the effectiveness between self-assessment and...
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THE EFFECTIVENESS BETWEEN SELF-ASSESSMENT AND
PEER-ASSESSMENT TOWARD STUDENTS’ WRITING
SKILL IN RECOUNT TEXT FOR TENTH GRADE STUDENTS
OF MAN SALATIGA IN THE ACADEMIC YEAR OF 2017/2018
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for
the degree of Sarjana Pendidikan ( S.Pd)
By:
AYUK PUJI SAPUTRI
11314127
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
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MOTTO
“Do what you love and love what you do”
-Anonymous-
“Work for a cause, not for an applause.
Live life to express, not to impress.”
- Anonymous-
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DEDICATION
I dedicate this graduating paper to:
My beloved parents, my mother and father, thank you for being my reason
to never give up.
My brother and sister (Rizky Setiawan and Naura Trisya Martia) thank
you for being my moodbooster.
My friends (Sigit Hariyanto and Idarotus Sa‟adah), thank you for all of
your careness and your continous support.
My friends (Fatimah, Pipit and Laila) thank you for being my partner since
in the 1st semester.
My friends in graduating paper community (Dian Amalia, Hanna, Nidya,
Lina Nurul, and Nur Kayati) thank you for being my partner.
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ACKNOWLEDGEMENT
In the name of Allah, the most Gracious, The Most Merciful. Firstly, the
writer would like to thank to Allah SWT because of His abundant blessing, the
writer can finish his thesis as a partial fulfillment of the requirements for the
Undergraduate Degree of education in English Department. Although there are
many difficulties faced by her, she realizes that those are the ways to reach
success.
Peace and salutation always be given to our beloved prophet Muhammad
SAW that we hope his blessing in the Judgment day. However, this success would
not be achieved without the support, guidance, advice, help and encouragement
from individuals and institutions.
Therefore, the researcher would like to express the deepest gratitude to:
1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of the State Institute for
Islamic Studies of Salatiga.
2. Suwardi, M.Pd. as the Dean of Teacher Training and Eduation
Faculty.
3. Noor Malihah, Ph.D, as the Head of English Education Department
4. Drs. Juz‟an M.Hum. as my Academic Counselor thank you for your
support and guidance.
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5. Dr. Setia Rini, M.Pd. as my Counselor thank you very much for the
valuable advices, guidances, suggestions, and comments in
completing this graduating paper from the beginning to the end.
6. All lecturers of IAIN Salatiga, thank you for teaching me.
7. All of official staffs in IAIN Salatiga.
8. My teacher counselor of MAN Salatiga, Mrs. Sarina, S.Pd. thank you
for your kindness, help, and guidance.
9. All member of MAN Salatiga, thank you for giving me an
opportunity.
10. My beloved people, thank you for all of support.
11. Those who I cannot mentione one by one.
Salatiga, August 15th
2018
The writer,
Ayuk Puji Saputri
NIM.11314127
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TABLE OF CONTENT
TITLE ....................................................................................................................... i
ATTENTIVE COUNSELOR‟S NOTES ................................................................ ii
CERTIFICATION PAGE ...................................................................................... iii
DECLARATION ................................................................................................... iv
MOTTO .................................................................................................................. v
DEDICATION ......................................................................................................... v
ACKNOWLEDGEMENT .................................................................................... vii
TABLE OF CONTENTS ....................................................................................... ix
LIST OF TABLES AND FIGURE ....................................................................... xii
LIST OF APPENDICES ..................................................................................... xiii
ABSTRACT ......................................................................................................... xiii
CHAPTER 1: INTRODUCTION
A. Background of Research ................................................................ 1
B. Problem of Research ...................................................................... 6
C. Objective of Research .................................................................... 7
D. Significances of Research .............................................................. 7
E. Definition of Key Terms ................................................................ 8
1. Self-Assessment ....................................................................... 8
2. Peer-Assessment ...................................................................... 9
3. Writing Skill ............................................................................. 9
4. Recount Text .......................................................................... 10
F. The Outline of Graduating Paper ................................................. 10
CHAPTER II: THEORETICAL FRAMEWORK
A. Self-Assessment ........................................................................... 12
1. Definition of Self-Assessment ............................................... 12
2. Advantage and Disadvantage of Self-Assesment .................. 14
3. Implementation of Self-Assessment ...................................... 15
B. Peer-Assessment .......................................................................... 16
1. Definition of Peer-Assessment ............................................... 16
2. Advantage and Disadvantage of Peer-Assesment .................. 18
3. Implementation of Peer-Assessment ...................................... 19
C. Types of Self-Assessment and Peer-Assessment ......................... 20
D. Writing ......................................................................................... 21
1. Definition of Writing.............................................................. 21
2. Stage of Writing Production .................................................. 22
3. Principle of Teaching Writing ................................................ 25
4. Teaching Writing ................................................................... 27
5. Teaching Writing in Senior High School ............................... 30
6. Notion of Good Writing ......................................................... 31
E. Genre ............................................................................................. 32
1. Recount Text ......................................................................... 33
a. Definition of Recount Text ............................................. 33
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b. Features of Recount Text ................................................ 34
c. Types of Recount Text .................................................... 34
F. Previous Studies ............................................................................ 36
G. Hypothesis ..................................................................................... 38
CHAPTER III: RESEARCH METHODOLOGY
A. Research Design ........................................................................... 40
B. Place and Time of Research ......................................................... 41
C. Population and Sample ................................................................. 43
1. Population .............................................................................. 43
2. Sample .................................................................................... 43
D. Research Variable ........................................................................ 46
E. Research Instrument ..................................................................... 48
1. Test ......................................................................................... 48
2. Observation ............................................................................ 49
3. The Writing Scale .................................................................. 50
F. Technique of Validating Data ...................................................... 51
1. Face Validity .......................................................................... 51
2. Content Validity ..................................................................... 52
3. Internal Validity ..................................................................... 53
4. External Reliability ................................................................ 54
5. Internal Reliability ................................................................. 54
G. Technique of Collecting Data ...................................................... 54
H. Technique of Data Analysis ......................................................... 55
1. Normality Test ....................................................................... 56
2. Homogeneity Test .................................................................. 57
3. T-test ...................................................................................... 58
4. Test of Effect Size .................................................................. 59
5. Statistical Hypothesis ............................................................. 59
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Data Description........................................................................... 61
1. Pre-test Finding ...................................................................... 63
2. Treatment in the Experimental Group.................................... 64
3. Treatment in the Controll Group ............................................ 65
4. Post-test Finding .................................................................... 66
B. Data Analysis ............................................................................... 66
1. Normality Test ....................................................................... 66
2. Homogeneity Test .................................................................. 67
3. Hypothesis Test ...................................................................... 67
a. T-test of Pre-test Score ..................................................... 68
b. T-test of Post-test Score ................................................... 69
4. Test of Effect Size .................................................................. 70
C. Discussion .................................................................................... 72
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CHAPTER V: CLOSURE
A. Conclusion ................................................................................... 75
B. Suggestion .................................................................................... 76
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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LIST OF TABLE AND FIGURE
Figure 2.1 The Writing Process Wheel ....................................................... 24
Table 3.1 Research Matrix ........................................................................... 42
Table 3.2 List of X IPS 1 as Control Group (Self-Assessment) .................. 44
Table 3.3 List of X IPS 4 as Experimental Group (Peer-Assessment) ........ 45
Table 3.4 Writing Scale Rubric .................................................................... 50
Table 3.5 Analytical Assessment for Scoring .............................................. 50
Table 3.6 The Effect Size ............................................................................. 60
Table 4.1 The Score of Pre-test and Post-test in Experimental Class .......... 61
Table 4.2 The Score of Pre-test and Post-test in Controlled Class .............. 62
Table 4.3 Test of Normality ......................................................................... 67
Table 4.4 Homogeneity Test ........................................................................ 68
Table 4.5 Result of Group Statistic .............................................................. 68
Table 4.6 Result of Independent Sample Test ............................................. 69
Table 4.7 Result of Group Statistic .............................................................. 69
Table 4.8 Result of Independent Sample Test ............................................. 70
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LIST OF APPENDICES
1. Lesson Plan of Experimental Class
2. Lesson Plan Of Controlled Class
3. Pre-test Recount Writing
4. Post-test Recount Writing
5. Observation Sheet
6. The Students‟ Score Of Controlled Class
7. The Students‟ Score Of Experimental Class
8. Rubrik Penilaian Writing - Recount Text Peer-Assessment
9. Rubrik Penilaian Writing - Recount Text Self-Assessment
10. Syllabus of Curriculum 2013 Revision in 2016
11. Face Validity of Pre-Test
12. Face Validity of Post-Test
13. Documentation
14. Students‟ Work of Writing Recount Text in Experimental Class
15. Students‟ Work of Writing Recount Text in Controlled Class
16. Letter of Graduating Paper Counselor
17. Letter of Research Permission
18. Letter of Originality and Publication
19. SKK (Satuan Kredit Mahasiswa)
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ABSTRACT
Saputri, Ayuk Puji. 2018. The Effectiveness between Self-Assessment and
Peer-Assessment toward Students’ Writing Skill in Recount
Text for Tenth Grade in The Academic Year of 2017/2018 of
MAN Salatiga. A Graduating Paper, English Education
Department. Teacher Training and Education Faculty. State
Institute for Islamic Studies Salatiga. Counselor: Dr. Setia
Rini, M.Pd.
The objectives of the research is to find out whether there is significant
difference between the effect of self-assessment and peer-assessment toward
students‟ writing skill in recount text of tenth grade students at MAN Salatiga in
the academic year 2017/2018.
The methodology of research was quantitative research especially a
quasi-experimental research. The technique of collecting data were pre-test and
post-test to find out the students‟ writing skill of recount text, observation sheet
to get the information of real interaction in classroom, and documentation to
strengthen the observation sheet.
The writer finds that there is no significant difference between self-
assessment and peer-assessment toward students‟ writing skill in recount text of
tenth grade students at MAN Salatiga in the academic year 2017/2018. The result
of T-test is 0.721. These T-test result show that there is no significant difference
between them because p > α for N=60 students of MAN Salatiga. Moreover, the
result of effect size formulation in this study was 0.51 for experimental class and
0.38 for controlled class. The answer of statistical hypothesis is there is no
significant difference effect between self-assessment and peer-assessment toward
students‟ writing skill in recount text. So, alternative hypothesis (Ha) is rejected
and null hypothesis (Ho) is accepted.
Keywords: Self-assessment; Peer-assessment; Writing Skill; Recount
Text
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CHAPTER I
INTRODUCTION
This chapter presents an introduction of this study. It consists of
background of the study, problems of the study, objectives of the study,
significances of the study, definition of the key terms, and the outlines of
graduating paper organization.
A. Background of Research
People in this worldwide, recognized the English language to be
the first international language among other languages as a means of oral
and written form. Many people use English as a medium of
communication to interact or cooperate with people in different countries.
In Indonesia, English become the first foreign language that plays an
important role primarily in education. It is the reason why English taught
at school compulsory from Elementary School until Senior High school
and some semesters at the university (Ramelan, 1984:1). In teaching
English, writing can be considered as the most difficult among the four
elements of English in upgrading the mastered if the students still lack
skill about how to produce the English language in a written form.
Conferring about teaching writing skill, many questions may
show up. For example, what the effective way to teach writing is,
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whether students can master writing with limited time provided, whether
writing is as important as other skills due to it is not tested in the National
Examination. That questions can appear and may be hard to be answered.
Devising writing as the last productive skills is the most fearful skill to be
mastered by EFL students. They found difficulties not only because they
should generate and organize ideas but they are expected to turn their
ideas into a readable target language. In line with that, “writing is the way
how man communicate his thoughts and feelings by means of visible
signs, understandable not only to himself but also to all other persons
more or less initiated into the particular system” (Gelb, 1951:11). While
Richard in his book (2002) said that the students are considered to
acquire some complicated skills in which they have to concern to higher
level skills of planning and organizing. Also, they must pay attention to
lower skills of spelling, punctuation, word choice, sentence structures,
and so forth.
Furthermore, coloring teaching time, teachers have very limited
time to enfold their large materials that inserted in K13 with a huge
number of students in the class. What the researcher learned from
observing the learning and teaching process of Mrs. Sarina‟s class on
Saturday, May 5th, 2018 in MAN Salatiga, showed that there are only
two meetings in a week which is 135 minutes available for English class.
It is not sufficient to cover four skills in English, all the more writing skill
is a process that grabs a lot of times. To create a good writing is not easy
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as it seems. Before completing final draft, a writer or students should pass
some procedures, such as pre-writing, outlining, developing an outline,
proofreading, revising, and final drafting (Owl, 2015:1-18). In this part,
the researcher attempts to point out some causes that explain students‟
problem.
First, concerning teaching method, prominently EFL teachers still
implement a teacher-centered approach which is contradictive with what
is demanded by the Kurikulum 2013 (character-based curriculum). For
this, Kessler (1992:5) stated, “the role of a teacher in traditional
classroom basically that of instructor and knowledge transmitter”. It can
be said that the teaching approach is mainly lecture-based with the
teacher-centered transmissive models. Because of that, classroom
activities gave fewer opportunities for students to take part and ignoring
students‟ potentials and resources. On the other hand, in the process of
learning that is implement a student-centered approach will encourage
students‟ enthusiasm and desire. In Kurikulum 2013, students are
expected to be able in learning independently.
Second, learning teaching process, specifically writing skill, will
be ended by assessing the students‟ scalability to reckon how far is their
understanding about the materials and it is ordinarily become the
teacher‟s obligation. In some conditions, between language learning and
assessment are associated and often linked in practice. Therefrom, a
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teacher were sued to nourish the students‟ necessity of the effective way
in developing their writing skill.
