Skripsi Pendidikan Bahasa Inggris Terbaru Dan Terlengkap
CHAPTER 1
INTRODUCTION
A. Background
Writing
is one of the language skills that play an important role in human
communication. The most important of writing is coming to be more and more
recognized. It is the written mark that links with the outside world is formed.
There is no doubt that English writing is important as the other
three-language skills. The ability to write is frequently demanded in many
occasions in our life. For many reasons
writing skill is crucial to most people. In relation about that, Adelstein and
Vipal as cited in Supriadi (2008) express that in all subjects in our life or
in all profession, the ability to write or express oneself clearly is essential
basic for success. Writing is crucial mean of human communication. It is used
to communicate with other people in society and to express our feeling and
opinions. Writing means of both communication and self expression.
Mansi (2012) says that in the competence based curriculum, the
students are expected to be able to communicate. The ability to communicate is
the ability to understand and produce discourse of which it can be realized in
four language skills, namely listening, speaking, reading, and writing.
Moreover those four skills should be applied in real life. Hence, English
subject needs to develop those skills. In order that, the students are able to
communicate and make discourse in English language in certain literacy level.
Among the four language
skill taught in schools, writing is the most difficult skill to learn. It needs
specialized skill that includes the ability to express the writer’s opinions or
thought clearly and efficiently. These abilities can be achieved only if a
learner masters some techniques of writing such as how to obtain ideas about
what s/he will write on, how to express them in a sequence of sentences, how to
organize them chronologically and coherently, and how to review and then to
revise the composition until the writing is well built (Ratnasari, 2004). The
skill is even more complex due to its “distancing” characteristic (Samuel, 1989,
P.1). That is the writer is required to be able to balance between that can be
assumed to be audience’s private background knowledge of communicative intent
of text and the audience ability to make inferences, which depends on both
knowledge of language and knowledge of the real world. The complicated process
that a learner should go through must be learned.
Because of the difficulties of writing, teacher
should give more attention to teach writing skill to improve the students’
skill in writing. At least, the learner can write simple or basic text. One of
the way of improving the students’
attention in writing is using technique. One kind of useful technique in
teaching process is peer editing technique.
In English Foreign Learner (EFL) writing courses,
student often look to each other for help. Peer may be seen as less
intimidating than working directly with the adult teacher. Low achieving
students in particular tent to seek out higher achieving students a way to improve
their writing assignment and better understand the material. Peer editing
allows for a natural extension of what
is already happening in the classroom. Thus, peer learning could become an
important tool to provide assistance and a new form of assesment during the EFL
writing process in a collaborative classroom environment. Peer editing is
included as a tool that helps students assess their own writing assignment
(Galvis, 2010, P.86).
Based on the background above, the researcher was interested in
conducting “The Effectiveness of Using Peer Editing
Technique to Improve Students’ Skill in Writing Descriptive Text at the First
Year Students SMAN 8 Makassar”.
B.
Problem Statement
Based on the previous background, the researcher formulates the
problem as follows: Is Peer Editing Technique effective to improve students’
skill in writing descriptive text?
C. Research
Objective
The objective of this research is to
measure the effectiveness of the use Peer Editing Technique to improve the students’ skill writing
descriptive text.
D.
Research Significant
Application of this technique is expected to change students’ way
of study from passive to the active to get something meaningful. This is
because this technique really emphasize how the students get knowledge through
experience it by themselves to solve the problem through Peer Editing
Technique.
E.
Research Scope
The scope of this research focuses on the
improving students’ skill in writing descriptive text by using peer editing
technique at the first year of SMAN 8 Makassar.
F. The
Operational Definition of Terms
1.
Improve, Mansi
as cited in Hornby (1995) said that improve is to achieve or produce something
of a better standard or quality the something else.
2.
Byrne (1989) argues that writing is clearly
much more than the production of graphic symbol; just as speech is more that
the production of sounds. The symbols should be arranged according to certain
convention: to from words, and words have to be arranged to from sentences,
writing involves the encoding of the message of some kind, that is, to
translate into language.
3.
Skill that be
intended by the researcher here refer to the prior ability that belonged by
someone that can be developed. As quoted from Wikipedia (2012), a skill is the learned capacity to
carry out pre-determined results often with the minimum outlay of time, energy, or both.
4.
Peer editing is an interactive process of
reading and commenting on a classmate’s writing (Oshima and Hogue, 2007, P.194).
CHAPTER II
REVIEW OF RELATED LITERATURE
This
chapter deals with some previous research findings, the concepts of writing,
definition of Peer Editing Technique, the theoretical framework, resume, and
hypothesis.
A.
Previous Related Research Findings
Galvis (2010) in her research stated that in ELF writing courses, students often
look to each other for help. Peers may be seen as less intimidating than
working directly with the adult teacher. Low achieving students in particular
tent to seek out higher achieving student as a way to improve their writing
assignment and better understand material. Peer editing allows for a natural
extension of what is already in classroom. Thus peer learning could become an
important tool to provide assistance and new form of assessment during the ELF
writing process in collaborative classroom environment. She concluded that peer
editing as a useful strategy in collaborative classroom provides teacher
teachers with valuable opportunities to make significant change in their
practices and perspectives on teaching and learning and different ways of
assessing our students. In peer editing, learning is seen as a dynamic process
in which learners themselves are actively involve, in which implementing
cooperative work promotes discussion and sharing of ideas among student.
