THE USE OF PEER TO PEER REVIEW TECHNIQUE TO

IMPROVE STUDENTS’ WRITING SKILL IN COMPOSING

RECOUNT TEXT CLASS X TSM 3 IN SMKN 1 TENGARAN

ACADEMIC YEAR 2013/2014

(CLASSROOM ACTION RESEARCH)

A GRADUATING PAPER

Submitted to the Board Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan Bahasa Inggris

(S.Pd.I)in the English Department of Education Faculty

State Institute for Islamic Studies (STAIN) Salatiga

By:

RENI HERAWATI

11310079

ENGLISH DEPARTMENT OF EDUCATION FACULTY

STATE INSTITUE FOR ISLAMIC STUDIES (STAIN) SALATIGA

2014

ABSTRACT

Herawati, Reni. 2014. “The Use of Peer to Peer Review Technique to ImproveStudents’ Writing Skill in Composing Recount Text Class X TSM 3 inSMK N 1 Tengaran Academic Year 2013-2014”.A GraduatingPaper.Educational Faculty.English Department.State Institute for IslamicStudie (STAIN) Salatiga. Counselor: FaizalRisdianto, M. Hum.

Keywords: Effectiveness, Writing, Recount Text, Peer-to-peer Review Technique.This study aims to describe the context of situation containing in the effectiveness

of Peer-to-Peer Review Technique to improve students’ Writing Skill in composingrecount text of grade X TSM 3 in SMK Negeri 1 Tengaran, to know the improvementof students’ writing skill and to find out the strength and the weaknesses ofpeer-to-peer review toward students’ writing achievement of student grade X TSM 3in SMK Negeri 1 Tengaran. The methodology of the research is classroom actionresearch. To find out the improvement of the students’ writing skill, the researcherused pre-test and post-test. She used two cycles, in each cycle consisted of twomeetings, and each meeting consisted of planning, action, observation, and reflection.The researcher found that the students involved actively in teaching and learningprocesses, they were more encouraged and confident to cite their idea about the topicof the writing materials in composing recount text. The result of this research was thatthere was an improvement of students writing skill by using peer-to-peer reviewtechnique. It could be seen from the mean score of pre-test and post-test. In cycle 1,post-test is higher than pre-test: 7.5> 6, I cycle 1 twenty one student could pass KKMand in cycle 2, post-test is also higher from pre-test: 8 > 6.29 in the cycle 2 thirtystudent could pass the KKM. Then, the result of t-test calculation in cycle 1 and 2 washigher than t-table with N = 35 is 14.31 and 14.18. This indicated that applyingpeer-to-peer- review technique could improve students’ writing skill.

ACKNOWLEDGMENT

Peace is upon to the king of life, Allah SWT. The mercy and blessing until this

graduating paper can be completely finished.

The prayer and salam are always offered for the prophet Muhammad Saw, the

most beloved prophet of Allah, his relatives and companion.

I realize that I cannot complete this graduating paper without support,

cooperation, help and encouragement from a lot of people. I would like to extend my

sincerest gratitude and appreciation to:

1. Dr. Rahmat Hariyadi, M.Pd, the head of State Institute for Islamic Studies

(STAIN) Salatiga.

2. Suwardi, M.Pd., as the Chief of Educational Faculty.

3. Rr Dewi Wahyu Mustikasari,S.Sos, M. Pd as a chief of English Department.

4. Faizal Risdianto, M.Hum, as a consultant who has patiently guided the writer

to finish this graduating paper and given great motivation, help, and

suggestion to improve this graduating paper.

5. All of lecturers of STAIN Salatiga who had given the knowledge patiently.

6. All of staffs STAIN Salatiga who have helped the writer in processing

administration.

7. My beloved family especially my parents who always support and pray for the

writer.

8. My beloved special one, thanks for your faithfulness in accompanying me

finishing my graduating paper.

9. The big family of SMK N 1 Tengaran, especially for the students of Class X

TSM 3, thanks for your cooperation.

10. My friends in TBI 2010 especially TBI C, thanks for your help during learning

at STAIN Salatiga.

11. Many people who have helped the writer that I cannot mention one by one,

thanks all.

Salatiga, July 22, 2014

The Writer

Reni Herawati11310079

9. The big family of SMK N 1 Tengaran, especially for the students of Class X

TSM 3, thanks for your cooperation.

10. My friends in TBI 2010 especially TBI C, thanks for your help during learning

at STAIN Salatiga.

11. Many people who have helped the writer that I cannot mention one by one,

thanks all.

Salatiga, July 22, 2014

The Writer

Reni Herawati11310079

9. The big family of SMK N 1 Tengaran, especially for the students of Class X

TSM 3, thanks for your cooperation.

10. My friends in TBI 2010 especially TBI C, thanks for your help during learning

at STAIN Salatiga.

11. Many people who have helped the writer that I cannot mention one by one,

thanks all.

Salatiga, July 22, 2014

The Writer

Reni Herawati11310079

DEDICATION

This final project is dedicated to:

My beloved father (M.Yusuf) and mother (Panikem) thank you very much for your prayer

and love which are always accompany me.

My little brothers, Benny, Tio and all my beloved family who always give support, advice,

and prayer to the writer.

All of language learners in English Language Department especially TBI C 2010.

MOTTO

TIME IS MONEY

(ANONYMOUS)

Table of Content

Title

Thesis Statement

Attentive Counselor's Note

Abstract

Acknowledgment

Dedication

Motto

Chapter I Introduction

A. Background of Study 1

B. Limitation of Study 4

C. Statement of Problem 4

D. Objective the Study 5

E. Benefit of the Study 5

F. Definition of Key Terms 6

G. Research Methodology 7

H. Review of Previous Study 8

I. Outline of the Graduating Paper 10

Chapter II A. General Concept of Writing 12

1. Definition of Writing 12

2. Writing Process 13

3. Purpose of Writing 15

4. Characteristic of an Effective Paragraph 16

B. General Concept of Genre 18

1. Definition of Genre 18

2. Kind of Genre 18

C. General Concept of Recount Text 19

1. Definition of Recount Text 19

2. Type of Recount Text 20

3. The Generic Structure of Recount Text 20

4. The Lexicogrammatical of Recount Text 20

D. The General Concept of Peer-to-Peer Review 21

1. Definition of Peer Review 23

2. Concept for Peer Review 23

3. Advantages and Disadvantages for Peer Review 24

4. Teacher Role and Students Role 25

Chapter III Methodology of Research 26

1. Setting of the Research 26

2. Subject of the Study 27

3. Research Method 28

4. Research Procedure 29

5. The Model of Research 31

6. The Technique of Collecting Data 31

7. Technique of Analysis Data 32

8. The General C0ncept of SMKN 1 Tengaran 33

a. Situational of Educational Building 34

b. Situation of the Teacher 35

c. Data of Students Writing Mastery 37

Chapter IV Implementation of Research 39

a. Field Note 39

a. Cycle 1 39

1. Planning 39

2. The implementation of the Action 40

3. Observation 43

4. Reflection 48

b. Cycle 2 49

1. Planning 49

2. The implementation of the Action 50

3. Observation 51

4. Reflection 58

Chapter V Closure 59

A. Conclusion 59

B. Suggestion 61

CHAPTER I

INTRODUCTION

A. Background of the Study

Studying becomes one of important things that should be a learner's

obligation. Every student need to study for gaining the goal of learning.

Students have to master all subjects according to curriculum and achieve

higher standard. However, students of Elementary school, junior high school,

senior high school then student of university have signifies differentiation on

mastery different subjects, methods and strategies to achieve and to improve

their skill in learning process.

As a language learner, studying English should be the most crucial

aspect. Everything that students need does not work well, if students do not

know their own ability. It will be difficult for students to improve their

speaking, reading, writing and listening skills in classroom. It is a not simple

case but it will become a problem in student’s daily learning. Students need

motivation to struggle in teaching learning, students also need something new,

something different, something that can attract their interest to improve their

skill.

Furthermore, the complicated aspect depends on the teacher. Sometime

the teacher does not know what they do. Teacher should be an inspiration to

open the way for students to improve their skill. However, students come

from different background of education and social economy that need

attention. For a student who comes from low education and social economy,

it should be a trouble that can disturb the teaching learning process such as;

less motivation, low energy, low expectation and less attention of parents

with their child education.

This will influence student's mindset, student’s focus in study, and

student's interest. It should be homework for teacher, parent and school to

solve that problem. The teacher's duty is to understand the differences among

every student and to bring student's attention to reach the goal of learning.

The school's duty is to complete the appropriate tool and infrastructures that

students need. The parent's duty is to support their child to study, and not only

give money for paying school fee but also to motivate their child to be more

enthusiastic in study and get a high education.

A good teacher always tries to improve their creativity as a way to give

their students deep understanding on how to master the subject. It must be

appropriate for all students with different mindset and struggle especially in

studying English. Moreover, studying writing is related with student idea,

thinking, and feeling. Teachers should have different strategy to stimulate

student with different comprehension. Writing ability also as a media to

communicate with other people.

In addition, mastering grammar is essential to guide student in writing

sentence, paragraph and essay. To produce writing skill is related with

grammatical form because those are completing each other. A student writes

grammar correctly it also can help them to identify grammatical form with

appropriate pattern. Writing is one of the skills that have to be mastery

especially, for student because it forms communication that can explore

student’s feeling and ideas on essay. Therefore, student can compile their

assignment with good grammatical pattern. Producing English Language by

writing on essay without grammar will cause obstacle to write effectively.

Sometimes,student becomes nervous and stressin comprehending the

material on teacher explanation, and student needs to learn from their

classmate. Like peer-to-peer review, by this method student can learn, help

and interact with their classmate to discuss the material. It can improve

students' self-confident to gain the goal of learning.

According to the explanation above, the writer will discover the causes

and the dominant factor that influence student in writing. The writer will

observe about the effectiveness of using peer-to-peer review as a media to

improve student in writing skill. By this research writer choose the student of

grade X TSM 3 of SMK Negeri 1 Tengaran, Academic year 2013/2014 as the

subject of the research, the writer analyze the student writing skill using peer

to peer review technique in composing recount text. The writer analyze the

problem and to solve the problem, then the study entitles " THE USE OF

PEER TO PEER REVIEW TECHNIQUE TO IMPROVE STUDENTS'

WRITING SKILL IN COMPOSING RECOUNT TEXT CLASS X TSM

3 IN SMK NEGERI 1 TENGARAN ACADEMIC YEARS 2013/2014”.

B. Limitation of Study

This study will focus on student peer to peer review technique of writing

in composing recount text, the subject made by the student of class X TSM 3

of SMK Negeri 1 Tengaran Academic year 2013/2014. The use of

peer-to-peer review technique analyzed to improve students’ writing skill for

academic purpose. The writers use a peer-to-peer review technique as a

technique to help student in mastering writing skill. The writer hopes that the

result of graduating paper will help student to know their own ability and

they will learn well in writing from their friends, it's also will develop the

effective technique to teaching and learning writing for the lecturer of

English.

C. Statement of the Problem

In this study, the writer will solve the following problem such as:

1. Could peer-to-peer review technique improve student writing in

composing recount text of student grade X TSM 3 of SMK Negeri 1 Tengaran

academic year 2013/2014?

2. What are the strengths and the weaknesses of peer-to-peer review as a

technique to improve the student's writing skill in composing recount text of

grade X TSM 3 of SMK Negeri 1 Tengaran academic year 2013/2014?