In finding a solution to help a teacher in teaching writing and to
help students‟ improve their skills in writing, the researcher proposed an
interesting way namely self-assessment and peer-assessment. The
researcher chose self-assessment and peer-assessment to notice which
one of those way more effective to upgrade students‟ writing skill for the
lifelong learner despite of trains the students to be able in judging their
own work. Topping (2003:55-88) stressed that self-assessment and peer-
assessment are cognitively demanding tasks which require and encourage
intelligent self-questioning, post hoc reflection, learners‟ ownership and
management of learning processes, sense of personal responsibility and
accountability, self-efficacy, and meta-cognition. That was the reason the
election of self-assessment and peer-assessment. It was not to measure
the achievement or engender learning, but it was intended to enable the
students to become aware of how they learn.
The main way of unveiling the students‟ writing skill is the
utilized of self-assessment which can accommodate the diversity of
learners readiness, experience, and backgrounds. Self-assessment will
increased students‟ motivation and interest for the material that is
preserved to enhance learning activities and better performance, support
them to evolve demanding skills to analyze their work (Sharma, et al.,
2016:226-229). It means that all at once, there are positive side of self-
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assessment which helps students in escalating their learning progress and
teacher in guiding students‟ need. Connecting to get the good result of
self-assessment‟ usage, it would be more efficacious when it is applied
with an effective self-assessment. Galbraith et al, (2008:20) concluded
that the following must be taken into consideration for effective self-
assessment: 1- effective self-assessment should be based on a clear
understanding of the practical learning outcomes, 2- self-assessment
should included knowledge, behaviors and skills outcomes, 3- the
students should regularly obtained external validation of his/her self-
assessment activities.
On the other side, Falchikov (2007:132) divulged that peer
assessment requires students to provide either feedback or grades (or
both) to their peers on a product or a performance, based on the criteria of
excellence for that product or event which students may have been
involved in determining. In another words, Falchikov reavealed that peer-
assessment is an action to judge other student based on the criteria. Peer
assessment builds on a process that is part of our development from the
earliest years of life which is proved peer-assessment as one of a good
way to apply in teaching-learning activities. Same with that, Boud, Cohen
& Sampson (1999:413) observed that if students are expected to put more
effort into a course through their engagement in peer learning activities,
then it may be necessary to have this effort recognized through a
commensurate shift in assessment focus. As the result of that observation,
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it could be noted that students can help their friends to make sense of the
gaps in their learning and understanding and to obtain a more
sophisticated grip of the learning process. The important case was there is
a reciprocal inter-dependency between individuals and the collective
community of which those individuals are apart.
Both of that self-assessment and peer-assessment has their benefit
and deficit. They are helpful in case of upgrading the students‟ writing
skill. Moreover, there are so many genres that involved in writing aspect
but the researcher chose the recount text to be designed in this research.
Seemingly, some students are interested in creating a gently recount text.
Based on the background, the researcher is interested in
committing a research under the title “The Effectiveness Between Self-
Assessment and Peer-Assessment toward Students’ Writing Skill in
Recount Text for Tenth Grade MAN Salatiga in the Academic Year
2017/2018”.
B. Problem of Research
Based on the background of the study, there was only one
problem that emerge. The problems can be acquainted as, “Is there any
significant difference between the effect of self-assessment and peer-
assessment toward students‟ writing skill in recount text of tenth grade
students at MAN Salatiga in the academic year 2017/2018?”
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C. Objective of Research
In relation to the research question already stated the
objectives of this study is conducted to find out whether there is
significant difference between the effect of self-assessment and peer-
assessment toward students‟ writing skill in recount text of tenth grade
students at MAN Salatiga in the academic year 2017/2018.
D. Significances of Research
The results of this research positively would presented
contribution to English teaching and learning, they are :
1. Theoretically, this research is to enrich the variety of teaching-
learning English practice in a classroom. In addition, this research
probably provides the effectiveness between self-assessment and
peer-assessment toward students‟ writing skill in the tenth grade of
MAN Salatiga, what is the impact towards students, and what are the
responses of students.
2. Practically, the result of this study may be beneficial for the teacher
who wants to drill and enhance their students‟ writing mastery
through self-assessment and peer-assessment. Likewise, this would
be useful to collect an information for whoever that need a research
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about the effectiveness between the self-assessment and peer-
assessment toward students‟ writing skill especially wrap in the
recount genre.
E. Definition of Key Terms
To avoid misinterpretation or misunderstanding about the title of
this research the researcher wants to verify the meaning of the title at a
glance to make this research simply understand.
1. Self-Assessment
Self-assessment occurs when a student assesses and makes
judgments about his/her own work. Self-assessment is linked to
reflective practice as it involves self-development and as such, is an
important skill for career development and management (Hains &
Wesson, 2013:3). It showed that self-assessment could be a
phenomenon of assessing one-to-other students‟ tasks and
performances.
Other opinion said that self-assessment is the process by
which the student gathers information about and reflects on his or her
own learning … [it] is the students‟ own assessment of personal
progress in knowledge, skills, processes, or attitudes (Ministry of
Education in The Literacy and Numeracy Capacity Building Series
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Ontario, 2002:3). Self-assessment leads a student to a greater
awareness and understanding of himself or herself as a learner.
2. Peer-Assessment
Peer-assessment is an arrangement when students make
assessment decisions on other students‟ work. Similarly, peer
assessment is linked to reflective practice as it involves self-
development and as such, is an important skill for career
development and management (Hains & Wesson, 2013:3). It showed
that peer-assessment is the advance of self-assessment. Peer-
assessment entangled two or more students to evaluate their work
which is tied to their development and progress of their learning.
Besides, Wenji & Yang (2010:776) stated that peer-
assessment is an assessment of students that done by their friends,
and it can be used for both formative reviews to facilitate feedback
and cumulative scoring. In short, peer-assessment had a double
function inside of learning activity which is to be an alternative way
for students in a learning process and to be an alternative assessment
that the teacher could be applied.
3. Writing Skill
According to Hyland (2004:5), “writing is a way of getting
things done. To get things completed such as, describing something,
telling a story, requesting an overdraft, drafting an essay, and so
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on”. So, writing is an act of creating an opus in a written form.
Writing could be very influential in the living of education
remembering that most exams often rely on the students‟ writing
skill in order to measure their knowledge. Additionally, to get a good
writing as its final, it would be done by some process such as;
planning, drafting, editing, and final drafting (Harmer, 2004:4-5).
Furthermore, writing is about a skill that needs a drill frequently or in
other words a good writing cannot be reached without pass the step-
by-step defined above.
4. Recount Text
The definition of recount text has come from Anderson &
Anderson (2015:24). It said that recount text is a piece of text retells
past events, usually in the order in which they occurred. Its purpose
is to provide the audience with a description of what occurred and
when it occurred. It means that recount text is talking about writing a
story that tells chronological past events.
F. The Outline of Graduating Paper
These research divided into five chapters and each chapter define
something typically, according to the topics which discussed.
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CHAPTER I is the introduction which consists of the background
of research, the problem of research, the objective of research,
significances of the research, definition of the key term, and the outline of
graduating paper.
CHAPTER II is a theoretical framework. This part presents the
research result on theories or related research studies on the similar field.
It provides related theories of each variables, readers' previous studies,
and the hypothesis which they need to comprehend this present research.
CHAPTER III is how to construct the body of this research and
the data are explained here. In this session, there would be research
design, place and time of research, population and sample, research
variable, research instrument, the technique of validating data, the
technique of collecting data, and technique of data analysis. Many data
are collected and analyzed that needed by the researcher. The
contribution of the samples gives numerous objective views in acquiring
the data required in this part.
CHAPTER IV is finding all the results of data analysis. This part
is about the data description and data analysis. The research questions
will get the answers in this chapter. To make it obvious to the readers,
the researcher suggests the discussions of the findings.
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CHAPTER V is closing which contains the conclusion and
suggestion for the further research. The last terms of this research are a
bibliography, appendix, and curriculum vitae.
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CHAPTER II
THEORETICAL FRAMEWORK
In this chapter will focus on the review of related theories underlying the
study. It consists of three major sections, namely theoretical review relevant to
the title of research, previous studies, and hypothesis.
A. Self-Assessment
1. Definition of Self-Assessment
The basic declaration of self-assessment is a kind of formative
types of language assessing that used to assess students by their own
work. In connecting with the definition, Spiller in Boud (2011:2)
pronounced that self-assessment is making decisions about the
standards of performance and then making judgments about the
quality of the performance in relation to these standards. When self-
assessment is acquainted, it should ideally involve in both of those
standards. Meanwhile, Boud (1995:17) defines self-assessment as the
involvement of students in identifying standards and/or criteria to
apply to their work, and making judgments about the extent to which
they have met these criteria and standards. It implied that students
should be active in the process of the teaching-learning process by
judging their work based on the success criteria.
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According to Dickinson (1987:136), self-assessment is a
process of collecting information about students‟ own learning in
order to monitor consciously their knowledge development. From the
definition, it is explicit that self-assessment is served students to
explore their learning activity by themselves. A helpful definition of
self-assessment that focuses on the formative learning came from
Andrade and Du (2007:151). They promoted that self-assessment is a
process of formative assessment during which students reflect and
evaluate the quality of their work and their learning, judge the degree
to which they reflect explicitly stated goals or criteria, identify
strengths and weaknesses in their work, and revise accordingly.
Another scholar, Brown (2004:270) asserted that self-
assessment is an assessment that requires students to judge their own
abilities or performance. Klenowski (1995:243), pointed out that self-
assessment is the evaluation or judgment of the worth of one‟s
performance and the identification of one‟s strength and weakness
with a view improving one‟s learning outcomes. In addition, the self-
assessment process can help “to prepare students not just to solve the
problems we already know the answer to, but to solve problems we
cannot at the moment even conceive” (Brew,1995:57).
In short, based on the iridescent explanation above the
researcher concluded that self-assessment could support the students‟
learning development through a judge, evaluate, identify, and check
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out for their owns the task. Besides, students can find out their
learning needs to appraise their capability in mastering a knowledge.
2. Advantage and Disadvantage of Self-Assesment
When the students invoked in the assessment process, the
teacher becomes much more facilitator and moderator. Teaching-
learning process becomes participatory activities within supportive
learning and insist the participant negotiate for giving such
contribution into the learning process. Making judgments of one‟s
own progress is integral to the learning process. Spiller (2012:4)
referred few of the advantages of self-assessment as below:
a. It builds on a natural tendency to check out the progress of one‟s
own learning. Students would be more criticized to their own
work artlessly.
b. If the student can identify their learning progress, this may
motivate further learning or lifelong learning. When they know
their learning model, it may help them to stimulate their attitude to
the learning.
c. Encourage students‟ reflection on their own learning.
d. Self-assessment promote learner‟s responsibility and
independence.
e. Self-evaluation tasks encourage students ownership on learning.
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f. Self-assessment emphasizes the formative aspects of assessment
despite self-assessment actually comes from an alternative
assessment.
g. Self-assessment can accommodate the diversity of learner‟s
readiness, experience, and background.
h. Develop learner‟s autonomy, cognitive abilities, and
metacognitive abilities.
On the other hand, self-assessment has disadvantages that are
in below:
a. Potentially increases lecturer workload by needing to brief
students on the process as well as on-going guidance on
performing self-evaluation.
b. Self-evaluation has a risk of being perceived as a process of
presenting inflated grades and being unreliable.
c. Students feel ill-equipped to undertake the assessment.
3. Implementation of Self-Assessment
Boud (2012:6) argued that the way in which self-assessment is
implemented is critical to its acceptance by students. These are the
following step on how to implement self-assessment;
a. A clear rationale: what is the purpose of this particular activity?
b. Explicit procedure –students need to know what is expected of
them.
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c. Reassurance of a safe environment in which they can be honest
about their own performance without the fear that they will
expose information which can be used against them.
d. Confidence that other students will do likewise, and that
cheating or collusion will be detected and discouraged.
B. Peer-Assessment
1. Definition of Peer-Assessment
Contrasting to the definition of peer-assessment, it is
characterized as either formative or summative types of language
assessing that used to assess students by in pair (Alzaid, 2017:95).
According to Spiller (2012:10), peer assessment is a natural extension
of the move from a teacher-centered to a student-centered mode of
education, which emphasizes the active engagement of students in
their learning, learner responsibility, metacognitive skills and a
dialogical, collaborative model of teaching and learning. It might lead
the students to be an autonomous learner, better capable to see the
strengths and weaknesses of their owns work; it allows the
assessment to become part of the learning process.
Donaldson and Topping (1996:375-377) argued that peer-
assessment; (a) boosts students to take responsibility for their own
learning and development, (b) gives assessment as a part off learning
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so that mistakes are seen as opportunities rather than failures, and (c)
practices the exchangeable abilities needed for life-long mainly
correlated to assessment skills.
In other opinions, peer-assessment is the process of involving
students in the appraisal of their peers‟ work. Peer-assessment can be
of individual or group work and can be anonymous or not (CELT,
2012:1). Reinforcing those statement, Brown (2003:270)
complemented that “peer-assessment appeals to similar principles, the
most obvious of which is cooperative learning ... Peer-assessment is
simply one arm of the plethora of tasks and procedures within the
domain of learned-centered and collaborative education”.
It can be assumed that peer-assessment is assigned as a
formative and summative assessment that is used to train students‟
understanding and correcting their friends to be able in knowing what
and how they learn. For real, those 2 characters overlapped. Peer-
assessment aimed to transform students from mere receivers of
knowledge from teachers to memorize and recall on tests to active
learners and participants in learning and evaluation process, interact,
search and explore, and reach the relationships between objects in
order to generate new knowledge characterized by critical thinking
and creativity (Alzaid, 2017:159).
19
2. Advantage and Disadvantage of Peer-Assessment
The strength point that should be learned is peer-assessment
build students‟ awareness to give a review, feedback or evaluate their
friend‟s work and vice versa –this is an assessment for learning, not
an assessment of learning.
Here are the advantages of peer-assessment by Spiller
(2012:11):
a. The conversation around the assessment process is enhanced.
