DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Improving the Ability in Writing Narrative Text of the Eighth Graders of Smp Negeri 13 at Samarinda through Peer Feedback

mochammad noor

Abstrak


ABSTRAK

 

Noor, Mochammad 2016: Improving the Ability in Writing Narrative Text of the Eighth Graders of Smp Negeri 13 at Samarinda through Peer Feedback. Thesis, Graduate Program in English Language Teaching, State University of Malang. Advisors: (1) Prof. Bambang Yudi Cahyono, Ph.D. (2) Dr. Arwijati Wahyudi, Dip.TESL, M.Pd

 

Keywords: Writing Ability, Peer Feedback strategy.

This research was based on the preliminary study in which the researcher found that the student’s average score of narrative writing was still lower than the minimum criteria of passing grade (KKM). In addition, the atmosphere of teaching learning was boring and uninteresting so the students had the less motivation. The research problem of this research was “How can peer feedback technique improve the ability in writing narrative texts of Eight Graders of SMP Negeri 13 at Samarinda?”

This research employed CAR design which involved planning, implementing, observing, and reflecting. All procedures took 7 meetings in this research where six meetings were for implementing the strategy while one meeting was for conducting the writing test. In the implementing phase, the researcher concerned on the stages of peer feedback strategy in order to improve the students’ ability in writing narrative text, i.e. explaining, training, modeling, and practicing.

In the first meeting, the researcher focused on the explaining about what, why, and how the peer feedback could improve the students’ writing ability. The training stage was done in the second meeting, in which the researcher trained the students to be a reviewer of narrative texts. For the third meeting, the researcher began to give modeling about how to give feedback to the draft by using feedback guidance. And the last stage, practicing, was applied to the fourth, the fifth, and the sixth meeting. In the form of process, the students’ narrative writing improves from time to time. Whereas, in the product itself, the improvement is 13.86 points from the result of preliminary study (62.8) to be (76.66) in post writing test after the peer feedback strategy had been implemented. Meanwhile for the students’ responses to the implementation of peer feedback showed that 91.2% responded positively.

Regarding the findings of this research, the researcher suggests that this strategy can be the alternative one to improve the students’ writing ability. However, before implementing this strategy, it will be better for the teacher to pay attention to some aspects. The first is the students’ language proficiency, and the second is the preparation that covers the careful planning and consistent procedures in each stage of peer feedback activity.