D. Objective the Study

The objectives of the study are:

1. To find out and to know the improvement of students' writing skill in

composing recount text of student grade X TSM 3 of SMK Negeri 1

Tengaran academic year 2013/2014

3. To find out the strength and the weaknesses of peer-to-peer review toward

students' writing achievement of student grade X TSM 3 of SMK Negeri 1

Tengaran year 2013/2014

E. Benefit of the Study

This study will give some contribution such as:

1. Theoretical benefit

The result of the study will be use as reference for study of the other

object. It is also can be use as technique in teaching and learning process

especially for teaching writing.

2. Practical benefit

The result of the research can be used as motivation to improve

student-writing Ability and to help student to know their own self, student

will learn from their friend. It is also will suggest the teacher to be more

creative in learning process.

F. Definition of Key Terms

There are some key terms in this paper. The writer wants to clarify the

meaning shortly:

1. Effectiveness

The effectiveness is having an effect; able to bringabout the result

intended. (Hornby, 1974:277)

2. Writing

Writing is a form of communication that allows student to put their

feelings and ideas on paper, to organize their knowledge and beliefs into

convincing arguments and to convey meaning through well-constructed text.

Writing becomes significant aspect to communicate. Writing began at the

time when man learned how to communicate his thought and feelings by

means of visible sign, understandable not only to himself but also to all other

persons more or less initiated into the particular system. (Gelb.1962).

3. Recount text

Recount text is kind of genre used to amuse, to entertain, and to deal

with actual or various expression in different ways.

4. Peer to Peer Review

Peer to peer review technique is the evaluation of an individual

physician's professional performance by other physician's, the identification

of opportunities to improve physician's care and a way to help physician

achieve those improvements.(Marder, 2013:2)

G. Research Methodology

1. Type of Research

Suharsimi (2007: 3) explains that CAR is an analysis of learning process

along with an action in a class.

According to Arikunto (2006:2) Classroom Action Research is coming

from three words they are: research, action, and class. Research is an activity

to find out accuracy some subject using methodology which interest and

important for the writer. Action is some activities deliberately done by having

several aims. Class is a group of students in same time, have same lesson from

teacher.

2. Setting of the Research

The research will conduct in SMK NEGERI 1 Tengaran. The subject of

research is student grade X TSM 3 in the academic year of 2013/2014.

3. Research method

A. Peer to Peer Review

Peer to peer review technique is the evaluation of an individual

physician's professional performance by other physician's, the identification

of opportunities to improve physician's care and a way to help physician

achieve those improvements. (Marder, 2013: 2)

4. Data analysis

The writer will focus on peer-to-peer review as a technique to improve

students writing skill that will apply in composing recount text. The writer

will try to identify the effectiveness of using peer-to-peer review based on

student assignment.

Step to know the effectiveness of using peer-to-peer review in research:

a. Collection of sample of learner language

It refers to decide what sample of language that student use for the

analysis and how to collect these samples.

b. Identification of student mistake

Here the writer will study the accurate date and try to find student

mistake in composing recount text in their assignment by underlying the

mistake and student will get feedback from their friends, so student will

revise their mistake and they will become more confidence.

c. identification of factors and dominant factor that influence the student's

mistake in composing recount text to know the factor that influence in writing.

The writer will try to identify the factor based on the result of interview.

H. Review of Previous Study

In this study, the writer took two previous studies. The first study that

had been done by Muhammad Nahdi (2011) UNS, entitled "Improving

Students’ Writing Ability by Using Peer Editing Technique (An Action

Research At The Third Semester Students Of English Study Program Of

STKIPHamzanwadiSelong in The Academic Year Of 2010/2011)". The results

of the study showed that there was improvement in the students’ writing

achievement. Peer Editing Technique could improve students’ ability in

writing an expository paragraphPeer-Editing Technique can improve students’

ability in writing an expository paragraph.

Since Peer-Editing Technique can stimulate students’ participation in the

teaching learning activities and provides various activities in every meeting,

the class becomes more alive, especially when the students’ exchange ideas

with pairs and in a class discussion. Thus, Peer-Editing Technique can improve

the situation in writing class. Therefore, Peer-Editing Technique is one of the

appropriate techniques to improve students’ writing ability.

The second review related to this research entitled "The Effectiveness of

Applying Peer Editing Technique in the Teaching of Writing Procedure text

for First Grade Students of Secondary School ( An Experimental Research in

SMPN 17 Tegal in The Academic Year 2012/2013 )" by

YulitaIkaPurwanti(2013). According to the analysis, hypothesis t-test is

rejected, and hypothesis t-table is accepted. It means there is a positive effect

towards students’ ability in writing Procedure text between students who are

taught by using Peer Editing technique and those who are not taught by using

Peer Editing Technique.

Both the two previous research had a focus toward school, which had not

applied curriculum 2013, whereas this research had applied curriculum

2013.It means that the time of teaching and learning English formally only

once a week. Student does not have a time to do more exercise. Then the

students of SMK had not interest in studying English, because they only

focus on their technical subject of their department.

Peer response or peer editing technique, as one of the cooperative

learning activities, which may be the primary stage to enhance autonomous

learning, it is included in the process of writing approach. A short survey of

the theories thus affirms that peer editing has the potential to improve

students’ quality of writing. Peer response or usually said as peer editing

involves students’ interaction that promotes the development of interpersonal

intelligence and inter psychological processing(Gardner: 2009).

Moreover, peer review is an important activity to help student receive

more feedback and practice their skill. If students do peer review, they will

get peer editing, peer evaluation and peer response.

I. Outline of the Graduating Paper

The graduating paper will divide into five chapters such as:

Chapter I contain introduction which covers the background of the study,

the limitation of the problem, the statement of the problem, the objective of

the study, the benefit of the study, definition of key terms, method of the

research, review of previous study and outline of the graduating paper.

Chapter II present the review of related literature of the study such as

theoretical foundation which include the general concept of writing, General

concept of genre, kind of genre, general concept of recount text, the notion of

teaching writing using peer to peer review technique.Chapter III provides

research report and data presentation, whereas chapter IV explains the data

analysis that discusses the data description.Chapter V is closure as the end of

the graduating paper by giving conclusions and suggestions.

CHAPTER II

A. General Concept of Writing

1. Definition of Writing

Writing is a form of communication that allows student to put their

feelings and ideas on paper, to organize their knowledge and beliefs into

convincing arguments and to convey meaning through well-constructed text.

Writing becomes significant aspect to communicate. Writing began at the

time when man learned how to communicate his thought and feelings by

means of visible sign, understandable not only to himself but also to all other

persons more or less initiated into the particular system. (Gelb.1962).

Writing is functional communication, making learners possible to create

imagined world of their own design. ( Kern, 2000: 172). it mean that by

writing human can express their thought, feeling, and idea to communicate

and to give information to other people.

Meyers said that writing is an action. It means that when we write

something, we have been thinking about what we are going to say. Then, when

we have finished writing, we read what we have written and make change or

corrections.

From definition above, we can conclude that writing is a system of

human communication, which represents symbols. By writing, we can share

our idea, feeling and what we think.

2. Writing Process

Writing is a never one step-action. Writing as one productive skill needs

a process. Harmer states that the writing process is the stage that the writer

goes through in order to produce something (a written text) before be final

draft. There are four processes of writing:

a. Planning

At this stage, the writer must think about three main issues. Those are the

purpose, the audience (the reader), and content structure. The purpose of

writing will influence not only the type of the text that the writer wants to

produce, the language that the writer uses, but also the information that the

writer chooses to include. Secondly, the writer must think about the audience

(the reader) the audience will influence not only the shape of the writing (how

it is laid out, how paragraph are structured, etc) and but also the choice of

language (formal or informal language). Thirdly, the writer have to consider

the content structure of the piece, it means how the writer sequence the fact,

idea, or argument.

b. Drafting

After you have finished in planning, you can continue the next step

(drafting). As you write the first draft on your paragraph, use the idea

generated from planning as guide. As you write, remember to:

1.) Begin with a topic sentence that state the main idea, include several

sentence that support the main idea.

2.) Stick the topic does not include the information that does not directly

support the main idea.

3.) Arrange the sentence so that the other idea makes sense.

4.) Use signal word to make the reader understand how the idea in your

paragraph are connected. (Blanchard,2010:43)

c. Editing (Revising)

It is almost impossible to write a perfect paragraph on first try. The first

try is called the first draft. Perhaps the order of information is not clear or the

discourse maker is wrong. The way to revise and improve the first draft is

called editing. The writer edits their own or their peer's work for grammar,

spelling, punctuation, diction, sentence structure, and accuracy of supportive

of textual material such as quotations, example and the like. The steps are:

1.) Add new ideas to support the topic.

2.) Cross out the sentence that does not support the topic.

3.) Change the order of the sentence.

4.) Using the following checklist to revise your paragraph;

a. Make sure you have a topic sentence.

b. Cross out the sentence that does not related to the main idea.

c. Check to see if the sentences are in the right order.

d. Add the new idea if they support the topic sentences.

e. Make sure you have include signal word to help guide the reader.

f. Check the punctuation, spelling, and grammar (Blanchard,2010: 44)

d. Final Version

Once the writer has revised and edited the draft and made the change that

considered being necessary, he has produced the final version;

3. Purpose of writing

According to (Dietsch, 2005: 7), there are three purposes of writing that

describe the kind of students writing, those are;

a. Informative writing

Informative writing help writer integrate new ideas and examine existing

knowledge. So, writer can share knowledge, and give information, direction or

idea. Example of informative writing included describing event or experience,

analyzing concept, speculating on causes and effect and developing new idea

and relationship.

b. Expressive or Narrative writing

Expressive or Narrative writing is a personal or imaginative expression

in which the writer produces story or essay. This type of writing often used for

entertainment, pleasure, discovery, poem, or short play.

c. Persuasive writing

In persuasive writing, the writer attempt to influence others and initiate

PLANNING DRAFTING EDITING FINAL VERSION

to change or action. This type of writing includes evaluation of book, movie,

consumer product and controversial issue. (Dietsch, 2005:7)

4. Characteristic of an Effective Paragraph

Harmer states that there are two kind of an effective paragraph. Those

are; coherence and cohesion.

a. Coherence

Coherence means that the sentence in the paragraph must be logically

arranged and the movement from one sentence to the next sentence must be

smooth. Coherence can be gained by applying logical order and transition

signal. When a text is coherence, the reader can understand at least two things:

1. The writer's purpose, a coherence text can make the reader understand what

the writer's purposes.

2. The writer's line of thought, the reader should be able to follow the story

and should not get confused with the character of the story, settings, time and

others.

b. Cohesion

Cohesion a paragraph called cohesion if all supporting sentence can

support the topic sentence. The method of connecting sentence called cohesive

devices. Five important of cohesive devices are;

Lexical cohesion (can be achieved by lexical set chain and repetition of

word), grammatical cohesion (can be achieved by pronoun and possessive

reference and article reference), tenses, linkers and substitutions.

5. The Task of Teacher in Teaching Writing

According to Harmer there are five tasks that teacher can perform in the

class. Those are; Demonstrating, Motivating, provoking supporting,

responding and evaluating.

a. Demonstrating

Teacher must tell to the student about the material and demonstrate it in

front of class. This task can be an effective way to warm-up students'

knowledge about the material.

b. Motivating

When student find difficulties in writing like "lots of word", teacher can

help by provoking the students into having idea, encourage them with the

value of the task, and persuading them what fun it can be. The example is

teacher can give students the word that they need to start the writing task.

c. Supporting

This task closely related with teacher roles as a motivator and provoker.

