USING PEER ASSESSMENT TO IMPROVE 11TH GRADERS’ ABILITY IN WRITING HORTATORY EXPOSITION TEXT AT SMAN 4 MALANG
| Main Author: | Rizky NADIA INSANI; Perpustakaan UM |
|---|---|
| Format: | PeerReviewed |
| Bahasa: | ind |
| Terbitan: |
, 2010
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| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/9569 |
Daftar Isi:
- ABSTRACT Insani, Rizky Nadia. 2010. Using Peer Assessment to Improve 11th Graders' Ability in Writing Hortatory Exposition Text at SMAN 4 Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Dr. Enny Irawati, M.Pd. Key words: writing, peer assessment, hortatory exposition, classroom action research Writing is one of the language skills that should be mastered by Senior High School students. Nonetheless, it is often considered as the most difficult skill to master. Based on the questionnaire given to the students in the preliminary study, the major problems they faced were how to develop and organize the ideas. To solve the problems, peer assessment as a device in giving feedback was proposed to be applied in teaching writing. The technique was chosen because the students were accustomed to ask their friends about their problems. This reason strengthened the use of peer assessment since the students were aware of mistakes made by themselves and their friends. Moreover, some previous studies found that peer assessment was effective to help students develop and organize the ideas in writing compositions. To give feedback to the peer's composition about the idea development and organization, the students had to follow peer assessment checklist. The objective of this study was to improve students' writing ability in developing and organizing their ideas to write a hortatory exposition text by using peer assessment. This study used collaborative classroom action research. The researcher, together with the assistance of the classroom English teacher, designed the lesson plans and set the criteria of success. The classroom English teacher acted as the observer during the teaching and learning process. The research was conducted in two cycles. Each cycle consisted of two meetings and covered planning an action, implementing the action, observing the action, and reflecting on the observation. The subjects were 30 students of XI IPS 1 in SMAN 4 Malang in 2009/2010 academic year. The instruments used to collect the data were interview guides, questionnaires, observation checklists, field notes, scoring rubric, and the writing prompts. During the implementation of the action, the researcher introduced peer assessment and its application in prewriting activity. Then, it was followed by modeling how to give feedback to a model of hortatory exposition text, write the draft, how to revise the draft using peer assessment checklist, how to edit the draft, and how to write the final composition. Also, the students were assigned to produce a hortatory exposition text through the writing process: prewriting, drafting, revising, editing and publishing. The result of the research showed that peer assessment as a device to help the students to give feedback improved the students' ability in developing and organizing their ideas in writing hortatory exposition texts. The scores of the students' writing products in terms of content and organization improved significantly from preliminary study to Cycle 1 and from Cycle 1 to Cycle 2. The students' mean score on content improved from 2.53 in the preliminary study to 3.13 in Cycle 1. Moreover, the students' mean score reached 3.47 in Cycle 2. In addition, the students' mean score on organization improved from 2.62 in the preliminary study to 3.13 in Cycle 1. The mean score also improved to 3.42 in Cycle 2. Based on the result of this study, it is suggested that English teachers implement peer assessment as a device to help the students to give feedback in teaching writing. The English teachers are also recommended to use peer assessment technique to teach other kinds of text types. In addition, further researchers are suggested to use peer assessment technique for different text types, and on different grades and levels of education to see if the technique can be implemented effectively in solving the students' problems in generating and organizing the ideas in writing compositions.