the effectiveness between self-assessment and...

i

THE EFFECTIVENESS BETWEEN SELF-ASSESSMENT AND

PEER-ASSESSMENT TOWARD STUDENTS’ WRITING

SKILL IN RECOUNT TEXT FOR TENTH GRADE STUDENTS

OF MAN SALATIGA IN THE ACADEMIC YEAR OF 2017/2018

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for

the degree of Sarjana Pendidikan ( S.Pd)

By:

AYUK PUJI SAPUTRI

11314127

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

v

MOTTO

“Do what you love and love what you do”

-Anonymous-

“Work for a cause, not for an applause.

Live life to express, not to impress.”

- Anonymous-

vi

DEDICATION

I dedicate this graduating paper to:

My beloved parents, my mother and father, thank you for being my reason

to never give up.

My brother and sister (Rizky Setiawan and Naura Trisya Martia) thank

you for being my moodbooster.

My friends (Sigit Hariyanto and Idarotus Sa‟adah), thank you for all of

your careness and your continous support.

My friends (Fatimah, Pipit and Laila) thank you for being my partner since

in the 1st semester.

My friends in graduating paper community (Dian Amalia, Hanna, Nidya,

Lina Nurul, and Nur Kayati) thank you for being my partner.

vii

ACKNOWLEDGEMENT

In the name of Allah, the most Gracious, The Most Merciful. Firstly, the

writer would like to thank to Allah SWT because of His abundant blessing, the

writer can finish his thesis as a partial fulfillment of the requirements for the

Undergraduate Degree of education in English Department. Although there are

many difficulties faced by her, she realizes that those are the ways to reach

success.

Peace and salutation always be given to our beloved prophet Muhammad

SAW that we hope his blessing in the Judgment day. However, this success would

not be achieved without the support, guidance, advice, help and encouragement

from individuals and institutions.

Therefore, the researcher would like to express the deepest gratitude to:

1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of the State Institute for

Islamic Studies of Salatiga.

2. Suwardi, M.Pd. as the Dean of Teacher Training and Eduation

Faculty.

3. Noor Malihah, Ph.D, as the Head of English Education Department

4. Drs. Juz‟an M.Hum. as my Academic Counselor thank you for your

support and guidance.

viii

5. Dr. Setia Rini, M.Pd. as my Counselor thank you very much for the

valuable advices, guidances, suggestions, and comments in

completing this graduating paper from the beginning to the end.

6. All lecturers of IAIN Salatiga, thank you for teaching me.

7. All of official staffs in IAIN Salatiga.

8. My teacher counselor of MAN Salatiga, Mrs. Sarina, S.Pd. thank you

for your kindness, help, and guidance.

9. All member of MAN Salatiga, thank you for giving me an

opportunity.

10. My beloved people, thank you for all of support.

11. Those who I cannot mentione one by one.

Salatiga, August 15th

2018

The writer,

Ayuk Puji Saputri

NIM.11314127

ix

TABLE OF CONTENT

TITLE ....................................................................................................................... i

ATTENTIVE COUNSELOR‟S NOTES ................................................................ ii

CERTIFICATION PAGE ...................................................................................... iii

DECLARATION ................................................................................................... iv

MOTTO .................................................................................................................. v

DEDICATION ......................................................................................................... v

ACKNOWLEDGEMENT .................................................................................... vii

TABLE OF CONTENTS ....................................................................................... ix

LIST OF TABLES AND FIGURE ....................................................................... xii

LIST OF APPENDICES ..................................................................................... xiii

ABSTRACT ......................................................................................................... xiii