Student needs a lot of help reassurance once they get going, both with the

ideas and with the means to carry out. Teacher can help students overcome the

difficulties by giving a support.

d. Responding

When responding, teacher reacts as to the content and construction of

student writing supportively and makes suggestion for their improvement.

When teacher respond to the student writing, she may not give grade and

judge it as a final version (final product).

e. Evaluating

When teacher evaluate students writing, he can indicate where student

make mistake and may award grade in students writing.

B. General Concept of Genre

1. Definition of Genre

"Genre is used to refer to particular text-type, not to traditional varieties

of literature. It is a type or kind of text, defined in terms of its of social

purposes; also the level of context dealing with social purposes. (Hartono,

2005:4)

The meaning of genre intended is that students are able to understand the

concept and they would able to identify a kind of text that students have to

write.

2. Kind of Genre

There are fourteen type of genre, there are;

a. Recount, is kind of genre used to amuse, to entertain, and to deal with actual

or various expression in different ways.

b. News story, factual text that informs reader's event of the day, which is

considered newsworthy or important.

c. Exemplum is kind of genre used to deal with incident that are in some

respect out of an usual, point to some general values n the cultural context.

d. Anecdote is kind of genre used to share with others an account of an

unusual or amusing incident.

e. Spoof is kind of genre used to retell an event with humorous twist.

f. Procedure is kind of genre used to describe how something is accomplished

through sequence of action or steps.

g. Explanation is kind of genre used to explain a processes involved in the

formation or working of natural or socio-cultural phenomena.

h. Report is kind of genre used to describe the way thing are, with reference to

arrange or natural manmade or social phenomena in our environment.

i. Analytical Exposition is kind of genre used to persuade the reader or listener

to take action on some matter.

j. Hortatory Exposition is kind of genre used to persuade the reader or listener

that something should or should not be the case.

k. Discussion is kind of genre used to present (at least) two point of view

about an issue.

l. Description is kind of genre used to describe particular person, place or

thing.

m. Review is kind of genre used to analyze an artwork or event for a public

audience.

n. Commentary is kind of genre used to explain the processes involved in the

information (evolution) of a socio-cultural phenomenon, as though a natural

phenomena. (Hartono, 2005:13)

C. General Concept of Recount Text

1. Definition of Recount Text

Recount, is kind of genre used to amuse, to entertain, and to deal with

actual or various expression in different ways. (Hartono, 2005:4)

The purpose recount text is to list and describe past experiences by

retelling events in the order in which they happened (chronological order).

Recounts are written to retell events with the purpose of informing or

entertaining (or both).

2. Type of recount

a. Personal Recount: These usually retell an event that the writer was

personally involved in.

b. Factual Recount: Recording an incident, e.g. a science experiment,

c. Imaginative Recount: Writing an imaginary role and giving details of events,

e.g. a day in the life of a pirate.(Rajos: 2010).

3. The Generic Structure of Recount Text

There are three part of generic structure's recount text, they are:

a. Orientation: Provide the setting and introduces participants.

b. Events: Tell what happened, in what sequence.

c. Re-Orientation: Optional closure of events. (Achmad, 2008:15).

4. The Significant Lexixogrammatical or Language Features of Recount

Text, There are:

a. Recount has a title that usually summarized the text.

b. Recount has specific participant (e.g. the crab, my mom, I or we).

c. The basic recount consist of three parts: setting or orientation, events in

chronological order, concluding comments expressing a personal opinion

regarding the events described.

d. Events are described using past tense of verb (e.g. she yelled, she walked)

and adverbs to add more detail to the verbs.

e. Frequent use of words or phrases which link events in time: next, later,

when, then, after, before, first, at the same time, as soon as, late in the

afternoon.

f. Details are chosen to add interest or humor.

g. Figurative Language may be used (alliteration, onomatopoeia, simile,

metaphor, personification).

h. The passive voice may be used(e.g. the bottle was filled with ink) in a

factual recount. (Rajos, 2010).

When writing recount you should

a) The use of noun or pronouns.(e.g. David, we, his).

b) The use of action verb. (e.g. went, spent, played).

c) The use of past tense. (e.g. we went for a trip to the zoo).

d) The use of time conjunctions. (e.g. and, but, after, finally).

e) The use of adverb or adverbs of phrases. (e.g. in my house, two

days ago, slowly, carefully).

f) Adjectives. (e.g. beautiful, sunny).(Sudarwati, 2007: 30).

D. The General Concept of Peer to Peer Review Technique.

1. Definition of Peer Review

Peer review is the evaluation of an individual physician's professional

performance by other physician's, the identification of opportunities to

improve physician care and a way to help physician achieve those

improvement

(Marder, 2013: 2.)

Peer review of teaching is simply the process of having colleague review

one’s teaching and provide feedback. This can then be used alongside students

feedback to provide an academic with a board perspective on the effectiveness

of what they do which, in turn, assists them to develop appropriate responses

to the findings. (Farrell, 2011: 5)

Feedback from peer review can be used as evidence in important

personal processes such as promotion, probation, or performance

development.

For an academic department, a whole of unit peer review program has

the potential to improve not only teaching itself, but communication between

colleagues. (Farrell, 2011: 6)

Peer review is both a set of mechanisms and a principle at the heart of

the system for evaluating and assuring the quality of research before and after

it is funded or published. It involves subjecting research proposal and draft

presentations, papers and other publications to critical evaluation by

independent experts (peers). (Research information network, 2010: 4.).

Peer review of teaching can be viewed as the assessment of all aspect of

teaching, course design, classroom practice, and student learning and the

literature indicates that there are two possible purposes for this strategy-

summative or formative evaluation, there are;

a. Summative peer evaluation of teaching or papers is often used to

supplement student evaluation.

b. Formative peer evaluation is more useful than summative in terms of

improving the quality of teaching and learning. Academic receive feedback, as

for summative evaluations, but also reflect on teaching practice, consider the

feedback received, and make change to improve teaching. (Peer observation of

teaching, 2004)

2. Concept for Peer Review

It relies on strategies that use students to teach other students, but it only

becomes a peer review in teaching model, when a teacher plans for and

follows a Model based approach. It is not the same as collaborate learning, in

which students are paired together for one or more learning activities to learn

“side by side”. It is not to be misinterpreted as Cooperative learning on a

smaller scale.

Mosston’sTeaching Styles in Physical Education

1.Style A Command - teacher makes all decisions

2.Style B Practice - Students carry out teacher-prescribed tasks

3.Style C Reciprocal - Students work in pairs: one performs, the other

provides feedback

4.Style D Self-check - Students assess their own performance against criteria

5.Style E Inclusion - Teacher planned. Student monitors own work.

6.Style F Guided Discovery - Students solve teacher set movement problems

with assistance

7.Style G Divergent - Students solve problems without assistance from the

teacher

8.Style H Individual - Teacher determines content. Student plans the

programmed.

9.Style I Learner Initiated - Student plans own programmed. Teacher is

advisor.

10.Style J Self Teaching - Student takes full responsibility for the learning

process.

3. Advantages and Disadvantages of Peer Review

STRENGTH WEAKNESSES

1. Reduce the problem of too little

teacher observation of practice

attempts and very limited feedback.

1. Time consuming w/training of

tutors.

2. One-on-one teaching 2. Peers not accepting tutor’s

comments.

3. Able to cover more of the content 3. Tutors are limited to certain task.

4. Build relationship-win-win-win

situation

4. May get of task.

There is several compelling reason to use a peer review of teaching

process:

a. To improve the quality of teaching and learning through open discussion

and systematic critique.

b. To help cultivate a collegial atmosphere through dialogue about common

issues of concern.

c. To provide a more comprehensive evaluation of teaching by examining

aspect not covered by student evaluations, such as currency of content,

balance and breadth of the curriculum.

d. To increase accountability of academics and the institution.

e. To provide data for promotion, probation, and appraisal purposes.

4. Teacher’s Role and Student’s Role

Teacher Role and Responsibility Students Role and Responsibility

1. Start class 1. Task presentation

2. Needed equipment 2. Task structure

3. Dispersing and returning equipment 3. Instructional interactions

4. Roll call 4. Assessment

5. Task presentation

6. Task structure

7. Instructional interaction

8. Assessment

9. Monitoring learning progress

CHAPTER III

METHODOLOGY OF RESEARCH

In this chapter, the researcher carries out the research methodology,

which includes: (1) Setting of The Research, (2) Subject of the Study, (3)

Research Method, (4) Research Procedure, (5) The Model of Research (6)

Technique of Data Analysis (7) The General Concept of SMK N 1 Tengaran.

1. Setting of the Research

The setting of The Research is at SMK N 1Tengaran It is located at Jl.

DarunNa’imKarangdurenTengaranKabupaten Semarang 50775. SMK N 1

Tengaranwas built in 2004. SMK have five expertise program, there

are;TeknikKendaraanRingan (TKR), Tata Busana (TB), TeknikSepeda Motor

(TSM), Tata Boga (TG) danRekayasaPerangkatLunak (RPL).

The location of the school is behind the Kembangsari Traditional Market.

In the north and south of the school is villager house. In the east of the school

is farming field. In the west of the school is SD Karangduren 01 dan SMP N 2

Tengaran. The location of school little bit a far from public transportation. The

society surroding SMK N 1Tengaran work as a trader and farmer.

Address : JL.DarunNa’imKarangdurenTengaranKabupaten Semarang

: 50775

NIS : 32.03.22.02.011

No Telp : 0298. 3405144

No Fax : 0298. 3405166

Website : smkn1tengaran.sch.id

Email : smkn1tengaran@yahoo.id

2. Subject of the Study

The participant in this study is student on class X TSM 3 that has 36

students. This research conducted on the second semester in the academic year

2013-2014. The researcher chose the students of class X TSM 3 because when

the researcher did the observation, the researcher found that students in that

class had low comprehension and motivation in mastery English.

Furthermore, the school has applied new curriculum, for class X the time

for studying English was only once a week. The students had no interest in

studying English moreover; they not have more time to exercise English. The

students were come from various economic level and low education of parents.

They did not have interest in studying English. They taught it was became

difficult to study and no function in their daily life.

According to the observation, the student of X TSM 3 had a problem in

writing. They got many difficulties in writing such as; generating ideas,

arranging a sentence, lacking of vocabulary, coherence and organizing the

sentences. That why the researcher conducted that classroom action research

in order to solve the problem.

3. Research Method

In this Research, the researcher used Classroom Action Research method.

CAR (Classroom Action Research) was a method of finding out what works

best in a class in order to improve student learning. CAR was more systematic

and database than personal reflection, but was more informal and personal

than formal research. (Mettetal, 2001:1) Furthermore, he said that some steps

in the Classroom Action Research include: (a) asking a question or identify a

problem, (b) reviewing the literature, (c) planning a research strategy, (d)

gathering data, (e) making sense of data, (f) making decisions about teaching

strategies, and (7) sharing of finding.

According to Arikunto (2006:2) Classroom Action Research is coming

from three words they are: research, action, and class. Research is an activity

to find out accuracy some subject using methodology which interest and

important for the writer. Action is some activities deliberately done by having

several aims. Class is a group of students in same time, have same lesson from

teacher.