Research evidence indicates that peer feedback can be used very
effectively in the development of students writing skills.
b. Students engaged in commentary on the work of others can
heighten their own capacity for judgment and make intelligent
choices.
c. Peer evaluation helps to lessen the power imbalance between
teachers and students and can enhance the students‟ status in the
learning process.
d. Can help reduce the „free rider‟ problem as students are aware that
their contribution will be graded by their peers.
e. When the operation is succeed, it can reduce a lecturer's marking
load.
Aside from that, several disadvantages of peer-assessment are
presented as follows:
20
a. The process has a degree of risk with respect to the reliability of
grades as peer pressure to apply elevated grades or friendships
may influence the assessment, though this can be reduced if
students can submit their assessments independent of the group.
b. Students will have a tendency to award everyone the same mark.
c. Students may be reluctant to make judgments regarding their
peers.
d. At the other extreme students may be discriminated against if
students „gang up‟ against one group member.
3. Implementation of Peer-Assessment
When the teacher wants to hold a peer-assessment into their
teaching process, these following formula adapted from Hains &
Wesson (2013:4) could be considered:
a. Construct a clear and accurate rubric to establish proper criteria
and standards for the assessment piece.
b. Engage the students in practice opportunities (formative
assessment) before employing peer assessment as an assessment.
c. Exchange notes during class: students look for perceived gaps and
different understanding.
d. Draft assessment shared and questions developed-ensuing
discussion enhances learning through exploration of the questions.
21
e. Peer-editing and feedback on a draft of an assessment shared on a
small group, criteria for the feedback provided or previously
developed.
C. Types of Self-Assessment and Peer-Assessment
Brown (2004:271-272) are cultivated worthy points about the
classification of self- and peer-assessment which are enumerated as
follows:
a. Direct assessment of performance. In this category, students, in
particular, observe themselves in either oral or written production
–and renders some kind of evaluation of performance. The
evaluation was conducted immediately soon after the
performance.
b. Indirect assessment of performance. An indirect self-, peer-
assessment targets larger slices of time with a view to rendering
an evaluation of general ability, an opposed to one-specific
performance and relatively time-constrained performance. Indirect
assessment could be kind of classic competence-performance
distinction that distinguishes from direct assessment. To be sure,
indirect assessment is not confined to scored rating and
questionnaires.
c. Metacognitive assessment for setting goals. At some evaluations,
it could be more strategic, with the purpose of setting goals and
maintaining an eye of the process of their pursuit. Strategic
22
planning and self-monitoring can take the form of journal entries,
diary, questionnaires, or choices from a list of possibilities.
d. Socio-affective assessment. Thus, another type of self-, peer-
assessment comes in the form of a method of examining affective
factors in learning. This type may differ from others because it is
linked to personal skills. For instance, when learners overcome to
assess and to improve motivation, to gauge and to lower their own
anxiety, to find mental or emotional obstacles, to learn and then
plan to resolve those barriers, an all-important of a socio-affective
domain is invoked.
D. Writing
1. Definition of Writing
In the language learning, students learn some of the language
skill. There are four language skills: speaking, writing, listening and
reading. Writing is one of language skill that should be given for
Junior High School. In this chapter, the researcher tried to explain the
definition and purpose of writing. According to Gelb (1952:12),
“writing is clearly a system of human intercommunication by means
of conventionally visible marks, but it is evident from what has been
said that what the primitives understood as writing is not the same
thing as we do”. It means that writing is a kind of tool of
communication which is used by people to share their basis of all
23
writing –words or ideas- into a written language. Therefore, Meyers
(2005:2) conveyed the definition of writing as follows:
Writing is a way to produce language, which you do naturally
when you speak. Writing is speaking to others on paper or on
a computer screen. Writing is a partly a talent, but it is mostly
a skill, and like any skill, it improves with practice. Writing is
also an action-a process of discovering and organizing your
ideas, putting them on a paper, and reshaping and revising
them.
Nunan (2003:88) also defines that writing is the process of
thinking to invent ideas, thinking about how to express in good
writing, and arranging the ideas in statement and paragraph clearly.
In a nutshell, based on the definitions of writing above, the
researcher figured that writing is one of skill that hopes for students to
produce a written language by using English. They have to write
down what is on their minds and outpour it by using the correct
procedure of writing. Furthermore, writing is not only about a product
but it is also about a process. So, it takes a study and practice to
develop the writing skill.
2. Stage of Writing Production
Writing used for a wide variety of necessities and it is made in
many different forms. For a start, there are several steps of a process
that presents how people should write in order to produce something
24
in a written form. According to Harmer (2004:4), there is four main
elements process of writing, they are:
a. Planning
To be a writer, the first stage is determined about what the
writer‟s want to write. The writer may take some notes of a topic
to be elected. While planning, the writer should pay attention to
three main issues which are declared by Harmer (2004:4-5). First,
the writer has to consider the purpose of writing. Second, the
writer has to look at who is the audience or the target. Third, the
writer has to consider the content structure of the piece – that is,
how best the writing contents which the writer have to include it.
b. Drafting
The writer is assigned to the first version of a piece of
writing as a draft. In the drafting process, the writer needs to
place our ideas down on a piece of paper without concern for
being correct or not.
c. Editing (Reflecting and Revising)
Editing is the important step to do. In this step, the
writer needs to re-check and re-read what the writer has
written. Harmer (2004:5) stated that once writers have
produced a draft they then, usually, read through what they
25
have written to see where it works and where it does not. While
reflecting and revising can be done with the assistance of
another person which will help the writer to make a revision.
d. Final Version
The final version is the last stages of writing
production. On the other words, it is called by publishing. It
means the writer have completed the writing after doing editing
and revising and it is ready to publish.
In addition, those stages above should not be done in
sequence, sometimes writers need to correct the first stage
when they already done in the last stage. Harmer suggests
the process wheel which shows the circle directions that can be
used by writers.
Figure 2.1 The Writing Process Wheel
26
From the picture 2.1 above, it implied that Harmer
(2004:6) describe the flow direction of the arrow is not
pointing in only one direction –but, it is pointing to all
direction. It means that in the steps of writing the writer always
re-check the previous text. And, in the end of the writing, the
writer can read the whole text in order to make any correction.
The written text can be corrected either in terms of
vocabularies, punctuation, diction, or the correlation of content
between each paragraph.
3. Principle of Teaching Writing
There is no single thing intrinsically wrong with awareness to
any of the above criteria. They are still concern of writing teachers.
But, in anticipating the course of time, they became better attuned to
the advantage given to learners when they were seen as creators of
language, when they were allowed to focus on content and message,
and when their own individual intrinsic motives were put at the center
of learning. They began to develop what is now termed the process
approach to writing instruction. Here are lists of typical writing
activities ended in the process approaches allude to the following
(Brown, 1994:335-336):
a. Focus on the process of writing that leads to the final
written product,
27
b. Help students writers to understand on their own
composing process,
c. Help them to build repertoires of strategies for pre-writing,
drafting, and re-writing,
d. Give students time to write and re-write,
e. Place central importance on the proces of revision,
f. Let students discover what they want to say as they write,
g. Give students feedback throughout the composing process
(not just on the final product) as they attempt to bring their
expression closer and closer to intention,
h. Encourage feedback from both the instructor and peers,
i. Include individual conferences between teacher and
student during the process of composition.
There is plenty of reason why teacher must teach writing to
their students of English as a foreign language. Then, Harmer
(2004:79) wrote in his book about reinforcement, language
development, learning style and writing as a skill are the reasons why
the teacher teaches writing to their students. In the downward, it is an
abridge of the keyword pronounced above:
a. Reinforcement: to announce that students acquire language more
proficient from seeing the language written down.
28
b. Language development: to help students as a beginner to go
through beating over the mental activity and to helps the ongoing
learning experience.
c. Learning style: to enlighten the gap between one-to-other students
that each students has different learning style.
d. Writing as a skill: to convince students about the importance of
teaching writing to them –beside formal or informal writing.
4. Teaching Writing
Among the four skill, writing becomes the most avoidable
lesson in the students‟ opinion and become the most complicated for
learning the English language. Likely, it is because of there are many
processes of writing which leads the students to feel difficult to
follow up their writing. Indeed, it is difficult to generate and organize
ideas using the suitable vocabulary, sentence, and paragraph but
students should not quit so early. With all that criteria mentioned by
then, good writings can be produced.
Later, a teacher‟s role is be required here. As it is quoted by
Harmer (2004:109), teacher‟s roles play a part in all sort of the
teaching and learning process of writing are; be the examiner with an
objective evaluation, be audience to respond students‟ ideas and
perception, be the assistant who help students forward, be a resource
by guiding students and giving information, be an evaluator to tell
29
quite things are going so far, or be an editor to help students in
organizing and picking pieces of writing. In touch with it, the
researcher gathered some point of teacher‟s roles toward students‟
result on written performance as mentioned are; motivator by creating
an attractive atmosphere at class, be the resourcers by ushering the
students in constructive and smart ways, be the feedback provider by
responding positively the students based on their level of ability in
writing.
To teach a writing, a teacher is expected to make the
classroom activities in some interesting ways. For example, as it cited
by Stanley (2006), there are three stages of classroom activities, they
are:
a. Pre-writing
1) Brainstorming: instruct the students to be separate into some
groups in order to produce words and ideas,
2) Planning: seek the students to make a plan before they are
begin to write by discussing with their classmates,
3) Generating ideas: a discovery task which insist students to
write quickly in six different ways as a cubing such as,
describet it, compare it, associate it, analyze it, apply it, and
argue for against it,
4) Questioning: call for the students focus upon the audience to
consider about what the reader want to know,
30
5) Discussion and debate: it would help students to develop
ideas in positive way.
b. Focusing ideas
1) Fast writing: students write with limited time provided
without agonizing the correct punctuation, grammar, and
language,
2) Group composition: working together inframe of group to
share ideas,
3) Changing view points: each students definitely create a
different writing with a different point of view and character,
that would give other perspective to the readers,
4) Varying form: similar with changing view points, but instead
of different viewpoints, different text types are selected.
c. Evaluating, structuring, and editing
1) Ordering: along the learning activities, students may take
some notes prominently when the pre-writing session,
2) Self-editing: students try to improve their writing through
judging their own work,
31
3) Peer-editing and proofreading: similar with self-editing, but
instead of judging by themselves, judging by other students
are charged.
Regarding those activities, teacher is allowed to re-modeled
based on their students‟ need, their creativity, and their hands-down
to hold those stages writing activities in a learning-teaching process.
5. Teaching Writing in Senior High School
When teachers are teaching writing in senior high school, they
have to be shrewd in hooking matter that should be concerned. They
have to indicate it with the regulation of the ministry of education.
The regulation of ministry of education covers in the form of content
standard (Standar Isi) and the age range of the senior high school.
Firstly, 2013 Revision Curriculum (Kurikulum revisi 2013) is
the enlargement of Curriculum 2013. The differences between both of
them can be mentioned as follows:
a. Integrating the Strengthening Character Education (PPK) in
learning which is mainly 5 characters, namely; religious,
nationalist, independent, mutual cooperation and integrity,
32
b. Integrating literacy; creativity of 21st century which are initiated
as 4C (Creative, Critical Thinking, Communicative, and
Collaborative)
c. Integrating the HOTS (High Order Thinking Skill)
Those are the remarkable purpose of what the regulation of
ministry of education that learning is not only transferring a material
yet it is such an establishment of 4C. Students are expected to master
4C and implemented 4C into their daily life which is more beneficial
than only mastering the hard skill. So, it would be practically train
students as the main actor of the learning-teaching process.
In senior high school, the English competencies of
communication divided into three types of text, interpersonal
(guarding the interpersonal relation), transactional (exchange an
information) and functional (doing the duty) which could be in oral
and written form. Competencies of each types of text are arranged
based on genre. In addition, according to the regulation of ministry of
education, senior high school students of grade X of 1st semester is
that they have to perform several writing such as descriptive text,
recount text, and narrative text. However, the researcher took recount
text by reckoning some aspects. The teacher taught writing,
specifically recount text which is distributed in X class in the first
semester
33
6. Notion of Good Writing
Every writer hopes that his writing is included in the category
of good writing, but the writer rarely pays attention to the
characteristic of good writing when they write. The characteristic that
needs to be considered by the writers come from Boardman &
Frydenberg (2002:31-47) are as follows:
a. Coherence
A paragraph has coherence when supporting sentences
are based on the principle. The sentences are put in order for the
reader can understand what the writers‟ ideas easily.
b. Cohesion
A paragraph cohesion is when all supporting sentences
connect with other in their supporting sentence.
c. Unity
A paragraph unity is all the supporting sentences is
relate to the topic sentence. Unity in writing only focus in one
single idea.
d. Completeness
A paragraph completness is when all the major
supporting sentences is full explain the topic sentence and all the
34
minor supporting sentences it needs to explain each major
supporting sentence.
E. Genres
Seeing the teaching-learning activity of Senior High School
especially in English language, it demonstrated the existence of genres
within the lesson. As in general, there are thirteen genres in the English
language, they are; narrative text, recount text, descriptive text, procedure
text, report text, analytical exposition text, discussion text, hortatory
exposition text, explanation text, anecdote text, spoof, news item, and
review text. However, the researcher chooses recount text to be arranged
in this research.
1. Recount Text
a. Definition of Recount Text
Herein, the researcher provides two definitions from
different expert related to recount text. First, according to
Anderson & Anderson (1997:24) said that recount is a piece of
text that retells past events, usually in the order which they
occurred. Second, according to Pardiyono (2007:63) recount is the
text telling the reader what happened, begins by telling the reader
who was involved, what happened, where this event took place
and when it happened.
35
From the both of definitions, it can be conclude that
recount text is a piece of writing text that tells event in a
chronological sequence which is usually utilized to inform or
recall an account of events in the past. Some examples of recount
text include; eyewitness accounts, newspaper report, letters,
conversations, television. The purpose of recount text is retell
events for the purppose of informing or entertaining (Gerot &
Wignell, 2013:154).
b. Features of Recount Text
A recount text usually has three main sections. According
to Anderson & Anderson (1997:24), the first section is called
orientation, second section content of series events and the last
section is a conclusion which known as re-orientation. Mostly,
orientation gives background information about who, what, when,
where and when the story happened. After that, at the second
paragraph it would tell about the chronological of story or events.