Lin and Tsai (2012) in their research
concluded that concerning peer editing approach, most of students assume peer
editing is an effective revision tactic. 91.5% of students claim peer editing
allows them to point out weaknesses in their classmates’ composition, and then
indirectly help them to avoid making the same mistakes in their own task.
Students also believe peer editing is beneficial because two people working on
the same essay is better than one. Because peer editing sheet forces students
to focus on five writing aspect, the essay grades increased, and their writing
proficiency grew better than before. According to the result, peer editing
helped students make progress in writing. It helps students engaged in critical
thinking (reading and writing), gain audiences awareness and error feedback,
explain their viewpoints, evaluate their linguistic needs, monitor their
language use, experience less writing anxiety trough communication with
instructors, and then become more supportive with each other.
Chong (2010) in his research concluded
that resistance and reservation towards adopting peer editing in classes were
observed among the students-teachers upon completion of second language writing
course, which had peer-editing one of its teaching approaches. Both the objective
constraints from the teaching context and subjective teachers’ skeptical
opinions about peer editing are believed to lead to the reluctance of teachers
implementing peer editing It seems that when it comes to peer editing, there
are many concerns about the problem of external constraints. At the first
glance, from the result of questionnaire, a perceived constrain of time, large
class-size, and unsupportive superiors were ostensibly the factors provided by
the teacher in explaining why they felt so reluctant in using peer editing.
By looking at those previous research findings above, the
researcher could say that there was relationship between the peer editing
technique and writing ability. It was generally explained in those findings
that peer editing was effective to be applied in writing. Thus, the researcher
assumed that the application Peer Editing Technique could improve the first
year students’ skill in writing descriptive text of SMAN 8 Makassar because it
can make students actively involved in writing activity.
B.
Some Pertinent Ideas
1.
The Concepts of Writing
a.
Definition of Writing
The following are the various definitions about writing:
1)
Byrne (1988) writing involves the encoding of a massage of some kind:
that is, we translate our thoughts into language. According to him in his book,
writing is the way to channel ones thought by using graphic symbols that is
letters or combination of letters which relate to the sounds made when someone
speak. So, it can say that writing process is the way for us to explore our own
thought to express our feeling and to convey our opinion through writing
activity.
2)
Gebhard (1996)
stated that writing is a process of creating an idea and express the meaning in
written-form.
3)
According to Chandler
(1993), writing is the representation of language in a textual medium through the
use of a set of signs or symbols (known as a writing system).
4)
Pincas in
Saifullah (2006, P.9) expresses that writing enables the human being to
communicate and express their feelings and opinions, writing is means of both
communication and self expression.
5)
Kroma (1998)
argues that writing is kind of activity where the writer expresses all ideas in
his mind in the paper (print) from words to sentences, sentences to paragraph
to essay. In relation about it, Lannon in Supriadi (2008) describes that
writing is process of transforming the material you discover by research,
accident, trial and error, or whatever into message which has a meaning. In
short, writing is deliberated process.
6)
Daniels in
Rasfati (2011) states that writing is a system of more less permanent marks
used represent an utterance in such a way that it can be recovered more or less
exactly without the intervention the speaker.
Based
on some definitions presented, writing could be defined as a complex process
whereby looks at and understands what has been written, the combination of some
components that result of one active attempt the part of the reader to
understand writer’s message. Writing is a part of language skill which requires
and elliptical ability in order to construct a brief and good order of
sentence. As one of the language skill in English, writing is used to express
the student ideas, opinion or comments which are conveyed in the written form.
b.
Characteristics
of Good Writing
Yarber in
Murniati (2006) says that an effective writer agrees that good writing has
several important characteristics, they are:
1)
Good writing is
not boring; it keeps your interest by what is says and how to say.
2)
Good writing is
easy to follow because it follows a plan.
3)
Good writing
presents ideas that are fresh.
4)
Good writing is
free of serious mistake in grammar, spelling, and punctuation because those
errors get in the way of the writers idea and distract the reader.
5)
Good writing
uses language that is right for the job formal when required and informal when
appropriate.
c.
The Nature of the Writing Process
According to Ghaith (2002), writing is a complex
process that allows writers to explore thoughts and ideas, and make them
visible and concrete. Writing encourages thinking and learning for it motivates
communication and makes thought available for reflection. When thought is
written down, ideas can be examined, reconsidered, added to, rearranged, and
changed.
Writing
is most likely to encourage thinking and learning when students look writing as
a process. By recognizing that writing is a recursive process, and that every
writer uses the process in a different way, students experience less pressure
to "get it right the first time" and more willing to experiment,
explore, revise, and edit. Yet, novice writers need to practice writing or
exercises involve copying or reproduction of learned material in order to learn
the conventions of spelling, punctuation, grammatical agreement, and the like.