The researcher used classroom action research as a method to find a

solution of the problem. Also to describe the process of teaching writing using

peer-to-peer review.To know the strength and weaknesses of peer-to-peer

review in students writing achievement.

Moreover, according to Carr and Kemmis in Adam(2006:3), the research

conducted some issues such as: (a) the improvement of practice, (b) the

improvement of the understanding of practice, (c) the improvement of the

situation in which the practice take place. Then the researcher can say that this

method would make a better teaching and learning process.

An approach that will be done by the writer as primary approach is

quantitative approach to calculate score of students. Quantitative approach will

give an accurate and significant data.

4. Research Procedure

This study applying Classroom Action Research as a method, according

to Kemmis (in Hopkins, 1985) the major steps are planning, action,

observation, and reflection, before revising the plan, they were:

CYCLE I

a) Planning

Researcher prepared some instrument which’s support in teaching learning

process, they are:

a. She prepared materials, made and designed the steps in doing

action.

b. She prepared list of the students’ name and scoring.

c. She prepared teaching aids. In this phase, she prepared

peer-to-peer review technique.

d. She prepared sheets for classroom observation (to know the

situation of teaching and learning process when peer to peer

review technique is applied).

e. She prepared a test, pre-test and post test (to know whether the

students writing skill improve or not).

b.) Action

In action activities, as an implementation of the planning, the

researcher presented them in the following:

a. The researcher gave pre-test to the students.

On Saturday, 5 April 2014 the teacher (the writer) gave

pre-test for about 30 minutes.

b. The researcher explained the material.

The researcher explained the material about recount text.

She explained about the definition and the generic structures of

recount text to the students.

c. The researcher implemented peer-to-peer review technique.

The teacher continued the meeting in the following day,

19th April 2014, the teacher gave a post-test for about 30

minutes. The students might write or composing recount text

about their activity in the last weekend. After that, the

teacher-divided students into 9 group, each group consists of 4

students. Therefore, they did peer-to-peer review by correcting

their friend assignment in composing recount text. If they do

not understand about the formation of the sentence, they should

ask to their friend or their teacher. In the end of meeting, the

teacher asked students what was the difficulty in writing.The

researcher gave post-test.

c.) Observation

In this phase, the researcher and observer (Miss Ami Iswardani) The

writer can conclude that the students still had difficulties to write. It

could be seen for the student's attitude that were confused when the

teacher explain the material. It showed that the students have less

vocabulary, actually, they have the idea but they have difficulty in

writing because they did not know the meaning of word. Moreover, the

researcher analyzed the result of pre-test and post-test to know whether

the students’ writing skill improved or not.

d.) Reflection

At this point, the researcher reflected on, she used the standard score

of English lesson in that school, 75. She found that from thirty-six

students in the class, only twenty-one students who were able to pass

the standard score (KKM). She felt that it was not enough because she

wanted to get 68% success of all of the students. Because the goal of

the researcher had not been met yet, she decided to conduct the second

cycle.

Cycle II

a) Planning

The activities in the planning session were presented below:

a. She prepared materials, made and designed the steps in doing

action.

b. She prepared list of the students’ name and scoring.

c. She prepared teaching aids. In this phase, she prepared peer to

peer review technique (some questions and some pictures).

d. She prepared sheets for classroom observation (to know the

situation of teaching and learning process when peer to peer

review technique is applied).

e. She prepared a test, pre-test and post test (to know whether the

students writing skill improve or not).

b) Action

In action activities, as an implementation of the planning, the

researcher presented them in the following:

a. The researcher gave pre-test to the students.

On Saturday, 26 April 2014,She reviewed the explanations

about recount text and the language features. She gave pre-test

30 minutes know the students initial condition of writing skill.

b. The researcher explained the material.

The researcher explained the material about recount text. In

explaining the material, she used some picture.

c. The researcher implemented peer to peer review technique

The teacher gave the students post-test on 14th May

2014 and she gave time to doing it for about 30 minutes by

implemented peer to peer review technique. The topic of

post-test is about "unforgettable experience". After that, the

student do peer-to-peer review technique with their

classmate who sat beside them. If they could not understand

the sentences formation, they could ask to their friend and

their teacher. After giving a feedback to their friend essay.

They should correct the essay with a good sentences

formation and a good grammatical form. Then, students

submitted their post-test to the teacher.

c) Observation

This phase involved in observing systematically the effects of the

action and documenting the context, actions and opinions of those

involved.. The researcher observed the students by analyzing the result

of field note, which was made by the partner of the researcher. the

teacher and observer (Miss Ami Iswardani) The teacher was monitoring

and helped the students when they got difficulties.Moreover, the

researcher analyzed the result of pre-test and post-test to know whether

the students’ writing skill improves or not.

d) Reflection

At this point, the researcher reflected on, evaluated and described

the effects of the action in order to make sense of what had happened

and to understand the issue of the researcherhad explored more clearly.

To know the students improvementshe used the standard score of

English lesson in that school, 75. She found that from thirty six

students in the class, thirty students who were able to pass the standard

score (KKM). She felt that it was enough because she wanted to get 68%

success of all of the students. Because the goal of the researcher had

been successful.

5. The Model of Research

The model which is used in implementation of this research as follow:

Source: Kemmis and Mc Taggart (1988) in Anne Burns (2009)

6. The Technique of Collecting Data

a. Test

Test is a number measuring a person ability, knowledge, or performance

in a given domain (Brown, 2004:3). To get the data the researcher give the test

that include pre-test and post-test. The function of pre-test is to know how far

the writing mastery of the student before they teach by using peer-to-peer

review technique, and the function of post-test is to know the improvement of

writing mastery after they teach by using peer-to-peer review technique.

Pre-test and post-test are to know the differences of the students' ability before

and after teaching and learning using peer-to-peer review technique.

b. Document

The researcher needs documentation to know about the situation of

students' school. Documentation includes not only the official organizational

papers, reports, brochures but also, the more work-a-day, work plans, and

material.

c. Observation

Beside doing the test, the researcher will do class observation.

Observation is more than just looking and seeing. The task of observation is to

be able to represent a social scene in a way which is recognizable to the actors

involved, is considered valid and a true representation of their action.

Observation has an important role not only for classroom research but also

more generally for supporting the professional growth of teachers and in the

process of school development.

d. Field Note

Field note refer to various note recorded by scientist during or after their

observation of a spesific phenomenon they are studying.

7. Technique of Data Analysis

After collecting the data, the next step is analysing the data there are two

ways to analyze the data, there are:

a. Descriptive technique

A descriptive technique is used to know the students behaviour during

teaching and learning process. In descriptive technique, the researcher

analyzes the observation sheet which has been made by her partner.

b. Statistical technique

Statistical technique is used to know is there any improvement to the

student's writing or not from the result of pre-test and post-test the writer used

t-test.

7. The General Concept of SMK N 1 Tengaran.

The setting of The Research is at SMK N 1Tengaran It is located at Jl.

DarunNa’imKarangdurenTengaranKabupaten Semarang 50775.

Address :Jl. DarunNa’imKarangdurenTengaranKabupaten Semarang 50775

NIS : 32.03.22.02.011

No Telp : 0298. 3405144

No Fax : 0298. 3405166

Website : smkn1tengaran.sch.id

Email : smkn1tengaran@yahoo.id

a. Situational of Educational Building

b. Situation of the Teacher

No Name Position

1 Indrastuti, S.pd Science Teacher

2 Drs. Saliminudin, MM Islamic Education Teacher

3 EkoSusilo, S.pd, MM Social Teacher

4 Dra. Sri Wahyuni Chemist Teacher

5 Drs. Trijoko English Teacher

6 Sudaryanto, S.pd, M.Or Sport Teacher7 SitiSuhartini, S.pd Islamic Education Teacher

8 Indah Winanti, S.pd Civic Education Teacher

9 Dra.SitiRokhatun, M.Pd Entrepreneur Teacher

10 DwiRetnowati, S.psi Guidance and Counselors Teacher

11 Dra.NurSolichah, M.Pd Islamic Education Teacher

12 ArifSubagiono, S.Pd Math Teacher13 Riyanti, S.Pd Indonesian Language Teacher

14 HeniWahyutisari, S.E Entrepreneur Teacher

15 Sartono, S.Pd Produtif TKR

16 Ida Sriyati, S.Pd Indonesian Language Teacher

17 IstiqlaliaIrawati, S.Psi Guidance and Counselors Teacher

18 Chomsijati, S.Pd Produktif Tata Busana19 TrisnoDirgantoro, S.Pd Produktif TKR

20 SiwiPujiSetyati, S.Pd Produktif RPL21 TitinKhoufiyah, S.Pd Civic Education Teacher

22 JokoSukamto, S.T Produktif TKR23 Ali Mashudi, S.Pd Produktif TKR24 Ahmad Mahbub, S.T Produktif TKR

25 RetnoIndriyastuti, S.E Entrepreneur Teacher26 Veronica

NiningDewiHestuti, S.PsiGuidance and Counselors Teacher

27 Amy Iswardani, S.Pd English Teacher28 EkoSupriyadi, S.Kom Produktif RPL

29 Ta’mirulRojakDS.S.Pd Produktif TSM30 SinungRatihKurnianiS.Pd Produktif Tata Busana

31 Sri WahyuSarwoko, S.Pd Produktif TKR32 Sulasminingsih, S.Pd Produktif Tata Busana33 ArisAbadi, S.Pd Produktif TKR

34 Maya Harsasi, S.Pd Math Teacher

35 Pachlan, S.Ag Buddhist Education Teacher

36 Dra.TimbulArtiningsih Indonesian Language Teacher

37 Sugiyanto, S.pd Social Teacher

38 GalihWisnuMurdhani,S.Pd

Sport Teacher

39 Ni Made AsitiByantari,S.Si

Math Teacher

40 ArifYuliato, S.Pd English Teacher

41 MaulidaWulansari, S.Pd Physic Teacher42 AmikAtin, S.Pd Chemist Teacher

43 TheresiaNingYuniRahayu,S.Si

Science Teacher

44 Nazarudin Zen, S.Kom Produktif RPL

45 Harti, S.PdM.Kom Civic Education Teacher46 TitikSifriyanti, S.Pd Civic Education Teacher

47 Siswati, S.T Chemist Teacher

48 Mulkani, S.Ag, M.Kom Produktif RPL

49 WidiHaryani, S.Pd Javanese Language Teacher50 SintauliSulistyowati, S.Pd Science Teacher

51 MisbahulMujib, S.Pd Produktif TSM

52 WahyuPagiarsih, S.Pd Guidance and Counselor Teacher

53 NuzulNaskin, S.Pd Produktif Tata Busana

54 SadiyahWoroAsih, S.Pd Produktif Tata Busana

55 AfidAnggorowati, S.Pd English Teacher

56 Parsirih, S.Pd Math Teacher

57 UmmiMusta’ana, S.P, M.P Physic Teacher58 DwiErnawati, S.Pd Produktif Tata Busana59 Widiyono, S.T Produktif RPL

60 GunawanAkhyani, S.Pd Sport Teacher61 LutfiAriyani, S.Pd Math Teacher62 Rohman, S.Pd Math Teacher

63 DwiAntariUtamiDewi,S.Pd

Indonesian Language Teacher

64 NinikDwiRoyani, S.Pd English Teacher

65 FathanBudiman, S.HI Islamic Education Teacher66 Susi Nugraheni, S.Pd English Teacher

67 RizkiKristiana, S.pd Produktif Tata Busana68 AmbarRukmiati, S.Pd Produktif Tata Busana69 Luqman, S.T KKPI

70 Muhammad Habibi, S.T Math Teacher71 Dra. Sri RiatulNingsih Guidance and Counselor Teacher

72 FitriYunita, S.Pd Produktif Tata Boga73 JunaedaKusnanto. S.T Produktif TSM74 NotoAdiWinarno, S.T Produktif TSM75 Tri Wahyanto, S.T Produktif TSM76 AgungManikPralampito,