For some recount may have a concluding paragraph as their
closing of a story in the text.
36
Besides of its features, recount text also has grammatical
rules such as; 1) proper nouns to identify those involved in the
text, 2) descriptive words to give details about who, what, when,
where, and how, 3) the use of past tense to retell the events, and 4)
words that show the order of events (for example: first, next,and
then).
c. Types of Recount Text
Before writing a recout text, it would be better if the writer
know the vary of recount types. So, the writer can decide which
one of the recount type he would choose to be organized into a
paragraphs. Exploring the recount types, Derewianka (2004:15-
17) proposed three types include:
1) Personal recount. It is a recount text that retells of an
activity that writer or speaker has been personally
involved in (e.g. oral anecdote, diary entry). Its has
language features such as; (a) the use of pronouns of I, we,
(b) personal responses to the events can be included in the
end, (c) detail are often chosen to add interest orr humour.
2) Factual recount. It is a recount that records the particulars of
an accidents (E.g. report of a science experiment, police
report, news report, historical recount). Its has language
features such as; (a) use of third person pronouns (he, she,
37
it, they), (b) details of time, place, and manner may be
need to be precisely stated, (c) descriptive details may
also be required to provide precise information, (d) the
passive voice may be used.
3) Imaginative recount. It is a recount which is bring on an
imaginary role giving details (e.g. a day in the life of a
Kingston‟s Castile: how I invited to come to the party
there.)
F. Previous Studies
The first research was done by Birjandi and Siyyari (2010) in
their journal about a comparative study of the self-assessment and peer-
assessment effect on writing performance and rating accuracy. The study
aimed at investigating the effect of doing self- and peer-assessments over
time on the paragraph writing performance and the self- and peer-rating
accuracy of a sample of Iranian English-major students. The participants
of this study consisted of 198 adult Iranian male and female students
studying different English language majors at undergraduate level. To
analyze of data, the writer decided to use quantitative research paradigm
to comprehend the phenomenon in depth which is based on how the
participants in the research perceive it. The research data was gathered in
38
two instruments; writing scale and placement test. The results of the data
analysis showed that all the three groups showed gradual improvement
in their writing performance after nine sessions. Both self- and peer-
assessment can significantly improve the writing performance of learners
in comparison to the common methods of teaching writing skill which
might not give any opportunity to learners to assess their own
performance or the ones of their peers.
The second research was accomplished by Puegphrom and
Chiramanee (2011) in their journal which discusses the effectiveness of
implementing peer assessment on students‟ writing proficiency. This
study dealt with the investigation of the implementation of peer
assessment on students‟ writing proficiency and the subjects‟ attitudes
towards the technique and being assessed by peer used by teacher in
language assessing as well as the reasons in employing the techniques. It
was a quasi-experimental research. The subjects are involved in
recruiting research participants which consisted of 24 grade 11 students
enrolled in The English Gifted Program of Triam Udom Suksa School of
the South. They were divided into 8 groups of 3 learners based on the
pre-test scores. The results improved significantly. Highly positive
attitudes towards the teaching technique were also found, in particular on
the following aspects: the writing ability development, self-directed
learning, co-operative learning, and self-confidence.
39
The third research was created by Thawabieh (2017) in his journal
talked about a comparison between students' self-assessment and
teachers' assessment”. The researcher has promoted a quasi-experimental
research for his study. His instruments of the research are 2 students' self-
assessment tools and 2 tests. The result of this research referred that
students can assess themselves accurately if they are trained on how to
implement self-assessment. The use of self-assessment of students in the
assessment process increases students‟ self-confidence, achievement, and
satisfaction with scores they get for tests prepared by the instructor,
subsequently; this makes them feel that they are partners in the process of
learning and teaching.
The research that conducted by researcher has some similarities
with the previous research that written above. However, there are several
matters that distinguish this research from the previous, which are as
follows:
1. The subject of this research was the tenth-grade of MAN Salatiga in
the academic year 2017/2018
2. The researcher would like to do this research for comparing the
effectiveness between self-assessment and peer-assessment toward
students‟ writing which is stationary having a poor writing caused by
the researcher is interested in knowing which one of those method is
applicable and profitable. Moreover, the researcher used an articles,
journals and other previous study to bolster this research.
40
3. The researcher combined the effectiveness between self-assessment
and peer-assessment toward students‟ writing skill with a type of text
that popular among the students‟ perspective. Yet, recount text is
mostly choose by the researchers around the world in writing context.
So, the researcher would like to compare both of the significant effect
of self- and peer-assessment to students‟ writing skill.
G. Hypothesis
Hypothesis is a tentative statement about the outcome of research
Cresswell (2012:621) states that hypothesis is declarative statements in
quantitative study in which the investigator makes a prediction or a
conjuncture about what they will find in their study. They compared two
groups: the experimental group, which received supportive statements,
and the control group, which received no supportive statements. It can be
accepted or rejected depending on the statistical analysis that has been
done. Similar to Cresswell, Sugiyono (2012:64), stated that hypothesis is
temporary answer toward statements of research problem where
statemens of research problem have been stated on question form. He
added that hypothesis also as theoretical collecting the data. The
objective of this research is to find out the significant difference between
self-assessment and peer-assessment toward students‟ writing skill
achievement in MAN Salatiga in the academic year 2018/2019.
41
In this research, the researcher proposed a hypothesis that will be
tested named alternative hypothesis (Hₐ), whereas its opposite is null
hypothesis (Hₒ). Given the explanation above, the following theoretical
hypothesis were posed:
1. Hₐ: If there is significant difference between the effect self-assessment
and peer-assessment toward students‟ writing skill in recount text of
tenth grade students of MAN Salatiga in the academic year 2017/2018.
2. Hₒ: If there is no significant difference between the effect self-
assessment and peer-assessment toward students‟ writing skill in
recount text of tenth grade students of MAN Salatiga in the academic
year 2017/2018.
42
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher tried to describe the method that used in this
research. The researcher explained about type of research, place and time of
research, population and sample, research variables, research instrument,
technique of validating data, technique of collecting data, and technique of
analyzing data.
A. Research Design
The researcher used a quasi-experimental research as the
framework of this research. The researcher itself stands as the participant
of research. This is the development of the true experiment which is quite
hard to conduct. As Cresswell (2012:309) pronounced that quasi-
experimental research does not require random assignment because of the
researcher cannot artificially create groups for the experiment, so the
researcher decided to select groups that are considered representatives, of
the population, and have some characteristics. Customarily, the
experiment groups will be decided by which settings have volunteered or
been selected then the control group also chosen that could be call
comparison group as it is not a pure control group (Muijs, 2004:27). For
this, the researcher discussed with the English teacher of X grade students
in MAN Salatiga to do a consultation related to the research topic.
43
The motive of using a quasi-experimental research was because of
for some research questions these are the best and most valid designs
available and they are studied in natural educational settings (Muijs,
2004:29). Supplementary, the researcher assigned intact groups the
experimental and control treatments, administers a pre-test to both
groups, conducts experimental treatment activities to both groups, and
then administers a post-test to assess the differences between the two
groups (Cresswel, 2012:310). The term quasi-experimental refers to the
type of research question, design, and data analysis that will be applied to
a given topic. This research attempts to know the effectiveness between
self assessment and peer assessment of students‟ writing skill in recount
text.
B. Place and Time of Research
The researcher conducted the research started from April 30th
to
May 15th
, 2018 in tenth grade of MAN Salatiga. Giving a clear schedule
of the research, the researcher managed the research matrix in the table
3.1 below:
44
Table 3.1 Research Matrix
No. Date and time Activities Place
1. April, 9th
2018 Giving observation letter to one of the
administration staff at MAN Salatiga
Office staff MAN
Salatiga (09.00 WIB)
2. April, 17th
2018 Asking confirmation to the
administration staff of MAN Salatiga
Office staff MAN
Salatiga (11.00 WIB)
3. April, 30th
2018
a. Giving consultation sheet to the
head of Curriculum MAN
Salatiga.
b. Interview with the English
teacher in the preliminary study
and do a consultation about
lesson plan
a. Office staff
MAN Salatiga
b. Office of
English teacher
4. May, 2th
2018 Doing pre-test in experiment class (peer-
assessment) X IPS 4 Class
6. May, 7th
2018 a. Doing pre-test in controll class
(self-assessment)
b. Doing treatment in experiment
class (peer-assessment)
a. X IPS 1 Class
b. X IPS 4 Class
7. May, 8th
2018 a. Doing treatment in controlled
class (self-assessment)
b. Observation
X IPS 1 Class
8. May, 14th
2018 a. Doing post-test in experiment
class (peer-assessment)
b. Doing post-test in controlled
class (self-assessment)
a. X IPS 4 Class
b. X IPS 1 Class
Whereas, the description of MAN Salatiga as the chosen school
could be checked as follows;
Name : MAN (Islamic Senior High School) Salatiga
Address : K.H. Wahid Hasyim Street No. 12, Salatiga, 50714
Telephone/Fax : (0298) 323031
E-mail : - [email protected]
Website : www.mansalatiga.sch.id
Major : Science, Social and Language
45
C. Population and Sample
1. Population
A population is a group of individuals who have the same
characteristic (Creswell, 2012:142). It can be said that population is a
mass of persons in a group that is used by the researcher to be learned
as the subject of research. The population in this research is all of the
tenth-grade students of MAN Salatiga. They are divided into 3
majors: Science (consists of 4 classes), Social (consists of 4 classes),
and Language (only one class). All of the students are from Social
major by the total is around 120 pupils. This population is suitable
with the material “recount text” of this research that is addressed for
them.
2. Sample
A sample is a subgroup of the target population that the
researcher plans to study for generalizing about the target population
(Creswell, 2012:142). It showed that sample could be a part of the
population inside of research that was chosen as the subject.
Sampling technique used in this quantitative research is convenience
sampling to be a part of nonprobability sampling. At convenience
sampling, the researcher was allowed to select individuals because
they were available, convenient; moreover, they represent
characteristics investigation.
46
Therefore, in order to know the effectiveness of the topic,
taking two classes from MAN Salatiga in the academic year
2017/2018 was done to be the samples. The English teacher named
Mrs. Sarina gave two available classes to participate in the research:
X IPS 1 and X IPS 4. Both of those classes were finished the
material and the research would be beneficial for them to review
about recount text. In the end, the researcher compares their result of
studying writing recount text whereby the X IPS 1 (consists of 30
pupils) used self-assessment as a control group and the X IPS 4
(consists of 30 pupils) used peer assessment as an experimental
group in their learning way. The data respondents in this research
presented in table 3.2 and table 3.3 below:
Table 3.2 Lists of X IPS 1 as Control Group (Self-Assessment)
No NIS Students' Code Gender
1 8181 Student 1 Male
2 8182 Student 2 Male
3 8183 Student 3 Female
4 8184 Student 4 Female
5 8185 Student 5 Female
6 8186 Student 6 Female
7 8187 Student 7 Female
8 8188 Student 8 Female
9 8189 Student 9 Male
10 8190 Student 10 Female
47
11 8191 Student 11 Male
12 8192 Student 12 Female
13 8193 Student 13 Female
14 8195 Student 14 Female
15 8196 Student 15 Female
16 8197 Student 16 Female
17 8198 Student 17 Female
18 8199 Student 18 Female
19 8201 Student 19 Male
20 8202 Student 20 Female
21 8204 Student 21 Male
22 8205 Student 22 Male
23 8206 Student 23 Female
24 8208 Student 24 Female
25 8209 Student 25 Female
26 8210 Student 26 Male
27 8211 Student 27 Female
28 8212 Student 28 Female
29 8214 Student 29 Male
30 8215 Student 30 Female.
Table 3.3 Lists of X IPS 4 as Experimental Group (Peer-Assessment)
No NIS Students'
Code Name
1 8289 Student 1 Female
2 8290 Student 2 Male
3 8291 Student 3 Female
4 8292 Student 4 Female
5 8293 Student 5 Female
6 8294 Student 6 Female
7 8295 Student 7 Female
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8 8296 Student 8 Male
9 8297 Student 9 Female.
10 8298 Student 10 Female
11 8299 Student 11 Female
12 8301 Student 12 Female
13 8302 Student 13 Female
14 8303 Student 14 Female
15 8304 Student 15 Female
16 8305 Student 16 Female
17 8306 Student 17 Male
18 8307 Student 18 Female
19 8308 Student 19 Male
20 8309 Student 20 Female
21 8310 Student 21 Female
22 8311 Student 22 Female
23 8312 Student 23 Female
24 8313 Student 24 Female
25 8315 Student 25 Male
26 8316 Student 26 Female
27 8317 Student 27 Male
28 8318 Student 28 Female
29 8478 Student 29 Male
30 8275 Student 30 Male
D. Research Variable
According Creswell (2009:49-50) variables refer to a
characteristic or attribute of an individual or an organization that can be
measured or observed and that varies among the people or organization
being studied. The variables need to be specified in an experiment so that
it is clear to readers what groups are receiving the experimental treatment
and what outcomes are being measured (Creswell, 2009:157). Dealing
with the given statement, research variables might be the conditions that
49
are manipulated, controlled, or observed by the researcher in research
study which is connected by the theoretical framework. In this study,
there were two kinds of variables namely independent variable (X) and a
dependent variable (Y).
Independent variable (X) is those that (probably) cause,
influence, or affect outcomes. They are also called treatment,
manipulated, antecedent, or predictor variables (Creswell, 2009:50).
Independent variable could be a variable that has a function to affect the
other variables under the research. Based on the definition, the
independent variable of this research (X) is the use of alternatives
assessment in teaching writing recount text for both groups. They are
self-assessment for experiment group and peer-assessment for a
comparison group.