Furthermore, students need to write in the language through engaging in a
variety of grammar practice activities of controlled nature. Finally,
they need to begin to write within a framework “flexibility
measures” that include: transformation exercises, sentence combining,
expansion, embellishments, idea frames, and similar activities).
d.
The Importance of Writing
There
are a lot of reasons why writing is important. Some of them are stated by
Heaton (1987) below:
1)
Writing is a
tool for discovering, to stimulate one’s thought process by the writing act
into information and image to have the unconscious mind.
2)
Writing helps someone
to organize their ideas which can be arranged in coherent form.
3)
Writing
generates new ideas by helping someone to make connection and
relationship.
e.
Component of
Writing
There are five significant
components of writing according to Jacob in Indrayani (2007) they are content,
organization, vocabulary, language use, and mechanic. They are as follows:
1)
Content
Content
of writing should be clear for the readers so that the readers can understand
the message conveyed and get information from it. In order to have a good
content of writing, the content should be well unified and completed. This term
is usually known as unity and completeness which become the characteristics of
the good writing.
2)
Organization
In organization,
the writing concerns with the ways the writer to arrange and organize the ideas
or the messages in the writing. Organizing the material in writing involves
coherence, order of importance, and general to specific, specific to general,
chronological order that happened from the beginning to the end.
3)
Vocabulary
The effective use
of words will always result good writing both specific and technical writing,
the dictionary is very considerable vocabulary is one in writing. To express
ideas we always deal with vocabulary. The lack of vocabulary makes it difficult
to express ideas.
4)
Language use
Language use in
writing description and other form of writing involves correct language and
point of grammar. An adequate grammar should be one that is capable of
producing grammar. We should not able to do anything more than utter separate
items of language function and also grammar can help the students to improve
the use of formal language.
5)
Mechanics
There are at least two parts of mechanic in writing, namely
punctuation and capitalization. Punctuation is important as the way to clarify
meaning in English writing capital letters have to participles. First they are
used to distinguish between particular and proper things. Second, it is used as
first word in quotations, a formal statement and proper adjective.
f.
Writing Forms
According to Temple, et. al. in Suriani (2008),
many other forms of writing are available to the students, in the following:
1)
Journal writing
Students write
in personal journals about events in their lives, in dialogue journals to
converse with classmates and the teacher, in learning logs to document learning
in content area classes, in reading logs to reflect on literature, and in
simulated journals in the role of a historical personality or literary
character.
2)
Descriptive
writing
Students
use observation, sensory words, and comparisons to write descriptions of
objects, people and events.
3)
Letter writing
Students write
friendly letters to pen pals and authors, courtesy letters, and business
letters to request and share information.
4)
Biographical
writing
Students write
biographies of well-known contemporary and historical personalities, personal
narratives about experiences in their own lives, and autobiographies to
document their own lives.
5)
Expository
writing
Students write
reports and other forms of expository writing to share information about social
studies, science, and familiar topics.
6)
Narrative
writing
Students retell
familiar stories, write stories a well-developed structure, and rewrite stories
from different points of view.
7)
Poetic writing
Students play with words, create word pictures, and write poems.
8)
Persuasive
writing
Students use
persuasion techniques and propaganda devices to write persuasive essays and
letters and create advertisements and commercials.
g.
Writing Process
The writing is
a way of looking at writing instruction in which the emphasis is shifted from
students’ finished products to what students think and do as they write.
Furthermore, Temple in Suriani (2008) state that writing activity generally
requires several processes namely prewriting, drafting, revising, editing and
publishing. To make it clearer, the explanation is as follows:
1)
Prewriting
Prewriting is
the getting-ready-to-write stage. The traditional notion that writers have
thought out their topic completely is ridiculous. If writers wait for the ideas
to be fully developed, they may wait forever. Instead, writers begin
tentatively talking, reading, and writing to see what they know and direction
they want to go.
Prewriting
has probably been the most neglected stage in the writing process; however, it
is as crucial to writers as a warm up is to athletes. During the prewriting
stage, the activities are: (1) choosing a topic, (2) considering purpose, form,
and audience, and (3) generating and organizing ideas for writing.
2)
Drafting
In the process
approach to writing, students write and refine their compositions through a
series of drafts. During the drafting stage, students focus on getting their
ideas down on paper. Because writers do not begin writing with their
compositions already composed in their minds, they begin with tentative ideas
developed through prewriting activities.
The drafting
stage is the time to pour out ideas, with little concern about spelling,
punctuation, and other mechanical errors. The activities in this stage are: (1)
writing a rough draft, (2) writing leads, and (3) emphasizing content, not
mechanics.
3)
Revising
During the
revising stage, writers correct their ideas in their compositions. Often
students terminate the writing process as soon as they complete a rough draft,
believing that once their ideas are jotted down the writing task is complete.
Experienced writers, however, know they must turn to others for reactions and
revise on the basis of these comments.