S.TProduktif TSM

77 Imam FajarUtama, S.Pd Sport Teacher78 EndangWahyuHidayah,

S.Pd, M. MoarProduktif Tata Boga

79 Noviyati, S.Pd Guidance and Counselors Teacher80 Mas’ula, S.Kom KKPI

81 MustabiyatunUmriyah,S.Pd, M.Pd

Physic Teacher

82 DediPurnomo, S.Mus Art and Culture Teacher83 HeniWulandari, S.Pd.I Islamic Education Teacher84 Supriyadmadi, S.Pd Sport Teacher

85 AchmadAsari, S.Pd Javanese Language Teacher86 TrianiPrihatiningsih, S.Pd Indonesian Language Teacher87 HeniHidayati, S.Pd Indonesian Language Teacher88 TutikTriatminingsih, S,Pd Produktif Tata Boga89 AgungNugroho, S.Pd Indonesian Historical Teacher

c. Data of Students Writing Mastery

Situation of Students Writing Mastery

No Name Sex

1. AgusHermawan Male

2. Aminudin Male3. AninYuniar Female4. AnisaNurFitriyani Female5. Ari Wahana Male6. ArifKholikBudiman Male7. ArisKurniawan Male8. BayuSetiawan Male9. BurhanNurahman Male10. DikiCahyaSaputra Male11. EkoZulianto Male12. EstianNurPratama Male13. HilmyHaidar R Male14. Ibrahim Mahdum Hakim Male15. IndraKurniawan Male16. Joko Ahmad Faizin Male17. JokoSupriyanto Male18. KhoirulAnam Male19. M. AgusMuzaki Male20. M.SuryaAlfatah Male21. MahfurAs'ad Male22. Muhammad Sholeh Male23. Muhammad Trio Istiyawan Male24. Ngatiyono Male25. Parno Male26. PrabowoJuniawan Male27. RidwanSupandi Male28. Riski Ali Putra Male29. RismaNurviHesti Female30. RizkiAriadi Male31. SabarMulyono Male32. SulistyoPriyadi Male33. TaufiqHidayat Male34. Tri Edi Wibowo Male35. Yusuf Febriyanto Male36. ZidaHidayat Male

CHAPTER IV

IMPLEMENTATION OF THE RESEARCH

In this research, the writer analyzed data collected from thirty six

students of the class X TSM 3 of SMK N 1 Tengaran in academic year 2013/

2014. The data consists of pre-test, post-test, and field note. The data of

pre-test and post test show the improvement of the students' achievement in

writing. Field note shows the students' behavior in teaching and learning

process.

a. Field Note

In thisresearch, the writer acts as the teacher and the observer is the real

teacher in English Subject. At this point, the researcher has arranged two

cycles. In every cycle, the steps are planning, acting, observing and reflecting.

The whole steps of this research are explained in the description bellow:

A. Cycle 1

1) Planning

Before conducting the research, the writer prepared the instruments

of the research, there are as follows:

12. Lesson Plan

Lesson Plan as a guide for teacher's activities in class, so

teaching and learning process can be controlled.

13. Material

In the first cycle, the writer explain about "Recount Text". She

used several books as a resource.

14. Teaching (peer-to-peer review)

The writer divided students into 9 groups, each group consists

of 4 students, then the students who had a good score in

pre-testbecome a chief of group.They would corrected their friend

assignment by underlying the wrong sentence formation or wrong

grammatical pattern, so they would learn from their partner.

15. Sheet of classroom observation

Sheet of observation was prepared in order to know the

condition of teaching learning process.

16. Test (pre-test and post-test)

Pre-test is a test given to the students before the teaching

learning process by using peer-to-peer review technique. Post-test is

the test in which be given to the students after teaching learning

process by using peer-to-peer review technique.

2) The Implementation of the Action

On Saturday, 5 April 2014 theteacher (the writer) began to

practice the lesson plan.

The teacher entered the English class, and then she opened the

lesson by introducing herself and checks the student's presence list. In

the first meeting, the teacher explained some information about

activities that would be done and introduced the mode of presentation

incomposing writing the genre, recount text, by using peer-to-peer

review technique. The teacher gave pre-test for about 30 minutes.

After analyzing the sheet for classroom observation, actually,

the writer found that most of the students wereconfusedto write recount

text based on the picture provided, but severalstudents could do well.

When pre-test was going on, the students still often asked vocabulary

to the teacher and they also had a small discussion with other friend to

know the meaning of some vocabularies.

The teacher told the students aboutthe topic that day. The topic

was about recount text, and then the teacher askedto the students about

recount text. "Anybody know what is recount text?", most of students

just keep silent. Suddenly, there wereDikiCahya answered that Recount

text is menceritakantentangmasalaluataupengalaman. The teachertold

to the students. "Okay students, now we will study about recount text".

Then the teacher explained about the material, such as definition of

recount text, the generic structure and the language feature of recount

text.

When the teacher explained the materials, allof students were

silent and paid attention to the teacher. Then the teacher asked to the

students "Do you understand with my explanation?".There were no

more than ten students who could understand the teacher’s

explanation.They said "Yes Mom". The other students just

complained,"Bubelumpaham". (Sorry, We do not understand Mom).

After that, the teacher repeated her explanation until all of the students

could understand clearly.

The teacher continued the meeting in the following day, 19th

April 2014 in which teaching and learning process ran as follows:

In the morning, the teacher entered class. She asked the students

whether the students still remembered about the material last week.

Most of the students answered "yabumasihingatdikit". (Yes, Mom I still

remembered it little).Then, the teacher repeated her explanations to

warm up thestudent’s memory about recount text. Then, the teacher

explained about pronoun and past tense in which it was the language

feature of recount text. Then, the teacher gave time to students to write

the explanation about pronoun and past tense.

Next, the teacher gave a post-test for about 30 minutes. The

students might write or composing recount text about their activity in

the last weekend. After that, the teacher-divided students into 9 group,

each group consists of 4 students. Therefore, they didpeer-to-peer

review by correcting their friend assignment in composing recount text.

If they do not understand about the formation of the sentence, they

should ask to their friend or their teacher.In the end of meeting, the

teacher asked students what was the difficulty in writing.

3.) Observation

In the first meeting, the researcher and observer (Miss Ami

Iswardani) observed teaching learning process by monitoring the

student's activity and attention during the action. The writer can

conclude that the students still had difficulties to write. It could be seen

for the student's attitude that were confused when the teacher explain

the material. It showed that the students have less vocabulary, actually,

they have the idea but they have difficulty in writing because they did

not know the meaning of word. Moreover, the students were not

familiar with the new teacher and the English lesson, because they only

meet English lesson once a week. Therefore, many students kept silent

in the class, only several students who were able to answer the

teacher's question.

CYCLE 1

Score of pre-test

No Name ScorePre-Test

1. AgusHermawan 6

2. Aminudin 63. AninYuniar 74. AnisaNurFitriyani 55. Ari Wahana 66. ArifKholikBudiman 57. ArisKurniawan 58. BayuSetiawan 69. BurhanNurahman 610. DikiCahyaSaputra 611. EkoZulianto 6

Score post test

12. EstianNurPratama 613. HilmyHaidar R 614. Ibrahim Mahdum Hakim 615. IndraKurniawan 816. Joko Ahmad Faizin 517. JokoSupriyanto 718. KhoirulAnam 619. M. AgusMuzaki 620. M.SuryaAlfatah 521. MahfurAs'ad 622. Muhammad Sholeh 723. Muhammad Trio

Istiyawan5

24. Ngatiyono 625. Parno 626. PrabowoJuniawan 627. RidwanSupandi 828. Riski Ali Putra 629. RismaNurviHesti 830. RizkiAriadi 631. SabarMulyono 632. SulistyoPriyadi 533. TaufiqHidayat 534. Tri Edi Wibowo 635. Yusuf Febriyanto 636. ZidaHidayat 5

Sum 216Mean 6Min 5Max 8

No NameScore Post-Test

1. AgusHermawan7.5

2. Aminudin 93. AninYuniar 84. AnisaNurFitriyani 75. Ari Wahana 7.56. ArifKholikBudiman 7.57. ArisKurniawan 7

Furthermore, to know there is a significant improvement of student's

grade in writing, the writer analyze by using t-test calculation from the

result of pre-test and post-test. The researcher shows the data

presentation ofpre-test and post-test in cycle 1.

8. BayuSetiawan 79. BurhanNurahman 810. DikiCahyaSaputra 7.511. EkoZulianto 712. EstianNurPratama 713. HilmyHaidar R 814. Ibrahim Mahdum Hakim 7.515. IndraKurniawan 916. Joko Ahmad Faizin 717. JokoSupriyanto 818. KhoirulAnam 7.519. M. AgusMuzaki 6.520. M.SuryaAlfatah 821. MahfurAs'ad 722. Muhammad Sholeh 923. Muhammad Trio Istiyawan 724. Ngatiyono 7.525. Parno 726. PrabowoJuniawan 727. RidwanSupandi 928. Riski Ali Putra 7.529. RismaNurviHesti 930. RizkiAriadi 731. SabarMulyono 6.532. SulistyoPriyadi 733. TaufiqHidayat 734. Tri Edi Wibowo 835. Yusuf Febriyanto 7.536. ZidaHidayat 8

Sum 272.5Mean 7.569444Min 6.5Max 9

CYCLE 1

No Name ScorePre-Test

ScorePost-Test D

XD Xd2

(d -MD)1. AgusHermawan 6

7.5 1.5 -0.060.0036

2. Aminudin 6 9 3 1.44 2.073. AninYuniar 7 8 1 -0.56 0.314. AnisaNurFitriyani 5 7 2 0.44 0.195. Ari Wahana 6 7.5 1.5 -0.06 0.00366. ArifKholikBudiman 5 7.5 2.5 0.94 0.887. ArisKurniawan 5 7 2 0.44 0.198. BayuSetiawan 6 7 1 -0.56 0.319. BurhanNurahman 6 8 2 0.44 0.1910. DikiCahyaSaputra 6 7.5 1.5 -0.06 0.003611. EkoZulianto 6 7 1 -0.56 0.3112. EstianNurPratama 6 7 1 -0.56 0.3113. HilmyHaidar R 6 8 2 0.44 0.1914. Ibrahim Mahdum

Hakim6

7.5 1.5 -0.060.0036

15. IndraKurniawan 8 9 1 -0.56 0.3116. Joko Ahmad Faizin 5 7 2 0.44 0.1917. JokoSupriyanto 7 8 1 -0.56 0.3118. KhoirulAnam 6 7.5 1.5 -0.06 0.003619. M. AgusMuzaki 6 6.5 0.5 -1.06 1.1220. M.SuryaAlfatah 5 8 3 1.44 2.0721. MahfurAs'ad 6 7 1 -0.56 0.3122. Muhammad Sholeh 7 9 2 0.44 0.1923. Muhammad Trio

