminatien, M.Pd. Key words: writing, hortatory exposition texts, teacher and peer feedback Writing is one language skill that requires the writers to organize their words so that the readers know the writer’s thoughts and feelings. In senior high school level, students face some problems in writing. Based on the result of the preliminary result, the major problems faced by them are how to relate paragraphs into one another and how to combine the sentences into a coherent paragraph. To overcome the problems, teacher and peer feedback is proposed to be applied in writing process. The objective of the study is to improve students’ ability in writing hortatory exposition texts especially in relating thesis statement, argument(s), and recommendation into one another and in relating their sentences to become a coherent paragraph in writing a hortatory exposition text. Moreover, another objective of the study is to make students’ writing score reach the criteria of success which is at least 75% of students can reach score at least 3 in terms of content, organization, language use, and mechanics. The research was conducted at SMAN 5 Malang, Jalan Tanimbar no. 24 Malang. The Subject of the research was class of XI IPS 1 2011/2012 academic year which consisted of 32 students, 15 males and 17 females. The research used collaborative Classroom Action Research (CAR) methodology. The data consisted of the students’ attitudes during the teaching and learning process and students’ writing scores. The data were collected through interview guides, questionnaires, observation checklists, field notes, and the students’ final writings. The research was conducted in two cycles. Each cycle consisted of three meetings. The result of the first cycle was 68.75% of the students could reach score 3 or above in terms of content, 84.375% in terms of organization, 78.125% in terms of language use, and 71.875% in terms of mechanics. Although those results were better than the results in the preliminary study, the students seemed to have problems in terms of content and mechanics, especially in relating their thesis statement, argument(s), and recommendation into one another and in correlating sentences to become coherent paragraphs. Therefore, the researcher continued her research to Cycle 2. In Cycle 2, the researcher put additional learning materials and activities to solidify the students’ understandings about a hortatory exposition text and to make their writing better. In terms of teacher and peer feedback, the researcher also made some improvements especially in the use of teacher and peer feedback checklist. The result of second cycle was better than in the first cycle. The last result showed that at least 75% of the students could reach score at least 3 in terms of content, organization, language use, and mechanics. Moreover, the students felt that teacher and peer feedback method had helped them in solving their problems in writing a hortatory exposition text. Therefore, the researcher stopped the action. Based on the result in this research, it could be concluded that the implementation of teacher and peer feedback through writing process was successful to help the students especially in relating thesis statement, argument(s), and recommendation into one another in writing a hortatory exposition text. The English teachers are suggested to apply teacher and peer feedback method in teaching writing skill in order to make students become more critical and independent in learning and comprehending a certain learning material especially about a hortatory exposition text. For the future researcher(s), it is also suggested to use teacher and peer feedback in different levels and grades of education and in different settings or condition in order to know whether or not the strategy works well in improving the students’ writing skill especially in making students’ paragraphs related into one another.