Revising is the
examination of the draft to find mistakes, deficiencies or irrelevant points
and after that improving the text. Revising should be better done after the
completion of the first draft, so that it will not interrupt the flow of
writing. The activities in the revising stage are: (1) rereading the rough
draft, (2) sharing the rough draft in writing group, and (3) revising on the
basis of feedback received from the writing group.
4)
Editing
Editing is
putting the piece of writing into its final form. Until this stage, the focus
has been primarily on the content of students’ writing. Once the focus, changes
to mechanics, students polish their writing by correcting spelling and other
mechanical errors. The goal here is to make writing “optimally readable”.
Writers who
write for readers understand that if their compositions are not readable, they
have written in vain because their ideas will never be read. Students move
through three activities in the editing stage: (1) getting distance from the
composition, (2) proofreading to locate errors, and (3) correcting errors.
5)
Publishing
In the final
stage of the writing process, students publish their writing and share it with
an appropriate audience. As they share their writing with real audiences of
their classmates, other students, parents, and the community, students come to
think of themselves as authors. The ways to share writing are students read
their writing to classmates, or share it with larger audiences through
hardcover that are placed in the class or school library, class anthologies,
letters, newspaper articles, plays, filmstrips and videotapes, or puppet shows.
2.
The Concepts of Descriptive Text
a.
Definition of Descriptive Text
Descriptive writing appeals to the
senses, so it tells how something looks, feels, smell, tastes, and/or sounds. A
good description is a word picture; the reader can imagine the object, place,
or person in his or her mind (Oshima and Hogue, 2007, P.61).
Drajati (2009) assumes that descriptive
text is an essay that illustrates a place, event, object, or person. Hogue (1996)
says that description is “word pictures.” You tell how something looks, feels,
smells, tastes, and sounds. You need to become a sharp observer and notice many
small details so that you can write a good word picture. In addition, there are
two keys to writing good description. The first key is a space order, and the
second is to use specific details.
Based
on Little in Haerawati (2010) a descriptive paragraph is a word picture.
Through description we are able to reveal a person, a scene, or an
object-either real or imaginary. Through a well written description you will
able to share a vivid experience.
b.
Why is Description Important?
Description adds an
important dimension to our lives because it moves our emotions and expands our
experience. When we read descriptions of beautiful places and scenes, we are
uplifted; when we read newspaper accounts of the devastation of wars and natural
disasters, we are saddened. Description expands our experience by taking us to
places we might not otherwise know much about, which explains the popularity of
descriptive travel essay in magazine and newspaper. Description can also give
us a fresh appreciation for the familiar. For example, description of a neighborhood
park we pass every can help us rediscover is beauty.
As social being, we want
to share our experience, so we write to others to describe things such as
vacations, childhood homes, and people we encounter. We even use description to
persuade others to think or act in particular way: advertisers describe
products to persuade us to buy them; travel agents describe locales to entice
us to visit them; and real estate agents describe properties to simulate a
desire to see them (Clouse, 2002, P.142).
c. Characteristic of Descriptive Writing
Asrifan in Rahmana (2011) proposes some characteristics of
descriptive writing specially:
1)
Vividly
descriptive details: Elaborate on sensory details including how it looks,
sound, feel, smell.
2)
Figurative
language may be used: Using word, phrases, symbols, and ideas such as simile,
hyperbole, metaphor, symbolism and personification in such as way as to evoke
mental images and sense impressions.
3)
Showing, not
telling: Using vivid and precise adjectives, adverbs, and verbs when describing
the topic.
d.
Purpose of
Description
According to Dietsh (2005, P.140) description has three general
purposes:
1)
To create
imagery, a mood, or an aura of a place
2)
To stimulate
understanding and convince
3)
To urge the
listener to action
e.
Elements of
Descriptive Text
According to Pardiyono (2007) there are two elements in descriptive
text.
1)
Identification
:
·
Including statement
that describe the object
·
Statement has
to be interesting
·
Adjective or degree
of comparison usage is needed.
2)
Description :
·
Given
description about condition of object. it can be viewed by location, means of
transport, people, weather, size, atmosphere, physical appearance, etc.
·
Grammatical
patterns:
b.
Present tense,
present perfect tense
c.
Verb; be (is,
are), have, linking verb (seems, looks, sounds, like)
d.
Usage of
adjective to describe object.
3.
The Concept of Peer Editing Technique
Peer editing is an
interactive process of reading and commenting on a classmate’s writing. You will
exchange rough draft with a classmate, read each other’s work, and make
suggestions for improvement. Use the worksheet for each assignment and answer
each question. Write your comments on the worksheet on your classmate’s paper
as your instructor directs (Oshima and Hogue, 2007, P.194).
Peer editing is believed
to enhance students’ learning trough larger amounts of feedback and shorter
periods of time needed than feedback given by their teachers. In addition, peer
editing enriches the information pool for a learner’s later self-assessment
used for individual language development (Liu and Carless, 2006 as cited in
Chong, 2010).
Oshima and Hogue (2007)
state that before doing Peer editing, the editor should consider some advises.
