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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.
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
The improvement of
students writing
ability.
Action research
Setting of the research :
SMP 3 Berbah
January April 2014
Observation
Observation
checklists
Field notes
Interview
Interview
guideline
Interview
transcripts
Data Analysis
Q
u
a
li
t
a
ti
v
e
d
a
t
Time Triangulation
Outcome validity
Investigator
Process validity
Triangulation
Catalytic validity
Theoretical
Dialogic validity
Triangulation
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
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
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
Thank You