Dependent variable (Y) is those that depend on the independent
variables; they are the outcomes or results of the influence of the
independent variables. Other names for dependent variables are criterion,
outcome, and effect variables (Creswell, 2009:50). Based on the
definition, the dependent variable of this research (Y) is the students‟
writing ability which is indicated by students‟ scores of writing recount
text.
50
E. Research Instrument
To carry out the research, there are some ways of collecting the
data. To collect the data, the researcher needs an instrument. According
to Creswell (2012:151), an instrument is a tool for measuring, observing,
or documenting quantitative data. Identified before the researchers collect
data, the instrument may be a test, questionnaire, tally sheet, log,
observational checklist, inventory, or assessment instrument. It means
instruments have an important role in gathering data that are needed by
the researcher.
Based on the statements above, we know that without instruments
of research the research would not be done. In this research, the
researcher chose tests, observation, and writing scale as an instrument
which is helping the researcher in conducting the data. So, the
instruments that the researcher used are as follow :
1. Test
According to Brown (2004:3) in simple terms, test is a method of
measuring a person's ability knowledge, or performance in a given
domain. It is also any series of questions or of exercise or other means
to measure the skill, knowledge, intelligence, capacity, or attitude of
an individual (Arikunto, 2013:193). The test would use in getting the
data. The researcher will conduct two times of tests, which are;
51
a. Pre-Test. The test was conducted at the first meeting –or
before the treatment. Pre-test is used to find out how far our
students‟ abilities to write before applying self-, and peer-
assessment. By the pre-test, the differences between
before and after the treatment are known. The researcher
created a pre-test to both control and experiment group by
asking students to make a personal experience of recount text
with supportable criteria attached.
b. Post-Test. The test was done after beyond the pre-test and
treatment. The function of post-test is used to know how far
are students‟ abilities to write after applying self- and peer-
assessment –and to find out the effectiveness of its focused.
The post-test was the similarity with the pre-test. Students are
asked to make a memorable personal experience recount text.
2. Observation
Observation is a preplanned research tool which is carried out
purposefully to serve research questions and objectives. When using
this instrument, the researcher observes the “classroom interactions
and events, as they actually occur” (Burns in Zohrabi, 2013:257). The
researcher took the observation along the lesson using the observation
sheet checklist.
52
3. The Writing Scale
Writing scale assigned for scoring the paragraphs of the
students‟ work was the rubric from Brown (2004:244-246). It should
be noted that this scale was not used in its original form since
it only includes scoring rubrics and brief descriptors for every
writing component and keyword (i.e., content, grammar, vocabulary,
coherence, and punctuation). Nevertheless, those were a suitable
scale to be used as the instrument in this research. The scale was
described in the table below:
Table 3.4 Writing Scale Rubric adapted from Brown (2003:244-245)
No. Aspect Score
20-18 17-13 12-6 5-1
1 Grammar
2 Vocabulary
3 Coherence
4 Content
5 Punctuation
Total Score
By the explanation of its analytical assessment are as follow:
Table 3.5 Analytical Assessment for Scoring
Classification Score Category
Excellent to good 20 – 18
If the students answer almost
correctly.
Good to adequate 17 – 13 If the students answer the
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question with less error.
Fair to poor 12 - 6
If the students answer the
questions with enough errors
Very poor 5 - 1
If the students answer almost
the questions wrongly.
F. Technique of Validating Data
There are two important criteria for examining the instruments
quality which are going to use in collecting the data. The two important
criteria should be always be considered with respect to a given research
design –which is named validity and reliability.
The principles underlying naturalistic and/or quantitative
research are based on the fact that validity is a matter of trustworthiness,
utility and dependability that the evaluator and the different stakeholders
place into it (Zohrabi, 2013:258). In this regard, Brown (2004:159)
stressed that “Validity is the degree to which all of the evidence points to
the intended interpretation of test scores for the proposed purpose”. Thus,
it is imperative that the data and the instruments to be validated. On the
whole, the following miscellaneous procedures are used to validate the
instruments and the data in this research, they are:
1. Face validity
It is kind of test validity to show the looks or form of an
instrument measures what it is meant to measure because the focus is
absolutely on the appearance of instruments. The instruments of this
54
research is to measure the students‟ ability in writing a recount text by
involving the experts looking at the items in the test and questionnaire
and agreeing that it is valid measure of the concept on the face of it
(Bolarinwa, 2015:198). Therefor, the appearance is an open-ended
question in which students are demanded to write recount based their
own experience. The following steps are the stages that the researcher
should done in conducting face validity:
a. Asking experts to check the paperwork.
b. The experts should do some correction toward the writing of
paperwork such as; is there any typo and how is the grammar.
c. After the experts convince that there is no need to be checked
anymore, the researcher asked the experts to give a confirmation
in the validation column that the instrument was valid.
2. Content validity
Content validity is related to a type of validity in which
different elements, skills, and behaviors are adequately and effectively
measured (Zohrabi, 2013:258). Based on the standard competency
(KD) 4.7.2 of class X, it is cited that students are able to write a
recount text either spoken or written form, short and simple related to
historical events by designed its basic structures, language features,
and appropriate context. The intended content of the instrument is
described in the KD and the instruments answer it by including itself
55
with operations mentioned in it. Additionally, the content validity of
this research used the rubric of Brown as it already written in chapter 2
before. The detail of eliciting validity shown in appendix.
3. Internal validity
Primary, internal validity is concerned with the congruence of
the research findings with the reality (Zohrabi, 2013:258). Also, it
deals with the degree to which the researcher observes and measures
what is supposed to be measured. To boost the internal validity, these
research took triangulation as the methods of corroborating data.
Triangulation here can be detailed as questionnaires, classroom
observation and documentation which is portrayed as the internal
validity. Then, to validating the questionnaire itself, the researcher was
used SPSS version 20 and the result would be add in chapter 4.
The second important criteria is reliability which could be called
repeatability. It describes how accurate the measurement is. Basically,
whenever we are measuring something, there is some element of error
called measurement error. Reliability then refers to the extent to which
test scores are free of measurement error (Muijs, 2004:71). In the main,
reliability deals with the consistency, dependability, and replicability of
“the results obtained from a piece of research” (Nunan in Zohrabi, 2013:
259). There are many ways to test reliability such are:
56
1. External Reliability
It is believed that the external reliability of the research can be
increased if the investigator pays heed to five important aspects of the
inquiry. These five aspects include the status of the researcher, the
choice of informants, the social situations and conditions –they are
already answered in research design talked above, then the last
external validity is analytic constructs and premises and the methods
of data collection and analysis. It is showed by descriptive statistical
data in further chapter (chapter 4).
2. Internal Reliability
It deals with the consistency of collecting, analyzing and
interpreting the data. In this research, the researcher uses analytic
assessment which is adapted from Brown (2004:245), so the test of
scoring is consistent. The researcher assessed student‟ work using
rubric in which 4 criteria of the scoring are detailed.
G. Technique of Collecting Data
Data is very important in doing such research. The researcher can
use many of data collection like test, observation sheet, documentation or
questionnaires. First, the researcher used pre-test and post-test for getting
the data of students; ability in writing a recount text. The students were
asked to write a memorable experience in their life. Then, their work are
corrected using the rubric. In addition, researcher uses analytic
57
assessment from Brown and converts every point criterion of the rubric
to the scale of which maximum 100 is obtained when calculated.
Second, the researcher used observation sheet for getting the
information of real interaction between student-to-student, student-to-
teacher, teacher-to-student and including the atmosphere of classroom
without any deliberation. The observation sheet are fulfilled by the
researcher during the learning-teaching process which took in twice.
After all, the scoring are done by quantifying the result. The slices of a
sheet are served in appendix.
Third, the researcher used documentation as an additional record
to strengthen the observation sheet. The documentation that researcher
conducted are picture-taking and video. Those instruments could be
checked in the back of appendix.
H. Technique of Data Analysis
A statistical software SPSS (Statistical Package for the Social
Sciences) version 20 software was used for descriptive analysis of this
research. Using SPSS, the researcher would analyze the data through T-
test. This kind of test was used to find whether there is a significant
difference between two different variables or not by analyzing the t-
statistic, t-distribution, and degrees of freedom. The t-test is one of
number of hypothesis tests. The content of the students‟ works were
58
analyzed and assessed using rubric of recount text. However, before
doing the t-test calculation, the researcher did count the mean, modus and
standard deviation calculation and did the normality and homogeneity of
the test.
1. Normality Test
The analysis of normality test in this research used
Kolmogorov Smirnov and Shapiro Wilk by using SPSS version 20
software. Then, if the normality score is more than 95% significant
level at 5% (0.05), it can be said that the data distribution are normal.
On the contrary, if the score of normality test shows less than 0.05, it
can be said that the data distribution are not normal. Before doing
testing, it was determined the statistical hypothesis as follows:
Here the criteria to determined the statistical hypothesis:
a. If the signification (p-value) > α (0.05), it means that Ho was
accepted, the sample comes from the population that was
distributed normally.
b. If the signification (p-value) ≤ α (0.05), it means that Ho was
rejected, the sample comes from the population that was not
distributed normally.
The steps to check the normality test according Garth (2008:77)
are as follows:
a. Open SPSS version 20 software program
59
b. Click variable view and complete these columns :
1) Name: write class in the first row. This is to indicate and
difference between the experimental class and the controlled
class. Write score in the second row.
2) Type column is numeric
3) Width column is filled with 8
4) Decimal is changed from 2 to 0
5) Label column is left blank Value column is none
6) Missing column is none
7) Column is filled with 8
8) Align column is right
9) Measure column is unknown
10) Role column is filled with input
11) Click data view, in score column, compute”1” as representing
experimental class and “2” representing the controlled class.
12) In score column, compute score of each class
13) Click analyze >> Descriptive Statistics >> Explore
14) Fill in the dependent list with pre-test score and then fill in the
factor list of class. Click plots >> checklist normality plot with
test, histograms, power estimation >> Continue
2. Homogeneity Test
To know whether the data from the two groups have the same
variant, the researcher used homogeneity test. Like normality test, this
60
kind of test also used SPSS version 20 software. The steps are same like
those of normality test. Here, the criteria to choose the hypothesis, it is
choosed based on the score of Signification in the table of Levene„s
Test for equality of variances as follows:
1) If the signification (p-value) > α by 95% significant level 5% (0.05),
it means that Ho was accepted, the variance both of classes was
homogeneous.
2) If the signification (p-value) ≤ α by 95% significant level 5% (0.05),
it means that Ho was rejected, the variance both of classes was not
homogeneous.
3. T-Test
To decide the hypothesis is used by using t-test based on the
score that showed in Sig. (2 tailed) in line Equal variances assumed or
Equal variances not assumed (Kadir, 2015:310). Meanwhile, to decide
the hypothesis is used by using Independent Sample T-test based on
the score that showed in Asymp. Sig. (2–tailed). Here, the criteria for
choosing the hypothesis from the result of the data as follows:
a. If the significant of p value sig. 2 tailed ≤ α by 95% significant level
5% (0.05), it means Ho was rejected, there is significant difference
61
between the effect of self-assessment and peer-assessment based on
their comparison of mean.
b. If the significant of p value sig. 2 tailed > α by 95% significant level
5% (0.05), it means Ho was accepted, there is no significant
difference between the effect of self-assessment and peer-assessment
based on their comparison of mean.
The steps for analyzing by using Independent Sample T test are
as follows:
a. Open SPSS.
b. Click Data View, insert the data, In Variable View in Values, in
colomn 1 type number 1 for experimental group and number 2 for
controlled group, then in colomn 2, input the score of the two of
group.
c. Click Analyze, choose Compare Means, then click Independent
Sample T test.
d. Input the score in Test Variable(s), class into Grouping Variable.
e. Type number 1 for experimental group and number 2 for controlled
group, then Continue, click OK.
4. Test of Effect Size
The use of calculating the size measure in this research is to
know whether the effect is strong or weak (Muijs, 2004:136). The
formula for this effect size is as follows:
62
d= (Mean of Post-test – Mean of Pre-test ) / Pooled Standard Deviation
Whereas, the Pooled standard deviation = (Standard deviation of group
1 + Standard deviation of group 2) / 2.
There are some guidelines for determining whether the effect size
is strong. Cohen & Lea (2004:125) suggested the following:
Table 3.6 The Effect Size
Range Description
0 - 0.20 weak effect
0.21 - 0.50 modest effect
0.51 - 1.00 moderate effect
>1.0 strong effect
I. Statistical Hypothesis
In equal with research hypothesis, the statistical hypothesis
can be formulated as follows:
dan
The criteria for hypothesis testing are:
1. Ho (null hypothesis) is accepted if p > α by 95% significant degree
of 5% (0.05); sig. 2 tailed is higher than alpha. It means that there is
no significant difference between the effect of using self-assessment
and peer-assessment on students„ writing a recount text.
2. Ho (null hypothesis) is rejected if p < α by 95% significant degree of
5% (0.05); sig. 2 tailed is lower than alpha. It means that there is
63
significant difference between the effect of using self-assessment and
peer-assessment on students„ writing a recount text.
64
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In the previous chapter, it has been explained that the result of this
research were analyzed in numeral form. The first is data description including
pre-test, treatment and post-test then in the second stage is data analysis including
normality, homogeneity, t-test and test of effect size. Henceforth, in the last sub is
discussion of the research finding.