They are as follow:
a)
Your job is to help your classmate write
clearly. Focus only on content and organization.
b)
If you notice grammar or spelling errors,
ignore them. It’s not your job to correct your classmate’s English.
c)
Don’t cross out any writing. Underline, draw
arrows, circle thing, but don’t cross anything.
d)
Make your first comment a positive one. Find
something good to say.
e)
If Possible, use a color pencil or ink
f)
The writer may not always agree with you.
Discuss your different opinions, but don’t argue, and don’t hurt your classmate’s
feelings.
According to Chong (2010,
P.58) there are tips to implement peer-editing successfully. The local teaching
context that the student teachers are in can be different from one another in
term of the class size, student’s standard of English and etc. Therefore, it is
a better idea for teacher to ‘tailor-make’ peer editing to suit their own
classes based on the level of time constraints, students’ standards of English
and most importantly, the goal of peer editing.
It will be a good idea
for the school to give more room and freedom for teacher to apply their own
teaching philosophy. The more passionate the teacher is concerning his/her
subject, the more impassioned the students will likely be. The difference
between a product-oriented approach and a process-oriented approach is that in
the product-oriented class, teacher are required to teach towards a specific
test or paper, the eventual product, short-term and easily forgotten; but, are
free to apply their own teaching methods are able to teach students using
methods they will remember for the rest of their life.
C.
Resume
Based on the previous studies and pertinent ideas, the researcher
resumes that: writing is the process of putting our ideas on the written form.
Writing unlike many other forms of communication, is individual, communication
usually from the author to the reader. While writing ability can be defined as
the ability of putting out ideas on the written form with good components, like
grammar, vocabulary, mechanics, fluency and form. Therefore, the students will
understand the message that the writer is attempting to convey. In addition,
good writing involves thinking that may lead the writer to express
himself/herself in a more effective way. The
Peer Editing Technique was one way that can help students to involve
actively in writing process and it can be an effective way.
D.
Theoretical Framework
The theoretical
framework of this research that had been done served in the following diagram:
|
Terms and activities given in case
of treatment (Peer Editing Technique)
INPUT
|
|
Written test
to know the effectiveness of Peer
Editing Technique.
PROCESS
|
|
Improving the students’ ability in writing activity
OUTPUT
|
Figure 1 Variable affecting writing achievement
1.
Input,
something to do with any activities and terms that would be committed as
treatment within the class during the research by applying the Peer editing technique.
2.
Process,
referred to the written test given whose aims to know the influence of Peer Editing Technique to the students’
skill in writing activity.
3. Output, as the output of the process, it referred to the improving
of students’ skill in writing activity.
E.
Hypothesis
H0: The
application of Peer Editing Technique
is not effective to improve students’ skill in writing descriptive text at the
first year of SMAN 8 Makassar.
Hi: The
application of Peer Editing Technique
is effective to improve the students’ skill in writing descriptive text at the
first year of SMAN 8 Makassar.
CHAPTER III
RESEARCH METHOD
This chapter presents about the research method, population and
sample, variable of the research and instrument.
A.
Research Method
This research applied
pre-experimental method. This design involved one group which was pre-tested (O1),
exposed to a treatment (X), and post-tested (O2) It
was aimed at finding out the effectiveness of Peer Editing Technique to improve
the first year students’ writing skill of SMA Neg. 8 Makassar. Based on
Arikunto (2006), the research is classified in the following diagram:
G.
|
O1
Pre-Test
|
|
X
Treatment
|
|
O2
Post-test
|
H.
I.
Where: O1 =
Pre-test
X =
Treatment
O2 = Post-test
B.
Population and Sample
1.
Population
|
36
|
2.
Sample
According to Arikunto (2006), sample
is most of representatives of population who are researched. Tiro (2000) states
that sample is the number of members of population. In this research, the
method of taking sample is purposive sampling. Merriam (2010) states that
purposive sampling is taking sample by intentionality, serving or affecting a
useful function though not because of planning or design. Arikunto (2006)
defines that purposive sampling is taking sample based on the specific purpose.
The researcher used the purposive sampling technique. The sample of the research was the first year
students which consisted of 30 students in class X.3 of SMA Negeri 8 Makassar.
C.
Variables of the Research
The kinds of variable that correlated with research consisted of
independent and dependent variable. Independent variable is the variable that
influenced another variable to achieve what is expected by researcher. Whereas,
the dependent variable is the result that expected through implement of the
independent variable (Arikunto, 2006). Based on the title above, the researcher
could identify that the dependent variable was the Students’ Writing Skill and the independent variable was the Peer Editing Technique.
D.
The Instrument of the Research
The instrument of the research that had been used for this research
was the achievement test to measure one’s achievement after learning something.
The achievement test that used was the writing test for pre-test and also
post-test.
The purpose of
making the pre-test was to grade the students’ prior knowledge. So, the
treatment that had been given was accommodated with the students’ level in the
way to improve their writing skill. Obviously, the post-test here was to
measure the students’ improvement and to test the effectiveness of this method.
E.
Procedure of Collecting Data
1.