Istiyawan5

7 2 0.440.19

24. Ngatiyono 6 7.5 1.5 -0.06 0.003625. Parno 6 7 1 -0.56 0.3126. PrabowoJuniawan 6 7 1 -0.56 0.3127. RidwanSupandi 8 9 1 -0.56 0.3128. Riski Ali Putra 6 7.5 1.5 -0.06 0.003629. RismaNurviHesti 8 9 1 -0.65 0.4230. RizkiAriadi 6 7 1 -0.65 0.4231. SabarMulyono 6 6.5 0.5 -1.06 1.1232. SulistyoPriyadi 5 7 2 0.44 0.1933. TaufiqHidayat 5 7 2 0.44 0.1934. Tri Edi Wibowo 6 8 2 0.44 0.1935. Yusuf Febriyanto 6 7.5 1.5 -0.06 0.003636. ZidaHidayat 5 8 3 1.44 2.07

Explanation Pre-Test:

∑ XM = −−−−

N

M : the mean obtained

∑ X : the sum of pre-test

N : the number of group

216M = −−−− = 6

36

Explanation Post-Test:

∑ XM = −−−−

N

M : the mean obtained

∑ X : the sum of post-test

N : the number of group

272.5M = −−−− = 7.56

36

Degree of Freedom = (N-1) = 35

∑ XM = −−−−

N

56.5Md = −−−− = 1.56

36

Sum 216 272.5 56.5 15.19Mean 6 7.569444 1.56Min 5 6.5Max 8 9

Mdt =

∑ Xd2

N (N-1)

1.56t =

15.19

1260

1.56t =

0.012

t = 1.560.109

t = 14.31

From the table above it can be seen that the mean of pre-test in cycle 1 is

6. Based on the normal curve the writer concludes that 68% student's score

are 5 until 8. While mean post-test in cycle 1 is 7,5. So, the writer

concludes 68% student's score are 6 until 9.

4.) Reflection

After analyzing the result of action in cycle 1, the teacher (writer)

and observer can conclude that the teacher should give detail explanation

about the material and the function of peer-to-peer review tehcnique to

improve students writing skill.

However, they had less interest at the early meeting especially when

the teacher gives pre-test to them. They did not ready when the teacher

comes and begin the lesson, and thereare some students who noisy, but they

can also write well.

Cycle 1 shows that the students can improve their writing scores

with the averages of post-test 7,5 it is better than averages of pre-test 6. The

result of post-test shows that students who completethe standardized is

more than in pre-test. In pre-test there are 30 students who still have the

score less than 7 and in post-test there are 2 students who have the score

less than 7.The improvement of the students’ writing skill of SMKN 1

Tengaran was revealed by the result of calculation of t-test in cycle 1. In the

cycle one, the calculation of t-test was 14.31, which was higher than t-table,

t = 1.960.

Therefore, in the next cycle, the researcher gives motivation to the

students in order to get betterscore in pre-test and post-test. It is important

to continue to the next cycle. The second cycle is carried out as follow up.

B. Cycle 2

1.) Planning

Before conducting the research, the writer prepared the instruments

of the research, there are as follows:

a) Lesson Plan

Lesson Plan as a guide for teacher's activities in class, so

teaching and learning process can be controlled.

b) Material

In the first cycle, the writer explains about "Recount Text". She

used several books as a resource.

c) Teaching (peer-to-peer review)

The writer-divided students into 9 group, each group consist of

4 students, then the students who had a good score in pre-testbecome a

chief of group. They would correct their friend assignment by

underlying the wrong sentence formation or wrong grammatical

pattern, So, they would learn from their partner.

d) Sheet of classroom observation

Sheet of observation was prepared in order to know the

condition of teaching learning process.

e) Test (pre-test and post-test)

Pre-test is a test given to the students before the teaching

learning process by using peer-to-peer review technique. Post-test is

the test in which be given to the students after teaching learning

process by using peer-to-peer review technique.

2.) The implementation of the action

On Saturday, 26 April 2014, the teacher entered her English

class to continue the previous meeting. She reviewed the explanations

about recount text and the language features. She gave pre-test 30

minutes time to finish it. The situation is follow:

"Okay students, today we will continue our lesson. Yesterday we

have learned about the language features of recount text are the use of

past tense and pronoun. Now, we will discuss about the language

features of recount text there are the use of conjunction and adverb.

Are you ready?"The teacher said. Then the students answered together.

After that, the teacher explained some language feature of recount text

there are the use of conjunction and adverb. To make the students

clearer, the teacher gave an example of text about this material. "Please,

identify where is the conjunction and adverb that use in this text!"the

teacher said. Then, several students were answered the conjunction and

adverb of the text. "Okay students, have you understand the material

today?"the teacher said. "Yes, Miss”, one of the studentsanswered

(HilmyHaidar).

The teacher gave the students post-test on 14th May 2014 and she

gave time to doing it for about 30 minutes. The topic of post-test is about

"unforgettable experience". After that, the student do peer-to-peer review

technique with their classmate who sat beside them. If they could not

understand the sentences formation, they could ask to their friend and

their teacher. After giving a feedback to their friend essay. They should

correct the essay with a good sentences formation and a good

grammatical form. Then, students submitted their post-test to the teacher.

3.) Observation

In the second cycle, the teacher and observer (Miss Ami

Iswardani) carried out the implementation of the action. The teacher

gives text with complete example and exercise of recount text. Therefore,

students could identify the language feature and generic structure of

recount text. The students could answer the question from the text

although there was mistake that student done. Many students still have

the problem in their writing in composing paragraph because the lack of

vocabulary and they did not know the meaning of word. The teacher was

monitoring and helped the students when they got difficulties.

CYCLE 2

Score pre test

No Name Score

Pre-Test1 AgusHermawan 5

2 Aminudin 73 AninYuniar 74 AnisaNurFitriyani 75 Ari Wahana 56 ArifKholikBudiman 67 ArisKurniawan 68 BayuSetiawan 5

9 BurhanNurahman 710 DikiCahyaSaputra 6

11 EkoZulianto 512 EstianNurPratama 5

13 HilmyHaidar R 714 Ibrahim Mahdum Hakim 615 IndraKurniawan 616 Joko Ahmad Faizin 617 JokoSupriyanto 7

18 KhoirulAnam 6

19 M. AgusMuzaki 7

20 M.SuryaAlfatah 621 MahfurAs'ad 622 Muhammad Sholeh 723 Muhammad Trio

Istiyawan6

24 Ngatiyono 625 Parno 626 PrabowoJuniawan 6

27 RidwanSupandi 7

28 Riski Ali Putra 7

29 RismaNurviHesti 9

30 RizkiAriadi 6

31 SabarMulyono 7

32 SulistyoPriyadi 633 TaufiqHidayat 634 Tri Edi Wibowo 735 Yusuf Febriyanto 6.536 ZidaHidayat 6

Sum 226.5Mean 6.29Min 5

Max 9

Score post test

No Name

Score post-test1 AgusHermawan 82 Aminudin 7.53 AninYuniar 9.54 AnisaNurFitriyani 8.55 Ari Wahana 76 ArifKholikBudiman 87 ArisKurniawan 8.58 BayuSetiawan 89 BurhanNurahman 9

10 DikiCahyaSaputra 8.511 EkoZulianto 7.512 EstianNurPratama 8.513 HilmyHaidar R 914 Ibrahim Mahdum Hakim 715 IndraKurniawan 8.516 Joko Ahmad Faizin 817 JokoSupriyanto

7.518 KhoirulAnam 819 M. AgusMuzaki 820 M.SuryaAlfatah 7.521 MahfurAs'ad 7.522 Muhammad Sholeh 8.523 Muhammad Trio

Istiyawan 6.524 Ngatiyono 825 Parno 7.526 PrabowoJuniawan

827 RidwanSupandi 9.528 Riski Ali Putra 8.529 RismaNurviHesti 9.530 RizkiAriadi 7.531 SabarMulyono 7.532 SulistyoPriyadi 7.533 TaufiqHidayat 7.534 Tri Edi Wibowo 7.535 Yusuf Febriyanto 836 ZidaHidayat 7

Sum 228Mean 8Min 6.5Max 9.5

By observing, the teaching and learning process in meeting I

and II the teacher concludes that the peer-to-peer review technique can

improve the student's writing skill. The improvement can be seen

through the result of activity from cycle I and cycle II.

The score of pre-test and post-test in cycle II

No Name Score

Scorepost-test D

XD Xd2

Pre-Test (d-MD)

1 AgusHermawan 5 8 3 1.27 1.61

2 Aminudin 7 7.5 0.5 -1.23 1.513 AninYuniar 7 9.5 2.5 0.77 0.594 AnisaNurFitriyani 7 8.5 1.5 -0.23 0.055 Ari Wahana 5 7 2 0.27 0.076 ArifKholikBudiman 6 8 2 0.27 0.077 ArisKurniawan 6 8.5 2.5 0.77 0.598 BayuSetiawan 5 8 3 1.27 1.61

9 BurhanNurahman 7 9 2 0.27 0.0710 DikiCahyaSaputra 6 8.5 2.5 0.77 0.59

11 EkoZulianto 5 7.5 2.5 0.77 0.5912 EstianNurPratama 5 8.5 3.5 1.77 3.13

13 HilmyHaidar R 7 9 2 0.27 0.0714 Ibrahim Mahdum Hakim 6 7 1 -0.73 0.5315 IndraKurniawan 6 8.5 2.5 0.77 0.5916 Joko Ahmad Faizin 6 8 2 0.27 0.0717 JokoSupriyanto 7

7.5 0.5 -1.231.51

18 KhoirulAnam 6 8 2 0.27 0.07

19 M. AgusMuzaki 7 8 1 -0.73 0.53

20 M.SuryaAlfatah 6 7.5 1.5 -0.23 0.0521 MahfurAs'ad 6 7.5 1.5 -0.23 0.0522 Muhammad Sholeh 7 8.5 1.5 -0.23 0.0523 Muhammad Trio

Istiyawan6

6.5 0.5 -1.231.51

24 Ngatiyono 6 8 2 0.27 0.0725 Parno 6 7.5 1.5 -0.23 0.0526 PrabowoJuniawan 6

8 2 0.270.07

27 RidwanSupandi 7 9.5 2.5 0.77 0.59

28 Riski Ali Putra 7 8.5 1.5 -0.23 0.05

29 RismaNurviHesti 9 9.5 0.5 -1.23 1.51

30 RizkiAriadi 6 7.5 1.5 -0.23 0.05

31 SabarMulyono 7 7.5 0.5 -1.23 1.51

32 SulistyoPriyadi 6 7.5 1.5 -0.23 0.0533 TaufiqHidayat 6 7.5 1.5 -0.23 0.0534 Tri Edi Wibowo 7 7.5 1.5 -0.23 0.0535 YusufFebriyanto 6.5 8 1.5 -0.23 0.0536 ZidaHidayat 6 7 1 -0.73 0.53

Sum 226.5 228 62.5 20.14Mean 6.29 8 1.73Min 5 6.5Max 9 9.5

Explanation Pre-Test:

∑ XM = −−−−

N

M : the mean obtained

∑ X : the sum of pre-test

N : the number of group

226.5M = −−−− = 6.29

36

Explanation Post-Test:

∑ XM = −−−−

N

M : the mean obtained

∑ X : the sum of pre-test

N : the number of group

228M = −−−− = 28.5

36

Degree of Freedom = (N-1) = 35

∑ XM = −−−−

N

62.5Md = −−−− = 1.73

36

Mdt =

∑ Xd2

N (N-1)

1.73t =

20.14

1260

1.73t =

0.015

t = 1.730.122

t = 14.18

From the table above can be seen that the mean of pre-test in cycle II

is 6,29. Based on the normal curve the writer concludes that 68% student's

score are 5 until 9. While mean post-test in cycle II is 8. So, the writer

concludes that 68% student's score are 6,5 until 9,5. From illustration

above, the researcher can see that the mean between pre-test and post-test

has a significant improvement, where post-test is greater than pre-test. It

shows that peer-to-peer review technique can improve student's writing

skill, because the student's achievement has been increased after the

students use the peer-to-peer review technique.

