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USING PEER RESPONSE TO

IMPROVE WRITING ABILITY


OF GRADE VIII STUDENTS
AT SMP 3 BERBAH IN THE
ACADEMIC YEAR OF
2013/2014
By:
Nur Rochman Fatoni
09202241079

Chapter I Introduction
Chapter II Literary Review and
Conceptual Framework
Chapter III Research Method
Chapter IV Research Findings
and Discussion
Chapter V Conclusions,
Implications and Suggestion

Chapter I Introduction
A.

Background of the Study

Writing is one of the skills that has to be


mastered by students in junior high schools.
It can facilitate the students for better learning.
Many students have low writing ability including
grade VIII students at SMP 3 Berbah.

Identification of the Problems


The students
Lack of motivation
Lack of writing subkills
The teacher
Did not teach writing sufficiently
Less attractive and effective teaching
technique

C. Limitation of the Problems


The research was focused on the technique to
improve the students writing ability which was using
peer response.

D. Formulation of the Problems


How could peer response be implemented to improve
the writing ability of grade VIII students at SMP 3
Berbah?

E. Objective of the Research

The objective of the research study was to improve


the writing ability of grade VIII student at SMP 3
Berbah using the peer response.

Chapter II Literary Review and


Conceptual Framework

Literature Review
1. Definition of Writing : Brown (2000),
Gower, Philips and Walters (2008)
2. The Process of Writing : Harmer (2006)
3. Micro and macroskills of Writing : Brown
(2004)
4. Teaching Writing Activities: Harmer
(2004)
5. Peer Response: (Nelson & Murphy,
1993), Murcia (2001), Ferris (2003)

B. Relevant Studies
Tang and Tithecott (1999) find some positive
results in their research on the value of the peer
response. First, students are engaged in the sociocognitive activities of reading, evaluating, pointing
to trouble sources, writing comments, and
discussing task procedures. Second, some
students used feedback from peer response
sessions in revising their essays. Third, both less
and more proficient students benefited from peer
response sessions.

CONCEPTUAL FRAMEWORK
The students
have low
writing ability.
The appropriate
technique is
needed to
improve the
students writing
ability

Applying the peer


response technique in the
teaching and learning
process of writing

The improvement of
students writing
ability.

Chapter III Research Method


Type of the research :

Action research
Setting of the research :
SMP 3 Berbah
January April 2014

Participants of the research :


The students of VIII D class and
the English teacher

Data Collection Techniques,


Instruments, Data and Data Analysis
Techniques

Instruments Form of the


Data

Observation

Observation
checklists

Field notes

Interview

Interview
guideline

Interview
transcripts

Data Analysis

Q
u
a
li
t
a
ti
v
e
d
a
t

Qualitative data analysis


(Burns 1999, 2010)
- Assembling the data
- Coding the data
- Comparing the data
- Building meanings
and interpretations
- Reporting the
outcomes

VALIDITY AND REALIBILITY


Democratic
validity

Time Triangulation

Outcome validity

Investigator

Process validity

Triangulation

Catalytic validity

Theoretical

Dialogic validity

Triangulation

Procedure of the Research


Kemmis and McTaggart (1988) in Burns (2010)
1. Reconnaissance
2. Plan of action
3. Action
4. Reflection

Chapter IV Research Findings and


Discussion

PROBLEM TO BE SOLVED
Students skill in developing ideas
Students mastery of the organization
of a recount text
Students mastery of grammar
Students mastery of vocabulary
Students mastery of mechanics

The Main Actions in Cycle 1


and Cycle 2
Cycle 1
1. First meeting : re-explain recount text, give guided writing
task
2. Second meeting : practice developing a draft using recount
diagram, explain the peer response technique
3. Third meeting : apply peer response technique in group
work activity, revise the draft to make the final draft

Cycle 2
4. First meeting : explain the simple past tense, apply whole
class peer response
5. Second meeting : apply whole class peer response, practice
developing a draft using story line
6. Third meeting : apply peer response technique in modifiedgroup work activity, revise the draft to make the final draft

FINDINGS (QUALITATIVE DATA)


The students motivation in writing had improved.
The students were able to use peer response
technique to produce better writings

FINDING (QUANTITATIVE
DATA)

15
10
5
0

Pretest

Compon
ent
Mean
Score

cycle 1

PreTest

8.00

cycle 2

Cycle
1

9.48

postest
Cycle II

13.41

Post-Test

14.34

Chapter V Conclusions,
Implications and Suggestion

A. CONCLUSION
The use of the peer response technique is believed
to be effective in improving the students writing
ability.
Students ability in generating ideas, organizing
texts, vocabulary mastery, language use and the
mechanics aspects improved after the
implementation of the peer response technique.
After the implementation of the peer response
technique, students were more motivated to write
better.

B.
Implicati
on

C.
Suggesti
on

Peer response was effective to improve the students


writing ability.
The use of peer responses could improve the
students motivation in writing teaching learning
process.
The activity of the peer response could also increase
the interaction between students and other students,
between students and the teacher.

The students as the subject and object in the teaching


and learning process should actively participate in the
activities during the class.
For the teacher, the use of the peer response is
suggested as a solution to be applied in the writing
process especially in the revising stage.
The other researchers can use the peer response
technique in different grades of education and other
genre of text.

Thank You

The students were


doing peer response
activity.

The students were


revising their draft
based on the comments
from their friends.

The students were


revising their draft based
on the comments from
their friends.

The students were


discussing the draft.

The student was writing


her first draft.

The students were picking up


their friends draft to comment
on.

The student was writing


his final draft.

The researcher explained


the material to the
students.