Pre-test
Before
applying Peer Editing Technique or doing the treatment, the students were given
pre-test to know their achievement in writing. The researcher asked the
students to write descriptive text based on the prepared topic.
2.
Treatment
After
giving the pre-test, the students then treated by implementing the Peer Editing Technique. Some steps of
treatments were:
a.
The first
meeting, the researcher explained about descriptive text and gave example.
b.The second meeting, the researcher introduced and explained the
Peer Editing Technique and students asked to make descriptive text.
c.
The third
meeting, students make descriptive text based the topic and applied peer
editing technique.
3.
Post-test
After applying the treatment, the researcher gave post-test to the
students to obtain data, whether there was any progress or improvement of the
first year students’ writing ability of SMAN 8 Makassar after applying
treatment namely through Sensations and Feelings Technique or not.
F.
Technique
of Data Analysis
To measure the students’ writing ability about descriptive text at
the first year students of SMA Neg. 8 Makassar, the writer analyzes the data
quantitatively by analyzing the scoring classification criteria of writing.
There are five aspects in writing namely; content, vocabulary, language use,
mechanic and organization but the writer only analyzes two aspects. They are
content and organization aspect. The writer proposed the scoring classification
as suggested by Heaton (1988:146). Here are explained the detail of the
explanation with its criteria.
Table
1 Content
No
|
Classification Ability
|
Score
|
Criteria
|
1.
|
Excellent to Very Good
|
60-54
|
-
Knowledgeable,
substantive
|
2.
|
Good to Average
|
53-49
|
-
Some knowledge of subject, adequate range.
|
3.
|
Fair to Poor
|
48-34
|
-
Limited knowledge of subject, little
substance.
|
4.
|
Very
poor
|
33-29
|
-
Doesn’t show knowledge of subject,
non-substantive, etc
|
Table 2 Organization
No
|
Classification of ability
|
Score
|
Criteria
|
1
|
Excellent
to Very Good
|
40-36
|
The organization of contents and arrangement the generic structure is
clearly.
|
2
|
Good
to Average
|
35-32
|
The organization of contents and arrangement the generic structure is
loosely organized but main idea stand out
|
3
|
Fair
to Poor
|
31-28
|
The organization of contents and arrangement
the generic structure is confused or disconnected.
|
4
|
Very poor
|
27-19
|
No organization of the contents and
arrangement the generic structure is does not communicate.
|
The data collected were analyzed the test, the steps are as follow:
1.
Classifying the
students’ scores using the following scales:
Table 3 Scoring Rank
Scale
|
Classification
|
95 – 100
|
Excellent to Very Good
|
85 – 94
|
Good to Average
|
75 – 84
|
Fair to Poor
|
65
– 74
|
Very Poor
|
(Heaton
in Supriadi, 2008)
2.
Calculating the
collecting data from the students in answer the test, the writer will use
formula to get mean score of the students as follow:
Where: X = Mean score
∑X = The sum of all scores
N = The total number of sample
(Gay in Rasfati, 2011)
3.
Finding out the
standard deviation the students’ score in pre-test and post-test by calculating
the value of the test.
Where:
SD = Standard deviation
(Gay in Supriadi, 2008)
4.
Finding out the
effectiveness or ineffectiveness of the technique, this formula below will be
used:
Where: T =
Test of significant
D = the difference
between matched pairs
∑D = the sum of
difference
N = the number of
samples
(Gay in Rasfati, 2011)
5.
To find out the
mean score differences by using the formula:
∑D = the sum of all scores
N = Number of students
(Gay in Supriadi, 2008)
6.
Calculating the
percentage of the students’ score:
P = F
x 100 %
N
Where: P = Percentage
F = Frequency
N = the total number of students
7.
To decide the
significant influence of Sensations and Feelings Technique to build students’
writing skill, the writer will use:
Ttest
≥ Ttable : Having significant influence
H1: m1 > m2 or P-value <
a 0.05
Ttest
≤ Ttable : Having no significant influence
H0: m1 = m2 or P-value ³ a 0.05
CHAPTER IV
FINDING AND DISCUSSION
In this chapter particularly
presents the research finding and discussion based on the researching that had
been held by the researcher. The findings present the description of the data
collected through the test. The further explanations and interpretation are
given in the discussion section.
A.
Findings
The finding of the research deals with the rate presentation of the
students’ score obtained test, mean score, standard deviation, test of
significance and hypothesis testing.
1.