4.) Reflection

After analyzing the result of second cycle, it can be conclude

that peer-to-peer review technique can motivate students to be more

active in learning writing in the classroom. Peer-to-peer review

technique also canimprove their writing score, since the score in

post-test is greater than pre-test.

In cycle II, the students can improve their writing skill; it shows

by score of post-test II. The result of test showsthat in pre-test the

students who get score 7 or more than 7 only 12 students. However, in

post-test who get less score than 7 is 1 students.The improvement of the

students’ writing skill of SMKN 1 Tengaran was revealed by the result of

calculation of t-test In the cycle two, the calculation of t-test was 14.18, which was

higher than t-table, 1.960.

CHAPTER V

CLOSURE

This chapter presents conclusion and suggestion. The conclusions

are drawn from the result and discussion in the chapter IV. The suggestions

are proposed to the English teacher, students in senior high school, and the

next researcher.

A. Conclusion

1. Using peer-to-peer review technique can improve students’ skill in

writing recount text. There is an improvement. The ability in writing

skill recount text improved after taught by using peer-to-peer review

technique. They can write easily without consuming more time

because they did writing of recount text by group and peer review.

They could write recount text with theme was given by the teacher.

They also could discuss to another friend. It showed by the score of

pre-test and post-test. The result of cycle I showed that the mean of

post-test, 7,5, was higher than the mean of pre-test 6, in the cycle 1

from thirty six student only twenty one student could pass the KKM

and the result of cycle II also showed that the mean of post-test, 8,

was higher than the mean of pre-test, 6,29 in the cycle II from thirty

six student there are thirty student could pass the KKM. Therefore,

the improvement of students’ writing skill in composing recount text

using peer-to-peer review technique was reliable and significant.

The weaknesses of peer to peer review technique are consuming

a lot of time in doing learning process. So, student did not got tutor

feedback, student only got feedback from their partner. Sometime

peer to peer review was not fair.

2. Based on the result from the chapter IV of the researcher that had

been done in the two cycle in the research in the entitled “The Use

of Peer to Peer Review Technique to Improve Students’ Writing

Skill in Composing Recount Text Class X TSM 3 in SMK N 1

Tengaran Academic Year 2013-2014”. Can be applied to stimulate

and motivate students to write recount text. It can be seen by

significant different of students’ skill between cycle I and cycle II.

The implementation of Peer-to-Peer Review Technique to improve

students writing skill in composing recount text had been applied

through classroom action research they are: The improvement of

learning tool, teacher chose interesting recount text in every cycle

that appropriate for Senior High School in order to make student

interested with the text. Motivate students to discuss in-group and

each student can teach to another students. Since the students

accustom to think individually, the teacher should motivate students

to discuss the writing material and discuss in-group when they are

assigned to do the group work. Motivate passive student to be more

active during teaching learning process. This relates with student

skill to pay attention during teaching learning process, to understand

the material and to speak up their mind in order to brave to express

their mind. Students’ engagement in students’ writing skill. This

related to students’ effort to understand the text, to know new

vocabulary and understand the meaning of the writing text. Students’

skill in writing not only in the text, but will be developed best in

association with speaking, listening, and speaking activities. It

helped the students to write a recount text easily and accurately,

because they were not confused about the theme that had been given

by the teacher.

B. Suggestion

There are some suggestions for teachers, students, and the next

researcher as follows:

To the teacher

1. Teacher are expected to use peer-to-peer review technique as a

teaching technique, because by using peer review teacher can

expect the students’ skill in writing result well.

2. Teacher are expected to develop the teaching of writing recount

text by increasing the exercise in writing. Teacher should give

more attention to the students in writing recount text.

3. Teacher are expected to motivate students in writing especially

in recount text.

To the students

1. Students are interested in English first, so they enjoy along

learning.

2. Students have to learn and improve their skill in writing

recount text by trying using peer-to-peer review technique.

3. Students should extend their skill in many ways, e.g. writing

the texts especially recount text; using new words along in

the classroom activities or their daily life, or even by drilling

some words. So finally, students are able to write a text.

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)(Untuk Kurikulum 2013)

Satuan Pendidikan : SMK N 1 TengaranMata Pelajaran : Bahasa InggrisBidang Keahlian : Semua Bidang KeahlianPaket Keahlian : Semua Bidang KeahlianKelas/ Semester : X/GenapTahun Pelajaran : 2013-2014Materi Pokok : RecountPertemuan : 3- 9Alokasi Waktu : 7 x 2 JP

Kompetensi inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab,Peduli (gotong royong, kerja sama, toleransi, damai) santun, responsif danpro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagaipermasalahan dalam berinteraksi secara efektif dengan lingkungan sosial danalam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

KI 3: Memahami, menerapkan, menganalisa pengetahuan faktual dankonseptual,prosedural, berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,tehnologi. seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan dan peradaban terkait penyebab fenomena dankejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yangspesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

K1 4 : Mengolah, menalar dan menyaji dalam ranah konkrit dan ranahabstrakterkait dengan pengembangan dari yang dipelajarinya disekolah secaramandiri dan mampu menggunakan metode sesuai kaidah keilmuan.

A. Kompetensi Dasar

9.3 Menganalisa fungsi sosial, struktur teks dan unsur kebahasaan pada teksrecount sederhana tentang pengalaman/ kejadian/ peristiwa sesuai dengankonteks penggunaannya.

IndikatorC. Menganalisa fungsi sosial recountD. Menganalisa struktur teks recountE. Menganalisa unsur kebahasaan teks recount

9.4 Menangkap makna dalam teks recount lisan dan tulis sederhana.Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/kejadian/ peristiwa dengan memperhatikan fungsi sosial, struktur teks danunsur kebahasaan sesuai dengan konteks.

Indikator3) Menyusun teks lisan untuk mengucapkan dan merespon pujian.4) Menyusun teks lisan untuk mengucapkan dan merespon pujian.

9.1 Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagaiBahasa pengantar internasional yang diwujudkan dalam semangat belajar.9.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama dan cintadamai, dalam melaksanakan komunikasi fungsional.

B. Tujuan Pembelajaran

Sikap1) Siswa mampu mensyukuri kesempatan belajar Bahasa Inggris2) Siswa mampu menunjukkan semangat belajar3) Siswa mampu menunjukkan sikap santun dalam berkomunikasi4) Siswa mampu menunjukkan sikap peduli dalam berkomunikasi

f) Pengetahuan Siswa mampu menganalisis fungsi sosial recount Siswa mampu menganalisis struktur teks recount Siswa mampu menganalisis unsur kebahasaan teks recount

Keterampilan Siswa mampu menyusun teks lisan untuk recount Siswa mampu menyusun teks tulis untuk recount

C. Materi Pembelajaran

Fungsi sosial dari recount Struktur teks dari recount Unsur kebahasaan dari recount

D. Pendekatan, strategi dan metode pembelajaran

Pendekatan : Saintifik ( Scientific)Strategi : Cooperative LearningMetode : Diskusi kelompok, ceramah bervariasi, penugasanE. Kegiatan Pembelajaran

Kegiatan Awal (10% dari total waktu pertemuan)1. Guru memberi salam pada siswa2. Guru mengkondisikan siswa3. Guru memotivasi siswa4. Guru memberikan apersepsi siswa5. Guru menyampaikan tujuan pembelajaran6. Guru memberikan cakupan materi

Kegiatan Inti (75% dari total waktu pertemuan)

Mengamati4. Guru meminta siswa menyimak berbagai contoh teks recount, tentang

pengalaman/ kejadian/ peristiwa yang diberikan / diperdengarkan.

3. Guru meminta siswa mengamati fungsi sosial, struktur dan unsurkebahasaan.

4. Guru meminta siswa belajar menetukan gagasan pokok, informasi rincidan informasi tertentu dari teks recount

Mempertanyakan Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain

perbedaan berbagai teks tentang pengalaman/ kejadian/ peristiwa yangada dalam Bahasa Inggris dengan yang ada dalam Bahasa Indonesia

Guru meminta siswa mempertanyakan mengenai gagasan pokokinformasi rinci dan informasi tertentu dalam recount.

Mengeksplorasi Guru meminta siswa mencari beberapa teks recount dari berbagaisumber

Guru meminta siswa berlatih menemukan gagasan pokok, informasirinci dan informasi tertentu dari teks

Guru meminta siswa membacakan teks recount kepada teman denganmenggunakan unsur kebahasaan yang tepat

Guru meminta siswa berlatih menyusun kalimat-kalimat yang diberikanmenjadi teks recount

Guru meminta siswa secara berkelompok menuliskan/ menyalin teksrecount lisan dan tulis, sederhana, tentang, pengalama/ kejadian/

peristiwa dengan memperhatikan fungsi sosial, struktur dan unsurkebahasaan.

Mengasosiasi Guru meminta secara berpasangan siswa saling menganalisis teksrecount tulis dengan fokus pada fungsi sosial, struktur dan unsurkebahasaan

Guru meminta siswa mendiskusikan gagasan pokok, informasi rinci daninformasi tertentu dari teks recount

Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasilanalisis yang disampaikan dalamkerja kelompok.

Mengkomunikasikan Guru meminta siswa membuat teks recount sederhana tentang

keteladanan dengan memperhatikan funsi sosial, strktur dan unsurkebahasaan

Guru meminta siswa mempresentasikannya dikelas

Guru meminta siswa membuat kliping teks recount dengan menyalin daribeberapa sumber

Guru meminta siswa membuat jurnal belajar (learning journal)

Kegiatan Akhir (15% dari total waktu pertemuan) Guru meminta siswa menyimpulkan materi yang telah dipelajari Guru meminta siswa menyebutkan manfaat dari materi yang telah

dipelajari Guru memberika feedback kepada siswa Guru memberika follow-up / tugas kepada siswa Guru menyampaikan rencana KBM yang akan datang

F. Alat, Media dan Sumber BelajarAlat : Audio CDMedia : Suara GuruSumber Belajar : Koran/majalah

www.Dailyenglish.comhttp://americanenglish.state.gov/file/ae/resourcefiles.http://learnenglish.britishcouncil.org.en/

G. Evaluasi/ Penilaian1. Test (untuk penilain Pengetahuan dan Ketrampilan)

Penilaian Pengetahuan Tekhnik : Tes tertulis (contoh) Bentuk Instrumen : Soal uraian (Terlampir) Kriteria Penilaian : terlampir

Penilaian Keterampilan Teknik : Tes unjuk kerja (contoh) Bentuk Instrumen : terlampir Kriteria penilaian : terlampir

2. Non Tes (untuk penilaian sikap spiritual dan sosial)Penilaian Sikap Spiritual Teknik : Pengamatan Bentuk Instrumen : terlampir Kriteria Penilaian : terlampirPenilaian Sikap Sosial Teknik : Pengamatan Bentuk Instrumen : terlampir Kriteria Penilaian : terlampir

H. Kriteria Ketuntasan Minimal (KKM)75 (tujuh puluh lima)

LAMPIRAN RPP

A. Ringkasan Materi

RECOUNT

Fungsi SosialMeneladani, membanggakan, bertindak teratur, teliti dan disiplin,melaporkan.