A. Data Description
In the following description, the researcher would be presented
research finding. The students‟ score of pre-test and post-test were
gathered. The researcher will be discussed the findings of students‟ writing
skill of recount text achievement between experimental class (peer-
assessment class) and controlled class (self-assessment class). There were
two spare of table showing the score in below:
Table 4.1 The Score of Pre-test and Post-test in Experimental Class
No. Students’ Code Pre-test Post-test Gained Score
1 Student 1 69 72 3
2 Student 2 77 79 2
3 Student 3 72 76 4
4 Student 4 73 76 3
5 Student 5 60 63 3
6 Student 6 84 85 1
7 Student 7 72 80 8
65
8 Student 8 74 77 3
9 Student 9 76 81 5
10 Student 10 69 74 5
11 Student 11 77 80 3
12 Student 12 62 86 4
13 Student 13 91 94 3
14 Student 14 86 90 4
15 Student 15 68 71 3
16 Student 16 69 79 10
17 Student 17 62 70 8
18 Student 18 62 70 8
19 Student 19 64 77 13
20 Student 20 86 88 2
21 Student 21 87 88 1
22 Student 22 86 88 2
23 Student 23 68 72 4
24 Student 24 83 85 2
25 Student 25 51 58 7
26 Student 26 68 73 5
27 Student 27 79 88 9
28 Student 28 67 62 -5
29 Student 29 61 65 4
30 Student 30 63 68 5
SUM 2166 2315 129
Mean Score 72.20 77.17 4.3
Min 51 58 -5
Max 91 94 13
Table 4.2 The Score of Pre-test and Post-test in Experimental Class
No. Students' Code Pre-test Post-test Gained Score
1 Student 1 62 64 2
2 Student 2 65 70 5
3 Student 3 82 83 1
4 Student 4 60 68 8
5 Student 5 72 73 1
66
6 Student 6 77 79 2
7 Student 7 75 78 3
8 Student 8 76 79 3
9 Student 9 62 64 2
10 Student 10 77 81 4
11 Student 11 56 61 5
12 Student 12 68 70 2
13 Student 13 80 83 3
14 Student 14 83 84 1
15 Student 15 70 72 2
16 Student 16 86 89 3
17 Student 17 67 70 3
18 Student 18 69 72 3
19 Student 19 82 85 3
20 Student 20 77 80 3
21 Student 21 81 86 5
22 Student 22 77 80 3
23 Student 23 73 75 2
24 Student 24 81 90 9
25 Student 25 70 73 3
26 Student 26 67 69 2
27 Student 27 87 88 1
28 Student 28 68 71 3
29 Student 29 64 68 4
30 Student 30 84 86 2
SUM 2198 2291 93
Mean Score 73.20 76.37 3.1
Min 56 61 1
Max 87 90 9
3. Pre-test Finding
Pre-test is the test that held before giving the treatments in order
to find out the prior knowledge or ability of the test takers. In this case,
the purpose of giving pre-test is to investigate the students‟ writing skill
67
in recount text. The pre-test was conducted on Wednesday, May 2nd
,
2018 in experimental group (X IPS 4) and on Monday, May 7th
, 2018
in controlled group (X IPS 1). Those two classes consist of 30 for both
classes; experimental group (X IPS 4) and controlled group (X IPS 1)
who participated in the research.
The result of pre-test in both classes are painted in appendix
were the students‟ average or means being analyzed. The mean score of
experimental group was 72.2 and the controlled group was 73.27. The
lowest score achieved in experimental group was 51 and the highest one
was 91. In addition, the lowest score achieved in controlled group was
56 while the highest score was only 87.
4. Treatment in the Experimental Group
The treatment was conducted on May, 7th
2018 for X IPS 4 class
as the experimental group with the capacity 30 students. The students
were taught by the researcher which is used peer-assessment as
students‟ learning way in constructing of recount text. Before doing the
treatment, the researcher did observation in first meeting to know the
classess‟ environment and to introduce the student to the research.
In the first, the researcher explained objective of the study and
the nature of of writing the recount text. The activities were to know,
analyze and practice writing simple recount text. Then, students also
learnt about peer-assessment and how to conduct it continued by
68
assigning students to write a recount text. In the second, they collected
the task to the researcher. Then, they were instructed to do simulation
of peer-assessment at classroom by correcting their friends‟ work, so
they know the mistakes were. They asked to scoring their peers‟ work
using writing rubric that the researcher gave to them. Furthermore, the
researcher explained once again about how to create a good recount
story.
5. Treatment on the Controlled Group
The treatment was conducted on May, 8th
2018 for X IPS 1 class
as the controlled group with the capacity of 30 students. The students
were taught by the researcher which is used self-assessment as students‟
learning way in constructing of recount text. Before doing the
treatment, the researcher did observation in first meeting to know the
classess‟ environment and to introduce the student to the research.
In the first, the researcher explained objective of the study and
the nature of of writing the recount text. The activities were to know,
analyze and practice writing simple recount text. Then, students also
learnt about self-assessment and how to conduct it continued by
assigning students to write a recount text. In the second, they collected
the task to the researcher. Then, they were instructed to do simulation
of self-assessment at classroom by correcting their own works, so they
69
know the mistakes were. Furthermore, the researcher explained once
again about how to create a good recount story.
6. Post-test Finding
The post-test is held on Monday, May 14th, 2018 for both
classes of controlled group (X IPS 1) and experimental group (X IPS 4).
Its purposed was to know the students‟ ability in writing recount text
after the treatment were given. The result of post-test can be seen on the
appendix with the gained score added.
From the result, the mean scores of the experimental group and
controlled group were analyzed. The post-test scores of experimental
group was 77.17 point and the controlled group was 76.37. It means
that the achievement of experimental group higher than controlled
group. The lowest score achieved in experimental group was 58 and the
highest one was 94. In addition, the lowest score achieved in controlled
group was 61 while the highest score was only 90.
B. Data Analysis
1. Normality Test
In the below, it is display the table of how the data analyzed to
test the normality of the data which is purposed to know whether the
data are normally distributed or not. Using the SPSS 20 version,
70
Kolmogorov-Smirnov and Shapiro-Wilk test are used to get the result of
normality test of the pre-test. The result is:
Table 4.3 Test of Normality
Tests of Normality
Class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Score_Pretest
Experiment
,127 30 ,200* ,964 30 ,394
Controll ,107 30 ,200* ,969 30 ,519
*. This is a lower bound of the true significance. a. Lilliefors Significance Correction
From the table 4.2 above, it is shown Kolmogorov-Smirnova and
Shapiro-Wilk test result. The data was normally distributed if the result
of the data is higher (p ≥ α) in a significance α = 0.05. It can be seen
from the data in Kolmogorov-Smirnova above, the result of
experimental class showed that the data was normally distributed, p > α
(0.200 > 0.05). Then, the result of controlled class showed that the data
still was normally distributed, p > α (0.200>0.05). In the table of
Shapiro-Wilk column, it also shown that both of the data were normally
distributed because the sig. in both classes were higher than 0.05.
2. Homogeneity Test
After doing normality test, the researcher did homogeneity test
in order to test the similarity of the sample in both classes in the pre-test
using Levene statistic. The result are presented in table 4.3 below:
71
Table 4.4 Homogeneity Test
Test of Homogeneity of Variance
Levene Statistic
df1 df2 Sig.
Score_Pretest
Based on Mean ,581 1 58 ,449
Based on Median ,507 1 58 ,479
Based on Median and with adjusted df
,507 1 53,07
3 ,480
Based on trimmed mean
,589 1 58 ,446
The Levene‟s test presented the rows based on sig. value based
on mean is 0.449 which is above α (0.449 > 0,05), so it means that both
classes were homogent or having the same variant.
3. Hypothesis Test
a. T-test of Pre-test Scores
The researcher used SPSS 20 software version to analyze the
pre-test score. Table below shows the result.
Table 4.5 Result of Group Statistic
Group Statistics
Class N Mean Std. Deviation Std. Error Mean
Score_Pretest Experiment 30 72,20 9,842 1,797
Controll 30 73,27 8,308 1,517
72
Table 4.6 Result of Independent Sample
Independent Samples Test
Levene's Test for Equality of
Variances
t-test for Equality of Means
F Sig. t Df Sig. (2-
tailed)
Mean Differenc
e
Std. Error
Difference
95% Confidence
Interval of the Difference
Lower Upper
Score_Pretest
Equal variances assumed
,581 ,449 -
,454 58 ,652 -1,067 2,351 -5,774 3,640
Equal variances not assumed
-,454
56,413
,652 -1,067 2,351 -5,777 3,643
It is described that the significant level (sig.) of pre-test
between experimental class and controlled class got similar level at
0.652 and mean score in the experimental class was 72.2 compared
with the controlled class was 73.28. It implied that in pre-test of both
classes did not have the significant difference and have the same
characteristic.
b. T-test of Post-test Scores
Using SPPS version 20 in analyzing the post-test scores, the
researcher found result as below:
Table 4.7 Result of Group Statistic
Group Statistics
Class N Mean Std. Deviation Std. Error
Mean
Score_Posttest
Experiment 30 77,17 9,116 1,664
Controll 30 76,37 8,096 1,478
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Table 4.8 Result of Independent Sample
Independent Samples Test
Levene's Test for
Equality of Variances
t-test for Equality of Means
F Sig. T df Sig. (2-
tailed)
Mean Difference
Std. Error
Difference
95% Confidence Interval of the
Difference
Lower Upper
Score_Posttest
Equal variances assumed
,086 ,770 ,359 58 ,721 ,800 2,226 -3,656 5,256
Equal variances not assumed
,359 57,20
2 ,721 ,800 2,226 -3,657 5,257
Result in group statistic table 4.6, the mean score of the post-
test for the experimental class was 77.17 while for the controlled class
was 76.37. Based on the data 4.7, the score of sig. 2 tailed = 0.721,
then p value > α by 95% significant level (5%) was 0.721 > 0.05. In
other word, the research finding revealed Ha that there is significant
difference effect between self-assessment and peer-assessment toward
writing skill in recount text was rejected. Then, H0 that stated there is
no significant difference effect between self-assessment and peer-
assessment toward writing skill in recount text was accepted.
4. Test of Effect Size
This formulation was adopted in order to see the effect size
level of the implementing between self- and peer-assessment toward
students‟ writing skill in recount text by the criteria of the effect size
level (Muijs, 2004:136). First, the calculation in experiment class
(peer-assessment) result was formulated below:
74
d =
Pooled Standard Deviation =
d =
d = 0.51
According to the criteria, the result effect size level of this
study is 0.51. As the criterion that had been mentioned in chapter III,
it proved that there was a moderate effect of implementing peer-
assessment as the learning way on students‟ writing of recount text.
Second, the calculation in controlled class (self-assessment)
result was formulated below:
d =
Pooled Standard Deviation =
d =
d = 0.38
Regarding to the criteria, it can be measured from the
calculation result that the effect size level of this study is 0.38 which
mean close to modest effect of self-assessment on students‟ writing of
recount text.
75
5. Discussion
The aim of this research was to find out whether or not using self-
and peer-assessment gave an effect on students‟ writing skill especially in
constructing a recount text. Then, the findings of the recent research done
by the researcher revealed that implementing self- and peer assessment in
writing recount text steadily contributed to the enhancement of students‟
writing skill. Similarly supportive result on self- and peer-assessment
effectiveness found by Matsuno (2009), Birjandi and Siyyari (2010), Jalil
et al (2017), and Thawabieh (2017).
As the data analysis counted above, both of self- and peer
assessment have a higher score at their post-test after the pre-test and the
treatment bestowed from the researcher. It showed the mean score of
experimental class or peer-assessment class in pre-test was 72.20, in
contrast the post-test score was 77.17 and there was 0.51 point of effect
size in which means it had a quiet significant of effectiveness based on the
result of Cohen‟s formula. There were statistically differences by the score
of controlled class as the self-assessment class which got a 73.20 point at
the pre-test and 76.37 at the post-test after the given treatment, in addition,
there was 0.38 point level of effect size based on Cohen‟s formula by
means of had modest effect when applying self-assessment in writing
recount text. In other words, the effect of practicing self- and peer-
assessment toward writing skill in recount text were almost similar.
76
Based on the hypothesis of t-test, it gave the answer for the
research question that Ho was rejected and Ha was accepted if there is a
significant difference between self- and peer-assessment toward students‟
writing skill in recount text. Some reasons were exposed by which could
support the result of these research that said there is no differences
effectiveness between self- and peer-assessment. They were ticked as
follows:
a. Cultural Matter
Matsuno (2009:88) stated that some students did not
assess their own writing objectively in the process of self-
assessment. They prized themselves a high point even though
they were realized that whether their essays good or not. On the
opposite, peer-assessment had the influential habit bearing with
the problem of friendship status, hostility or other disorder
attitudes. Then, in some occasions students did a self- and peer-
assessment by cheating other students‟ work.
b. Attribute Matter
This reasons presented several subgroup which is related
to be the attribute of the self- and peer-assessment matter. Most of
all, the language ability took the first of influential effect; the
mastery of grammar, vocabulary, contents, completeness and
mechanics. Second, students‟ attitude toward self and peer-
77
assessment directly heading students be more responsive and
reflective on their own learning progress (Suwanarak, 2018:109).
Third, self-confidence could impact the students‟ performance,
whether they felt underestimate or overestimate (Puegphrom &
Chiramanee, 2011:10)
Considering the research findings and previous studies statement, it
showed that both of self-assessment and peer-assessment demanded an
improvement toward students‟ writing skill, specifically in this research,
proved that both of self- and peer can be used as one of learning-teaching
variation to help students in generating a recount text in a written form.
Then, it can be concluded that there is no different effectiveness between
self- and peer-assessment toward students‟ writing skill in recount text.
78
CHAPTER V
CLOSURE
A. Conclusion
This research was a quasi experimental design that was intended to
get an empirical evidence of the significant difference of effectiveness
between self-assessment and peer-assessment toward students‟ writing
skill in recount text at tenth grade students of MAN Salatiga in the
academic year of 2017/2018. In the statistical hypothesis, Ho was rejected
and Ha was accepted if the Sig. 2 tailed was lower than alpha (α) or p < α.
Meanwhile, the α was 0.05, which was 0.721 > 0.05. So, the Ho is
accepted and the Ha is rejected. Furthermore, the mean score of
experimental class increased 4.097 points from 72.20 become 77.17.
Contrastly, the controlled class increased 3.12 points from 73.20 become
76.37. Moreover, the result of effect size formulation in this study was
0.51 for experimental class and 0.38 for controlled class. It indicated that
self-assessment and peer-assessment gave an moderate and modest effect
on students‟ writing skill in generating a recount text.