The raw, the frequency distribution and the percentage of students’
score in the pre-test and post test
Table 4
Respondent
|
Pre-Test
|
Post-Test
|
||
Content
|
Organization
|
Content
|
Organization
|
|
1
|
55
|
38
|
60
|
39
|
2
|
50
|
29
|
55
|
38
|
3
|
33
|
19
|
54
|
35
|
4
|
45
|
28
|
53
|
34
|
5
|
54
|
35
|
57
|
37
|
6
|
54
|
36
|
56
|
38
|
7
|
33
|
19
|
54
|
32
|
8
|
34
|
20
|
54
|
35
|
9
|
55
|
37
|
59
|
39
|
10
|
34
|
30
|
54
|
36
|
11
|
53
|
35
|
54
|
37
|
12
|
55
|
37
|
59
|
38
|
13
|
54
|
35
|
54
|
36
|
14
|
48
|
32
|
55
|
37
|
15
|
53
|
33
|
53
|
37
|
16
|
50
|
34
|
55
|
37
|
17
|
54
|
36
|
58
|
38
|
18
|
52
|
35
|
53
|
37
|
19
|
30
|
25
|
48
|
30
|
20
|
30
|
24
|
58
|
37
|
21
|
46
|
26
|
53
|
36
|
22
|
46
|
25
|
53
|
35
|
23
|
48
|
35
|
55
|
37
|
24
|
35
|
31
|
54
|
35
|
25
|
49
|
32
|
55
|
36
|
26
|
53
|
32
|
54
|
35
|
27
|
33
|
27
|
57
|
38
|
28
|
49
|
35
|
56
|
37
|
29
|
58
|
37
|
59
|
38
|
30
|
33
|
26
|
54
|
36
|
Total
|
1376
|
923
|
1653
|
1090
|
Table 4 above shows the total score of students’ pre-test and
post-test. In pre-test, the total score of students’ for content is 1376 score
and the total score of students’ for organization is 923 score. In post-test,
the total score of students’ for content is 1653 score and the total score of
students’ for organization is 1090 score. It means that the total score of
students’ for content and organization in post-test is higher than in the
pre-test.
Table 5
The Frequency distribution and Percentage of Students’ Score for
Content
No
|
Classification
|
Range
|
Pre-test
|
Post Test
|
||
F
|
P (%)
|
F
|
P(%)
|
|||
1.
2.
3.
4.
|
Excellent
to very good
Good
to average
Fair
to poor
Very
Poor
|
60-54
53-49
48-34
33-29
|
8
7
9
6
|
26.67%
23.33%
30%
20%
|
24
5
1
-
|
80%
16.67%
3.33%
|
Total
|
30
|
100%
|
30
|
100%
|
||
Table 5 above shows that from 30 students who followed the pre-test
8 students (26.67%) got excellent to very good score, 7 students (23.33%) got
good to average score, 9 students (30%) got fair to poor score, and 6 students
(20%) got very poor score while in post-test 24 students (80 %) got excellent
very good score, 5 students (16.67%) got
good to average score, 1students (3.33%) got fair to poor score, and
none student got poor score. It means that the score and
the percentages of the score in post-test are better than in the pre-test.
Table 6
The Frequency distribution and Percentage of Students’ Score for
Organization
No
|
Classification
|
Range
|
Pre-test
|
Post-test
|
||
F
|
P (%)
|
F
|
P (%)
|
|||
1.
2.
3.
4.
|
Excellent
to very good
Good
to average
Fair
to poor
Very
Poor
|
40-36
35-32
31-28
27-19
|
6
11
5
8
|
20%
36.67%
16.67%
26.
66 %
|
22
8
-
-
|
73.33%
26.67%
-
-
|
Total
|
30
|
100%
|
30
|
100%
|
||
Table 6 above
shows that from 30 students who followed the pre-test 6 students (20%) got excellent to very good
score, 11 students (36.67%) got good to average score ,5students (16.67%) got
fair to poor score , and 8 students (26.66%) got very poor score. while in
post-test 22 students (73.33%) got excellent to very good score, 8 students
(26.67%), and none students got fair and poor score. It means that the score
and the percentages of the score in post-test are better than in the pre-test.
Table 7
The Frequency distribution and Percentage of Students’ Score
No
|
Classification
|
Range
|
Pre-test
|
Post-test
|
||
F
|
P (%)
|
F
|
P (%)
|
|||
1.
2.
3.
4.
|
Excellent
to very good
Good
to average
Fair
to poor
Very
Poor
|
100-84
83-68
67-51
50-31
|
14
7
9
-
|
46.67%
23.33%
30%
-
|
29
1
-
-
|
96.67%
3.33%
-
-
|
Total
|
30
|
100%
|
30
|
100%
|
||
Table 7 above
shows that from 30 students who followed the pre-test 14 students (46.67%) got excellent to very
good score, 7 students (23.33%) got good to average score ,9 students (30%) got
fair to poor score , and none students got very poor score. while in post-test 29
students (96.67%) got excellent to very good score, 1 students (3.33%), and
none students got fair and poor score. It means that the score and the
percentages of the score in post-test are better than in the pre-test.
2.
Mean Score and Standard Deviation
After
classifying the writing ability, the next are the mean score and the standard
deviation in the pre-test and post-test that can be showed in the following
table:
Table 8
Mean Score
Standard Deviation of the Students in Pre-test and Post-test
Pre-test
|
Post-test
|
|
Mean score
|
76.63
|
91.43
|
Standard Deviation
|
0.494
|
0.89
|
Table 8 shows that the statistical summary of the students’ mean
score and the standard deviation both in pre-test and post-test. The mean score
of the result of the students’ pre-test was 76.63 and the mean score of the students’
post-test was 91.43. It means that the mean score of the post-test was higher
than the mean score of pre-test. Thus, it can be concluded that the application
of peer editing technique can improve the students’ writing ability.