Struktur Teksa. Menyebutkan tindakan/ peristiwa/ kejadian secara umumb. Menebutkan urutan tindakan/ peristiwa/ kejadian secara kronologis, danruntutc. Jika perlu, ada kesimpulan umum.

Unsur Kebahasaan1) Kata-kata terkait dengan perjuangan hidup, profesionalisme dalambekerja, kejadian/ peristiwa yang sedang atau banyak dibicarakan.2) Penyebutan kata benda3) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi4) Ucapan, tekanan kata, intonasi, kettika mempresentasikan secara lisan5) Rujukan kata

B. Evaluasi/ Penilaian Hasil Belajar

Task 1

Analyse the generic structure and the language feature of recount text

Remembering Kevyn

I had the great honor of being able to call Kevyn Aucoin, myfriend. He was not only a magnificent artist, but also moreimportant, a magnificent human being. My older sister, LizaMinelli, introduced us in 1991. We instantly hit it off.

Kevyn did my make-up for photo shoots with my sister andfor the 1993 Tony Awards. However, I will alwaysremembering the day we spent together in my bathroom.Kevyn taught me how to do my own make-up. He told me tostop plucking my eyebrows every five minutes and, as wewere finishing, he made a list of what he used. I asked him tocome to Bloomingdale’s with me, fully expecting him to say

“No”, but he said that he had love to and off we went. By 6.30 p.m., we had shopped our brains out and laughed so muchthat we were exhausted. I got time into a cab and kissed himgood-bye.

Over the years, I had also bought Allure every month toread his column. His work has truly made make-up asimportant as fashion. Spending time with Kevyn was likebeing hugged. He was an angel and all of us who knew himwere lucky.

Task 2

Make a story about recount text according to the picture; at least threeparagraphs and every paragraph consist of five sentences.

LAMPIRAN RPP

A. Ringkasan Materi

Rumus Past Tense: (menjelaskan kegiatan di waktu lampau)

Positif: S + V2Negatif: S + did not + V1Interrogative : Did + S + V1

Example : (+) My Mother went to Ancol yesterday.( - ) My Mother did not go to Ancol yesterday.( ? ) Did my mother go to Ancol yesterday?

PronounPronoun adalah kata ganti.

B. Evaluasi/ Penilaian Hasil Belajar

Task 1

Identify the pronoun in this text

Our neighbor, Captain Charles Alison, will sail from Portsmouth tomorrow.We shall meet him at the harbor early in the morning. He will be in his small boat,Topsail. Topsail is a famous little boat. It has sailed across the Atlantic many times.Captain Alison will sell out at eight o’clock, so we shall have plenty of time. Weshall she his boat and then we shall say goodbye to him. He will take part in animportant race across the Atlantic.

Task 2

Make a story about recount text according to the picture; at least three paragraphsand every paragraph consist of five sentences.

Subjectivepronoun

Objectivepronoun

Adjectivepronoun

Possessivepronoun

Reflexivepronoun

I My Me Mine MyselfYou You Your Yours Your selfWe Us Our Ours Ourselves

They Them Their Theirs ThemselvesShe Her Her Hers HerselfHe Him His His HimselfIt It Its Its Itself

PronounPronoun adalah kata ganti.

B. Evaluasi/ Penilaian Hasil Belajar

Task 1

Identify the pronoun in this text

Our neighbor, Captain Charles Alison, will sail from Portsmouth tomorrow.We shall meet him at the harbor early in the morning. He will be in his small boat,Topsail. Topsail is a famous little boat. It has sailed across the Atlantic many times.Captain Alison will sell out at eight o’clock, so we shall have plenty of time. Weshall she his boat and then we shall say goodbye to him. He will take part in animportant race across the Atlantic.

Task 2

Make a story about recount text according to the picture; at least three paragraphsand every paragraph consist of five sentences.

Subjectivepronoun

Objectivepronoun

Adjectivepronoun

Possessivepronoun

Reflexivepronoun

I My Me Mine MyselfYou You Your Yours Your selfWe Us Our Ours Ourselves

They Them Their Theirs ThemselvesShe Her Her Hers HerselfHe Him His His HimselfIt It Its Its Itself

PronounPronoun adalah kata ganti.

B. Evaluasi/ Penilaian Hasil Belajar

Task 1

Identify the pronoun in this text

Our neighbor, Captain Charles Alison, will sail from Portsmouth tomorrow.We shall meet him at the harbor early in the morning. He will be in his small boat,Topsail. Topsail is a famous little boat. It has sailed across the Atlantic many times.Captain Alison will sell out at eight o’clock, so we shall have plenty of time. Weshall she his boat and then we shall say goodbye to him. He will take part in animportant race across the Atlantic.

Task 2

Make a story about recount text according to the picture; at least three paragraphsand every paragraph consist of five sentences.

Subjectivepronoun

Objectivepronoun

Adjectivepronoun

Possessivepronoun

Reflexivepronoun

I My Me Mine MyselfYou You Your Yours Your selfWe Us Our Ours Ourselves

They Them Their Theirs ThemselvesShe Her Her Hers HerselfHe Him His His HimselfIt It Its Its Itself

Lampiran RPPA. Ringkasan Materi

Conjunctions

A conjunction is a word that "joins". A conjunction joins two parts of asentence.( kata penghubung: untuk menghubungkan satu kata dengan kata yanglain)

Here are some example conjunctions:

CoordinatingConjunctions

SubordinatingConjunctions

and, but, or, nor, for,yet, so

although, because, since,unless

Adverb

Adverb : adalah kata keterangan yang fungsinya menerangkan verb danadjective.Example ; We study English seriously

B. Evaluasi/ Penilaian Hasil Belajar

Task 1

Underline the language features of recount text in this text.

I have just moved to a house in Bridge Street. Yesterday, a beggarknocked at my door. He asked me for a meal and a glass of beer. In return forthis, the beggar stood on his head and sang songs. I gave him a meal. He atethe food and drank the beer. Then, he put a piece of cheese in his pocket andwent away. Later, a neighbor told me about him. Everybody knows him. Hisname is Percy Buttons. He calls at every house in the street once a month andalways asks for a meal and a glass of beer.

Task 2

Make a short story about your “last weekend” at least 3 paragraph, everyparagraph consist of 4 sentenceses.

Task 3Make a short story about your “Unforgotable experience” at least 3

paragraph, every paragraph consist of 4 sentenceses.

SKK (SATUAN KREDIT KEGIATAN)Nama : Reni HerawatiNIM : 11310079Progdi : TBIDosen Pembimbing Akademik : Dra. Siti Muhtamiroh

No Nama Kegiatan Pelaksanaan Jabatan Nilai1 OPAK 25-27 Agustus

2010Peserta 3

2 Ibtida’ LDK 9-10 oktober 2010 Peserta 33 Seminar Nasional

Pendidikan “Membudayakansebuah PendidikanBerkarakter Ke-Indonesiaandalam Pendidikan Formal”

6 November 2010 Peserta 6

4 (CERDIG) Muslimah 24karat

3 Desember 2010 Peserta 2

5 National Workshop ofEntrepreneurship and BasicCooperation 2010

19 Desember 2010 Peserta 6

6 Seminar Politik “Pilwakotyang ideal untuk masa depanSalatiga yang lebih baik”

27 januari 2011 Peserta 3

7 Seminar “ Heal the Worldwith Voluntary Service”

19 Maret 2011 Peserta 3

8 Bedah Buku “Ijinkan akuMenikah Tanpa Pacaran”

14 Mei 2011 Peserta 2

9 Seminar Keperempuanan“Menumbuhkan KembaliJiwa Kekartinian dalamRanah Kampus”

17 Mei 2011 Peserta 3

10 Seminar “ Berani KayaBerani Taqwa”

21 Mei 2011 Peserta 3

11 Public Hearing“Meningkatkan TatananBirokrasi Kampus yangBerbasis pada Prinsip –Prinsip Integritas”

25 Juni 2011 Peserta 3

12 Smart Succesful SIBA TestII

1 Juli 2011 Peserta 2

13 Seminar RegionalKejurnalistikan “ReorientasiPeran Jurnalistik dalamPerspektif Sosial & Budaya

6 Oktober 2011 Peserta 4

Pada Era Post Modern”14 Seminar Regional “Negara

Islam dalam Tinjauan IslamIndonesia dan NKRI”

30 November2011

Peserta 4

15 Seminar PendidikanHimpunan Mahasiswa Islam

28 Desember 2011 Peserta 4

16 Pelatihan Sholat Khusyu’ diBiro Konsultasi Psikologi“Tazkia”

29 Januari 2012 Peserta 3

17 Build Your Character andCommunication Skill withEnglish Public SpeakingTraining

17 maret 2012 Peserta 3

18 Seminar NasionalEntrepreneurship 2012“Tren Bisnis BerbasisMultimedia dan TeknologiInformatika Sebagai WujudPasar Modern”

21 April 2012 Peserta 6

19 Seminar Regional “UrgensiMedia dalm MencerahkanUmat”

30 April 2012 Peserta 4

20 Seminar Regional “PeranMahasiswa dalamMengawal BLSM (BLT)Tepat Sasaran”

3 Mei 2012 Peserta 4

21 Workshop parenting LDK“merajut cinta mengokohkandakwah”

6 Mei 2012 Peserta 3

22 Seminar Nasional“Berpolitik untukKesejahteraan Indonesia,reorientasi GerakanMahasiswa PascaReformasi”

15 Mei 2012 Peserta 6

23 Seminar Nasional Kristologi& Tabligh Akbar

20 Mei 2012 Peserta 6

24 Seminar NasionalPendidikan “PendidikanMultikultural sebagai PilarKarakter Bangsa”

29 Mei 2012 Peserta 6

25 Sarasehan Nasional “peranmahasiswa dalam realita danidealita bangsa”

1 Juli 2012 Peserta 6

26 Seminar Nasional “UrgensiMedia dalam PergulatanPolitik”

29 September2012

Peserta 6

27 Seminar Nasional“Kepemimpinan dan masadepan bangsa”

23 Februari 2013 Peserta 6

28 Seminar Pencegahan BahayaNAPZA

29 April 2013 Peserta 3

29Teacher Training Workshopon CommunicativeLanguage Teaching (IALF)

2 Mei 2013 Peserta 3

30 Seminar Nasional“Mengawal PengendalianBBM Bersubsidi, KebijakanBLSM yang Tepat Sasaranserta Pengendalian Inflasidalam Negeri sebagaiDampak Kenaikan HargaBBM Bersubsidi”

8 Juli 2013 Peserta 6

Jumlah 122

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