Finally, it can be conclude that there is no significant difference of
the effectiveness between self- and peer-assessment. Because to get the
significant effect, the comparison of each effect shoud have a high degree.
Then, both of self-assessment and peer-assessment can be used as
79
variation way in learning-teaching writing at tenth grade students of MAN
Salatiga because it was proved to help students be able in writing recount
text modestly.
B. Suggestion
Based on the result of the research, there are some
suggestions for futures studies as follows:
1. For teacher who wants to apply self-assessment or peer-assessment, it
would be good if the teacher give a clear instruction about what are
students going to do in teaching writing recount text specifically in
explaining the assessment rubric and success criteria, in order that
they are not confused about what to do or to assess. Simulation of
each self- and peer-assessment can be done but the teacher should be
considered and be concerned about the intervention factors. Playing
music along the students write their task are recommended so the
students did not bored.
2. For students
a. Because there is similarity between narrative and recount text,
students must be really understand about their different rather
generic structures and language features too.
b. Doing a self-assessment, students are asked to be more objective
in their own work. No lie, no manipulation, and be pure.
80
c. Doing a peer-assessment, students are free to give a comments to
their peers‟. No hurt feeling, no affectation, and be responsible.
3. For education experts, researcher and academicians. Studies on
teaching-learning English for foreign language learners like Indonesia
must be improved updated continously to get better and relevant
methods, technique and model.
81
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85
APPENDICES
86
APPENDICES 1
LESSON PLAN OF EXPERIMENTAL CLASS
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : MAN Salatiga
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X IPS 4 / Genap
Materi Pokok : Recount Text
Skill : Writing
Alokasi Waktu : 3 pertemuan (180 menit)
A. Kompetensi Inti (KI)
KI-1 (Sikap Religius) dan KI-2 (Sikap Sosial)
KI-1 Menghayati dan mengamalkan ajaran agama yang dianutnya
KI-2 Memiliki sikap jujur, disiplin, kerjasama, responsif, dan proaktif dalam mencari
solusi permasalahan, sehingga dapat menyadari dirinya sebagai makhluk ciptaan
yang Maha Kuasa serta menjalankan kewajibannya sesuai dengan agama yang
dianutnya
KI-3 (Pengetahuan) KI-4 (Keterampilan)
Memahami, menerapkan, menganalisis
pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingintahunya
tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya
untuk memecahkan masalah.
Mengolah, menalar, dan menyaji dalam
ranah konkret dan ranah abstrak terait
dengan pengembangan dari yang
dipelajarinya di sekolah secara mandiri,
dan mampu menggunakan metode sesuai
kaidah keilmuan
87
B. Kompetensi Dasar (KD) dan Indikator Pencapaian Kompetensi (IPK)
Kompetensi Dasar Indikator
4.7.2. Menyusun teks recount lisan dan
tulis, pendek dan sederhana, terkait
peristiwa bersejarah, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar
dan sesuai konteks
4.7.2.1 Menyusun teks recount tertulis
pendek dan sederhana dengan topik
peristiwa bersejarah yang pernah dialami
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara
benar dan sesuai konteks
C. Tujuan Pembelajaran
Setelah melaksanakan serangkaian kegiatan pembelajaran, siswa dapat
menyusun teks recount tertulis secara pendek dan sederhana tentang
peristiwa bersejarah yang pernah dialami dengan memperhatikan fungsi
sosial, struktur teks, dan unur kebahasaan, secara benar dan sesuai konteks
D. Materi Pembelajaran
1. Topik
Peristiwa bersejarah yang dapat menumbuhkan perilaku yang termuat
di KI
2. Fungsi sosial
Melaporkan, menceritakan, berbagi pengalaman, mengambil teladan,
dan membanggakan
3. Struktur teks
Dapat mencakup:
a. orientasi
b. urutan
c. kejadian/kegiatan
d. orientasi ulang
4. Unsur kebahasaan
a. Kalimat deklaratif dan interogatif dalam simple past, past
continuous, present perfect, dan lainnya yang diperlukan
b. Adverbia penghubungwaktu: first, then, afterthat, before, when, at
last, finally, dsb.
88
c. Adverbia dan frasa preposisional penujuk waktu
d. Nomina singular dan plural dengan atau tanpa a, the, this, those,
my, their, dsb.
e. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan
tangan
E. Pendekatan /Model/Metode
1. Pendekatan : Scientific approach
2. Model : Cooperative learning
3. Metode : Ceramah, Self-Assessment, Peer-Assessment
F. Media/Alat, Bahan, dan Sumber Belajar
1. Media/Alat: Whiteboard, Spidol, lembar pre-test, lembar post-test dan
lembar questionnaire
2. Bahan : Lembar Penilaian Peer-assessment, Lembar Kerja Siswa,
Materi recount text,
3. Sumber Belajar: - Buku Guru Bahasa Inggris kelas X Diterbitkan oleh
Kementerian Pendidikan dan Kebudayaan, 2016
- Mandiri English on Target Kelas X Diterbitkan oleh Erlangga
G. Kegiatan Pembelajaran
1. Pertemuan 1 : Pre-test (1 x 45 menit)
2. Pertemuan 2: Treatment 1 (1 x 90 menit)
Tahap
Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
Kegiatan
Pendahuluan
1) Peserta didik merespon salam dari
guru
2) Guru meminta salah satu siswa untuk
memimpin doa sebagai tanda
mensyukuri anugerah Tuhan.
3) Guru memeriksa kehadiran siswa
4) Guru mengajukan pertanyaan-
pertanyaan tentang materi yang sudah
dipelajari dan terkait dengan materi
10 menit
Character
building. PPK:
Religius
Kedisiplinan
89
yang akan dipelajari
5) Guru menyampaikan tujuan
pembelajaran atau kompetensi dasar
yang akan dicapai
Kegiatan Inti Mengamati
1) Peserta didik difasilitasi melihat
contoh teks recount tentang
peristiwa bersejarah
2) Dengan bimbingan dan arahan guru,
siswa berusaha mencatat dan
menyebutkan fungsi sosial, struktur
teks, unsur kebahasaan dari contoh
teks recount peristiwa bersejarah
70 menit
Menanya
1) Siswa mencari penjelasan tambahan
sendiri berdasarkan informasi hasil-
hasil kegiatan mengamati baik dengan
mengakses internet maupun tidak
2) Siswa mengklarifikasi informasi yang
didapatnya dari tahap mengamati
3) Siswa melakukan tanya jawab sesuai
topik dengan guru dan siswa lainnya
Mengasosiasi
1) Siswa membaca dan mengakses
informasi dari berbagai sumber
mengenai peristiwa bersejarah yang
bersifat personal
2) Siswa mengolah data/informasi yang
didapat untuk dijadikan bahan analisis
3) Siswa menganalisis data dan
membuatnya menjadi per
kategori/topik terkait peristiwa
bersejarah yang bersifat personal
Mengeksplorasi
Literacy
Integritas
Communication
Critical thinking
Collaborative
Critical
thinking
90
1) Siswa mencoba menyusun sebuah teks
recount pendek berdasar informasi
yang didapat terkait peristiwa
bersejarah yang bersifat personal
2) Guru membantu mengarahkan dan
mendampingi siswa dalam menyusun
teks recount serta menentukan Success
Criteria
Mengkomunikasikan
1) Setelah selesai, siswa secara mandiri
mengoreksi hasil pekerjaan mereka
yang berupa teks recount terkait
dengan unsur penulisan (writing
elements) seperti grammar,
coherence, dan vocabulary
menggunakan metode peer-
assessment (penilaian oleh teman
sebangku)
2) Guru membantu mengarahkan dan
mendampingi siswa dengan mengacu
pada Success Criteria
3) Siswa menyampaikan hasil peer-
assessment kepada guru untuk dinilai
4) Guru mengklarifikasi beberapa
kesalahan yang umum dari pekerjaan
siswa
Kegiatan
Penutup
1. Guru bersama murid menyimpulkan
hasil diskusi tentang teks recount
peristiwa bersejarah yang bersifat
personal
2. Siswa mengungkapkan kesan terhadap
pembelajaran terkait menyusun teks
recount sederhana
3. Guru menginformasikan kepada
peserta didik tentang tugas membuat
teks recount pendek bersejarah bersifat
personal yang dikumpulkan di
pertemuan selanjutnya
4. Guru memimpin doa sebelum
menutup pembelajaran
5. Peserta didik menjawab salam penutup
dari guru
10 menit
communication
Character
building. PPK:
Religius
Creativity
Tanggung jawab
Critical thinking
91
3. Pertemuan 4: Post-test dan questionnaire(1 x 45 menit)
H. Teknik Penilaian
Bentuk Penilaian dan instrumen
1. Menyusun teks recount
2. Success Criteria
Pedoman Penskoran
Rubrik Nilai Aspek Kognitif
No. Nama Grammar Vocabulary Coherence Content Punctuation
1-20 1-20 1-20 1-20 1-20
1
2
3
4
5
Dst
Skor maksimal : 100
Indikator perkembangan aspek psikomotor dengan angka sebagai
berikut:
a. 1 – 5 = Tidak tepat
b. 6 – 12 = Kurang tepat
c. 13 – 17 = Cukup tepat
d. 18 – 20 = Sangat tepat
Salatiga, May 2nd
2018
Peneliti
Ayuk Puji Saputri
92
APPENDICES 2
LESSON PLAN OF CONTROLLED CLASS
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : MAN Salatiga
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X IPS 1 / Genap
Materi Pokok : Recount Text
Skill : Writing
Alokasi Waktu : 3 pertemuan (180 menit)
I. Kompetensi Inti (KI)
KI-1 (Sikap Religius) dan KI-2 (Sikap Sosial)
KI-1 Menghayati dan mengamalkan ajaran agama yang dianutnya
KI-2 Memiliki sikap jujur, disiplin, kerjasama, responsif, dan proaktif dalam mencari
solusi permasalahan, sehingga dapat menyadari dirinya sebagai makhluk ciptaan
yang Maha Kuasa serta menjalankan kewajibannya sesuai dengan agama yang
dianutnya
KI-3 (Pengetahuan) KI-4 (Keterampilan)
Memahami, menerapkan, menganalisis
pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingintahunya
tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang
Mengolah, menalar, dan menyaji dalam
ranah konkret dan ranah abstrak terait
dengan pengembangan dari yang
dipelajarinya di sekolah secara mandiri,
dan mampu menggunakan metode sesuai
kaidah keilmuan
93
spesifik sesuai dengan bakat dan minatnya
untuk memecahkan masalah.
J. Kompetensi Dasar (KD) dan Indikator Pencapaian Kompetensi (IPK)
Kompetensi Dasar Indikator
4.7.2. Menyusun teks recount lisan dan
tulis, pendek dan sederhana, terkait
peristiwa bersejarah, dengan
memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar
dan sesuai konteks
4.7.2.1 Menyusun teks recount tertulis
pendek dan sederhana dengan topik
peristiwa bersejarah yang pernah dialami
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara
benar dan sesuai konteks
K. Tujuan Pembelajaran
Setelah melaksanakan serangkaian kegiatan pembelajaran, siswa dapat
menyusun teks recount tertulis secara pendek dan sederhana tentang
peristiwa bersejarah yang pernah dialami dengan memperhatikan fungsi
sosial, struktur teks, dan unur kebahasaan, secara benar dan sesuai konteks
L. Materi Pembelajaran
5. Topik
Peristiwa bersejarah yang dapat menumbuhkan perilaku yang termuat
di KI
6. Fungsi sosial
Melaporkan, menceritakan, berbagi pengalaman, mengambil teladan,
dan membanggakan
7. Struktur teks
Dapat mencakup:
e. orientasi
f. urutan
94
g. kejadian/kegiatan
h. orientasi ulang
8. Unsur kebahasaan
f. Kalimat deklaratif dan interogatif dalam simple past, past
continuous, present perfect, dan lainnya yang diperlukan
g. Adverbia penghubungwaktu: first, then, afterthat, before, when, at
last, finally, dsb.
h. Adverbia dan frasa preposisional penujuk waktu
i. Nomina singular dan plural dengan atau tanpa a, the, this, those,
my, their, dsb.
j. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan
tangan
M. Pendekatan /Model/Metode
4. Pendekatan : Scientific approach
5. Model : Cooperative learning
6. Metode : Ceramah, Self-Assessment, Peer-Assessment
N. Media/Alat, Bahan, dan Sumber Belajar
4. Media/Alat: Whiteboard, Spidol, lembar pre-test, lembar post-test dan
lembar questionnaire
5. Bahan : Lembar Penilaian Self-assessment, Lembar Kerja Siswa,
dan Materi recount text,
6. Sumber Belajar: - Buku Guru Bahasa Inggris kelas X Diterbitkan oleh
Kementerian Pendidikan dan Kebudayaan, 2016
- Mandiri English on Target Kelas X Diterbitkan oleh Erlangga
O. Kegiatan Pembelajaran
1. Pertemuan 1: Pre-test (1 x 45 menit)
2. Pertemuan 2: Treatment 1 (1 x 90 menit)
Tahap
Pembelajaran
Deskripsi Kegiatan Alokasi Waktu
95
Kegiatan
Pendahuluan
1) Peserta didik merespon salam dari guru
2) Guru meminta salah satu siswa untuk memimpin doa
sebagai tanda mensyukuri anugerah Tuhan.
