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. ThePeer 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 Techniqueis not effective to improve students’ skill in writing descriptive text at the first year of SMAN 8 Makassar.
Hi: The application of Peer Editing Techniqueis 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 Poorlevel.
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.
yang buat skripsi ini siapa ya?
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