3.
Test of Significance Testing
In other to know whether or not the mean score was different from
two test (pre-test and post-test), the writer used the t-table. The following
table shows the result of the t-test calculation:
Table 9
The t-test and t-table of students’ achievement
Variable
|
t-test
|
t-table
|
X1 – Y1
|
6.548
|
2.045
|
Table 9 indicates that the value of the t-test was higher than the
value of the t-table. It indicates that there was a significant difference
between the result of the students’ pre-test and post-test.
4.
Hypothesis
To find out the degree of freedom (df), the researcher used the
following formula:
Df = N-1 (N =
Number of students)
Df = 30 – 1
Df = 29
For the level of significance (p) 0, 05 and df: 29, the value of
the t-test was higher than t-table. It was 6.548. It means that H0 is rejected
and H1 is accepted. Thus, the researcher concludes there was a significant
difference between the result of the students’ pre-test and post-test
achievement after applying peer editing technique.
B.
Discussion
The statistical analysis from the result of the students’ skill in
writing descriptive text of this research showed that the students’ mastery
before teaching through Peer Editing
Technique was rather low. It was approved by the result of the pre-test before
the treatment that there were 14 students (20%) obtained Excellent to Very good level as the highest level that they could
reach and 9 students (30%) achieved Fair to Poor level as the lowest. However, after giving treatment through Peer Editing Technique, had showed good
improvement which in post-test 29 students (96.67%) acquired Excellent to very good level and none of
the students took position in Poor
level.
In giving score of
writing, the researcher used some criteria, like content and organization.
a.
Content
According
to Heaton (1988), content is the subject written or spoken in a book,
programmer, or amount of something contain in substance. So the researcher can
take the conclusion that content in writing is the massage that want to deliver
by the writer by developing the each point to make it interesting in
communicating their idea depend on the writer creativity. Before applying the Peer Editing Technique could be
identified the students have problem to deliver and arrange their idea. But
after giving treatment, improvement can be seen with the way in developing
their content of writing, which in pre test only 26.67% that acquired excellent to very good but after
treatment, the rate of the students’ score increased to 80%. And the rest in Fair to Poor level, which in pre test
about 30% students in this level then lessen to only 3.33% and also none
students took Very poor level in post test. It means that several of
them stepped to the next level.
b.
Organization
Organization
(of writing) is the group of word that has meaning. It means that form of the
writing concerns with the ways through writer arranges and organizes the ideas
order massage in the writing (Heaton: 1988). Therefore, the writer can take the
conclusion that the form in writing is ability to develop idea which relevant
in a united form. It also concerns the writer to arrange and organize the idea
in writing.
The data analysis gained to know the
students’ ability to organize ideas in writing activity by the second year
students of SMA 8 Makassar. In the data also shows that the percentage of the
students’ score in form can be seen in pre test, there were 6 students (20%)
got excellent to very good level, 11 students (36.67%) got good to
average level score, 5 students (16.67%) got fair to poor level and
8 students (26.66%) got very poor score while in post-test increase
significantly 73.33% student took excellent to very good level. 26.67%
students took good to average level. And none students took fair to
poor and very poor level.
Thus, the writer assumes that the application of Peer Editing
Technique is very helpful to improve students’ skill in writing descriptive
text because there was a significant writing achievement of the students after
the treatment was conducted. It was proved by the result of data analysis after
being compared t-table (2.045) with t-test (6.548).
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists
of two sections. The first section deals with the conclusion and the second one
deals with suggestion.
A.
Conclusion
Based on the finding on the discussion, the researcher concludes
that applying Peer Editing Technique in teaching descriptive text is an
effective way to improve the students’ writing skill. By using this technique,
the students can be more active learning English especially in writing and also
make their learning process meaningful. This is because they can learn express
themselves freely by communicate with their environment in the way to solve the
problem in this case to get input of their writing task. After that they freely
to convey their opinion by communicate in writing form base on the input that
they got from their survey and finding process.
B.
Suggestions
Based on the conclusion above, the researcher proposes the
following suggestions:
1.
The English
teacher should apply this technique as a way to improve students writing
ability in writing subject. This is because the concepts of this method makes
students involve to edit their friends’ writing so that it can made them more
active and think more. This is the best way to provide the meaningful learning
for our students.
2.
The English
teacher should be more creative to choose technique in teaching writing.
Therefore, the students will be more interested and motivated to study English.
This is the best way to fulfill the education need to implement the active
learning at school.
3.
The application
of peer editing technique could significantly improve the students’ writing
description in at first year students of SMAN 8 Makassar. So it is strongly
suggested to be applied in teaching English writing in the classroom in order
to improve the students’ achievement.
Demikian postingan tentang skripsi pendidikan bahasa inggris terbaru dan terlengkap. Postingan selanjutnya akan diberikan judul yang berbeda.
Skripsi Pendidikan Bahasa Inggris Terbaru Dan Terlengkap
4/
5
Oleh
Unknown