3) Guru memeriksa kehadiran siswa
4) Guru mengajukan pertanyaan-pertanyaan tentang materi
yang sudah dipelajari dan terkait dengan materi yang akan
dipelajari
5) Guru menyampaikan tujuan pembelajaran atau kompetensi
dasar yang akan dicapai
10 menit
Kegiatan Inti Mengamati
1) Peserta didik difasilitasi melihat contoh teks recount
tentang peristiwa bersejarah
2) Dengan bimbingan dan arahan guru, siswa berusaha
mencatat dan menyebutkan fungsi sosial, struktur teks,
unsur kebahasaan dari contoh teks recount peristiwa
bersejarah
70 menit
Menanya
1) Siswa mencari penjelasan tambahan sendiri berdasarkan
informasi hasil-hasil kegiatan mengamati baik dengan
mengakses internet maupun tidak
2) Siswa mengklarifikasi informasi yang didapatnya dari
tahap mengamati
3) Siswa melakukan tanya jawab sesuai topik dengan guru
dan siswa lainnya
Mengasosiasi
1) Siswa membaca dan mengakses informasi dari berbagai
sumber mengenai peristiwa bersejarah yang bersifat
personal
2) Siswa mengolah data/informasi yang didapat untuk
dijadikan bahan analisis
3) Siswa menganalisis data dan membuatnya menjadi per
kategori/topik terkait peristiwa bersejarah yang bersifat
personal
Mengeksplorasi
Character
building. PPK:
Religius
Literacy
Critical
thinking
Integritas
Kedisiplinan
Communication
Critical thinking
Collaborative
96
1) Siswa mencoba menyusun sebuah teks recount pendek
berdasar informasi yang didapat terkait peristiwa
bersejarah yang bersifat personal
2) Guru membantu mengarahkan dan mendampingi siswa
dalam menyusun teks recount serta menentukan Success
Criteria
Mengkomunikasikan
1) Setelah selesai, siswa secara mandiri mengoreksi hasil
pekerjaan mereka yang berupa teks recount terkait
dengan unsur penulisan (writing elements) seperti
grammar, coherence, dan vocabulary menggunakan
metode self-assessment (penilaian oleh diri sendiri)
2) Guru membantu mengarahkan dan mendampingi siswa
dengan mengacu pada Success Criteria
3) Siswa menyampaikan hasil peer-assessment kepada guru
untuk dinilai
4) Guru mengklarifikasi beberapa kesalahan yang umum
dari pekerjaan siswa
Kegiatan
Penutup
1) Guru bersama murid menyimpulkan hasil diskusi tentang
teks recount peristiwa bersejarah yang bersifat personal
2) Siswa mengungkapkan kesan terhadap pembelajaran
terkait menyusun teks recount sederhan
3) Guru menginformasikan kepada peserta didik tentang
tugas membuat teks recount pendek bersejarah bersifat
personal yang dikumpulkan di pertemuan selanjutnya
4) Guru memimpin doa sebelum menutup pembelajaran
6. Peserta didik menjawab salam penutup dari guru
10 menit
3. Pertemuan 4: Post-test dan questionnaires (1 x 45 menit)
P. Teknik Penilaian
Bentuk Penilaian dan instrumen
3. Menyusun teks recount
4. Success Criteria
Communication
collaboration
Character
building. PPK:
Religius
Creativity
Tanggung jawab
Critical thinking
97
Pedoman Penskoran
Rubrik Nilai Aspek Kognitif
No. Nama Grammar Vocabulary Coherence Content Punctuation
1-20 1-20 1-20 1-20 1-20
1
2
3
4
5
Dst
Skor maksimal : 100
Indikator perkembangan aspek psikomotor dengan angka sebagai
berikut:
a. 1 – 5 = Tidak tepat
b. 6 – 12 = Kurang tepat
c. 13 – 17 = Cukup tepat
d. 18 – 20 = Sangat tepat
Salatiga, May 2nd
2018
Peneliti
Ayuk Puji Saputri
98
APPENDICES 3
PRE-TEST
Recount Writing
Name :
Roll Nu. :
Class :
Task: Write a recount text especially personal experience!
Success Criteria:
No
1 Have an orientation that tells the reader what the writing will be about
2 Have a series event so that the reader feels that they are there
3 Have a reorientation that reinforce the topic to the reader
4 Use the past tense, verbs such as: did, was, were, had, V+ed
5 Use expressive vocabulary, adjectives, and verbs
6 Have correct punctuation – capitals and full stops in the correct place
7 Try others punctuation such as: exclamation marks, commas, and speech
marks
8 Use different sentence structures and beginnings
Adapted from : Pattimontoya in Pinterest
99
APPENDICES 4
POST-TEST
Recount Writing
Name :
Roll Nu. :
Class :
Task: Write a recount text especially personal experience!
Success Criteria:
No
1 Have an orientation that tells the reader what the writing will be about
2 Have a series event so that the reader feels that they are there
3 Have a reorientation that reinforce the topic to the reader
4 Use the past tense, verbs such as: did, was, were, had, V+ed
5 Use expressive vocabulary, adjectives, and verbs
6 Have correct punctuation – capitals and full stops in the correct place
7 Try others punctuation such as: exclamation marks, commas, and speech
marks
8 Use different sentence structures and beginnings
Adapted from : Pattimontoya in Pinterest
100
APPENDICES 5
OBSERVATION SHEET
(LEMBAR OBSERVASI KELAS)
Hari / tanggal : 30 April 2018
Tempat : MAN Salatiga
Waktu : 10:00 – selesai
No. Aspek Catatan/keterangan
1. Penampilan guru /
“teacher appearance”
Sopan
Menarik
2. Apersepsi / “entry
behavior”
Tepat sasaran
Menarik perhatian siswa
Suara lantang
Interaksi dengan siswa cukup wajar dan ke-ibuan
3. Materi bahasan Naratif teks
Menggunakan teknik elicitation
4. Teacher centered vs
student centered
Cenderung ke teacher-centered
Kombinasi, dengan tujuan untuk mencapai hasil
yang maksimal
5. Kelas yang kondusif
Kurang rapi penempatan duduk-nya dan berpencar
Botol minuman terpampang diatas meja
Kebersihan kelas kurang diperhatikan ketika
101
waktu mulai siang
6. Teknik bertanya siswa
Close-ended question
Open-ended question
Mixture of close-ended and open-ended
7. Masukan balik
(feedback)
Guru menjawab pertanyaan siswa dengan senang
dan menjelaskannya perlahan
Penjelasan dihubungkan dengan materi-materi
yang dipelajari
8. Pemberian reward
Applause
Compliment
Dikutip dari Rochiati Wiriatmadja
102
No. Aspek Checklist
1. Bentuk pertanyaan
A) Akademik: faktual, jawaban yang dicari spesifik,
benar √
Akademik: opini, singkat √
B) Non akademik: pertanyaan pribadi, prosedur,
disiplin √
2. Bentuk jawaban
A) Untuk pertanyaan pemikiran, siswa membuat
kesimpulan/elaborasi √
B) Untuk pertanyaan factual, siswa mengingat
kembali (hafalan) √
C) Untuk pertanyaan pilihan, siswa menjawab ya
atau tidak √
3. Seleksi siswa
A) Sebut nama siswa sebelum bertanya √
B) Meminta sukarelawan √
C) Meminta bukan sukarelawan (sesudah pertanyaan
diajukan) √
4. Cara bertanya
A) Pertanyaan diajukan sebagai stimulasi atau
tantangan √
B) Pertanyaan diajukan secara factual/biasa saja √
C) Pertanyaan bersifat tes/ancaman √
5. Apakah guru mengulang pertanyaan sebelum
memanggil nama siswa? √
6. Menanyakan dua pertanyaan sekaligus -
7. Apakah siswa mengajukan pertanyaan? √
103
8. Adakah interaksi antara siswa? √
9. Apakah pertanyaan diajukan serentak kepada banyak
siswa? √
10. Apakah siswa diminta mengevaluasi jawabannya
sendiri/siswa lain? √
Dikutip dari Rochiati Wiriatmadja
104
APPENDICES 7
THE STUDENTS’ SCORE OF CONTROLLED CLASS
No NIS Students’ Code G V Coh Con P Pre
Test
Post
Test
1 8181 Student 1 10 12 15 14 11 62 64
2 8182 Student 2 10 10 17 16 12 65 70
3 8183 Student 3 14 17 17 18 16 82 83
4 8184 Student 4 10 15 10 13 12 60 68
5 8185 Student 5 9 17 13 17 16 72 73
6 8186 Student 6 18 15 17 15 12 77 79
7 8187 Student 7 13 15 16 17 14 75 78
8 8188 Student 8 12 16 18 18 12 76 79
9 8189 Student 9 11 11 12 15 14 62 64
10 8190 Student 10 16 13 15 20 13 77 81
11 8191 Student 11 8 11 15 14 9 56 61
12 8192 Student 12 17 14 15 12 10 68 70
13 8193 Student 13 17 17 20 14 12 80 83
14 8195 Student 14 17 15 18 18 15 83 84
15 8196 Student 15 12 13 16 15 14 70 72
16 8197 Student 16 17 18 18 18 15 86 89
17 8198 Student 17 12 10 15 15 15 67 70
18 8199 Student 18 15 11 16 17 10 69 72
19 8201 Student 19 16 15 17 17 16 82 85
20 8202 Student 20 12 15 15 18 17 77 80
105
21 8204 Student 21 13 17 20 16 15 81 86
22 8205 Student 22 13 17 17 17 13 77 80
23 8206 Student 23 14 14 13 15 17 73 75
24 8208 Student 24 15 18 19 19 12 81 90
25 8209 Student 25 12 15 18 17 8 70 73
26 8210 Student 26 14 13 15 13 12 67 69
27 8211 Student 27 19 17 18 19 14 87 88
28 8212 Student 28 10 10 15 17 16 68 71
29 8214 Student 29 12 12 15 14 11 64 68
30 8215 Student 30 17 17 18 17 15 84 86
SUM 2198 2291
Mean Score 73.20 76.37
Criteria:
G : Grammar Coh : Coherence P : Punctuation
Voc : Vocabulary Con : Content
106
APPENDICES 7
THE STUDENTS’ SCORE OF EXPERIMENTAL CLASS
No NIS Students’ Code G V Coh Con P Pre
Test
Post
Test
1 8289 Student 1 13 15 15 15 11 69 72
2 8290 Student 2 14 15 16 17 15 77 79
3 8291 Student 3 14 15 25 16 12 72 76
4 8292 Student 4 12 15 15 16 15 73 76
5 8293 Student 5 10 12 13 14 11 60 63
6 8294 Student 6 15 17 18 18 16 84 85
7 8295 Student 7 17 13 14 15 13 72 80
8 8296 Student 8 13 15 16 17 13 74 77
9 8297 Student 9 14 15 16 17 14 76 81
10 8298 Student 10 10 15 16 15 13 69 74
11 8299 Student 11 15 16 16 16 14 77 80
12 8301 Student 12 10 11 14 14 13 62 86
13 8302 Student 13 19 19 18 20 17 91 94
14 8303 Student 14 16 17 18 19 16 86 90
15 8304 Student 15 12 14 14 15 13 68 71
16 8305 Student 16 12 15 14 15 13 69 79
17 8306 Student 17 9 13 15 15 10 62 70
18 8307 Student 18 12 12 14 14 10 62 70
19 8308 Student 19 9 13 15 15 12 64 77
20 8309 Student 20 18 18 18 15 17 86 88
107
21 8310 Student 21 17 17 18 18 17 87 88
22 8311 Student 22 16 17 18 19 16 86 88
23 8312 Student 23 10 14 17 15 12 68 72
24 8313 Student 24 16 17 17 17 16 83 85
25 8315 Student 25 10 11 11 10 9 51 58
26 8316 Student 26 14 13 14 15 12 68 73
27 8317 Student 27 16 16 15 15 17 79 88
28 8318 Student 28 14 13 13 13 14 67 62
29 8478 Student 29 12 12 13 13 11 61 65
30 8275 Student 30 13 12 13 13 12 63 68
SUM 2166 2315
Mean Score 72.20 77.17
Criteria:
G : Grammar Con : Content
Voc : Vocabulary P : Punctuation
Coh : Coherence
108
APPENDICES 8
RUBRIK PENILAIAN WRITING - RECOUNT TEXT
PEER-ASSESSMENT
Nama : .......................................
No. Absen : .......................................
Nama Korektor :
No. Absen Korektor :
Kelas : X IPS 4
Mapel : Bahasa Inggris
Indikator Skor
Sangat tepat 18 – 20
Cukup tepat 13 – 17
Kurang tepat 6 – 12
Tidak tepat 1 – 5
No. Aspek Skor
20-18 17-13 12-6 5-1
1 Grammar
2 Vocabulary
3 Coherence
4 Content
109
5 Punctuation
Total Skor
110
APPENDICES 9
RUBRIK PENILAIAN WRITING - RECOUNT TEXT
SELF-ASSESSMENT
Nama : .......................................
No. Absen : .......................................
Kelas : X IPS 1
Mapel : Bahasa Inggris
Indikator Skor
Sangat tepat 18 – 20
Cukup tepat 13 – 17
Kurang tepat 6 – 12
Tidak tepat 1 – 5
No. Aspek Skor
18 -20 13 - 17 6 – 12 1 – 5
1 Grammar
2 Vocabulary
3 Coherence
4 Content
5 Punctuation
Total Skor
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
CURRICULUM VITAE
Ayuk Puji Saputri was born on Thursday, December 21st
,
1995 in Semarang. She began her formal education at SD N
Samban 01 in Bawen and continued her study at SMP N 3
Bawen. After graduated from the junior high school, she decided to continue her
study in MA Al Asror and she also studied in Pondok Pesantren Al Asror
Semarang in the same location. She did not enjoy the lesson at first time.
However, she realized that study of knowledge should be balance with the study
of Islamic knowledge and that it can change her life to be better. Thus, after
striving very hard, in 2014 she celebrated her graduation.
After graduated from the senior high school, she was confused what to do. Her
parents has different idea with her about the selection of her next study. Then, she
decided to follow her parents demand to study in STAIN Salatiga especially in
English Education Department. Fortunately, one year later, STAIN Salatiga
became IAIN Salatiga and it pleased her.
Beside of studying in English Education at the university, she also led herself to
be part of Komsat PSHT IAIN Salatiga. It is one of sport branch which is called
martial arts. Then, she was actively involved in PAUD Baitusshibyaan as teacher
and secretary from 2015 until now. She also took a part-time job as a tutor in any
lesson from Elementary School until Junior High School. She found her passion
and hobby in teaching
The researcher can be reached via e-mail at [email protected].