CHAPTER 1: INTRODUCTION

A. Background of Research ................................................................ 1

B. Problem of Research ...................................................................... 6

C. Objective of Research .................................................................... 7

D. Significances of Research .............................................................. 7

E. Definition of Key Terms ................................................................ 8

1. Self-Assessment ....................................................................... 8

2. Peer-Assessment ...................................................................... 9

3. Writing Skill ............................................................................. 9

4. Recount Text .......................................................................... 10

F. The Outline of Graduating Paper ................................................. 10

CHAPTER II: THEORETICAL FRAMEWORK

A. Self-Assessment ........................................................................... 12

1. Definition of Self-Assessment ............................................... 12

2. Advantage and Disadvantage of Self-Assesment .................. 14

3. Implementation of Self-Assessment ...................................... 15

B. Peer-Assessment .......................................................................... 16

1. Definition of Peer-Assessment ............................................... 16

2. Advantage and Disadvantage of Peer-Assesment .................. 18

3. Implementation of Peer-Assessment ...................................... 19

C. Types of Self-Assessment and Peer-Assessment ......................... 20

D. Writing ......................................................................................... 21

1. Definition of Writing.............................................................. 21

2. Stage of Writing Production .................................................. 22

3. Principle of Teaching Writing ................................................ 25

4. Teaching Writing ................................................................... 27

5. Teaching Writing in Senior High School ............................... 30

6. Notion of Good Writing ......................................................... 31

E. Genre ............................................................................................. 32

1. Recount Text ......................................................................... 33

a. Definition of Recount Text ............................................. 33

x

b. Features of Recount Text ................................................ 34

c. Types of Recount Text .................................................... 34

F. Previous Studies ............................................................................ 36

G. Hypothesis ..................................................................................... 38

CHAPTER III: RESEARCH METHODOLOGY

A. Research Design ........................................................................... 40

B. Place and Time of Research ......................................................... 41

C. Population and Sample ................................................................. 43

1. Population .............................................................................. 43

2. Sample .................................................................................... 43

D. Research Variable ........................................................................ 46

E. Research Instrument ..................................................................... 48

1. Test ......................................................................................... 48

2. Observation ............................................................................ 49

3. The Writing Scale .................................................................. 50

F. Technique of Validating Data ...................................................... 51

1. Face Validity .......................................................................... 51

2. Content Validity ..................................................................... 52

3. Internal Validity ..................................................................... 53

4. External Reliability ................................................................ 54

5. Internal Reliability ................................................................. 54

G. Technique of Collecting Data ...................................................... 54

H. Technique of Data Analysis ......................................................... 55

1. Normality Test ....................................................................... 56

2. Homogeneity Test .................................................................. 57

3. T-test ...................................................................................... 58

4. Test of Effect Size .................................................................. 59

5. Statistical Hypothesis ............................................................. 59

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Data Description........................................................................... 61

1. Pre-test Finding ...................................................................... 63

2. Treatment in the Experimental Group.................................... 64

3. Treatment in the Controll Group ............................................ 65

4. Post-test Finding .................................................................... 66

B. Data Analysis ............................................................................... 66

1. Normality Test ....................................................................... 66

2. Homogeneity Test .................................................................. 67

3. Hypothesis Test ...................................................................... 67

a. T-test of Pre-test Score ..................................................... 68

b. T-test of Post-test Score ................................................... 69

4. Test of Effect Size .................................................................. 70

C. Discussion .................................................................................... 72

xi

CHAPTER V: CLOSURE

A. Conclusion ................................................................................... 75

B. Suggestion .................................................................................... 76

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

xii

LIST OF TABLE AND FIGURE

Figure 2.1 The Writing Process Wheel ....................................................... 24

Table 3.1 Research Matrix ........................................................................... 42

Table 3.2 List of X IPS 1 as Control Group (Self-Assessment) .................. 44

Table 3.3 List of X IPS 4 as Experimental Group (Peer-Assessment) ........ 45

Table 3.4 Writing Scale Rubric .................................................................... 50

Table 3.5 Analytical Assessment for Scoring .............................................. 50

Table 3.6 The Effect Size ............................................................................. 60

Table 4.1 The Score of Pre-test and Post-test in Experimental Class .......... 61

Table 4.2 The Score of Pre-test and Post-test in Controlled Class .............. 62

Table 4.3 Test of Normality ......................................................................... 67

Table 4.4 Homogeneity Test ........................................................................ 68

Table 4.5 Result of Group Statistic .............................................................. 68

Table 4.6 Result of Independent Sample Test ............................................. 69

Table 4.7 Result of Group Statistic .............................................................. 69

Table 4.8 Result of Independent Sample Test ............................................. 70

xiii

LIST OF APPENDICES

1. Lesson Plan of Experimental Class

2. Lesson Plan Of Controlled Class

3. Pre-test Recount Writing

4. Post-test Recount Writing

5. Observation Sheet

6. The Students‟ Score Of Controlled Class

7. The Students‟ Score Of Experimental Class

8. Rubrik Penilaian Writing - Recount Text Peer-Assessment

9. Rubrik Penilaian Writing - Recount Text Self-Assessment

10. Syllabus of Curriculum 2013 Revision in 2016

11. Face Validity of Pre-Test

12. Face Validity of Post-Test

13. Documentation

14. Students‟ Work of Writing Recount Text in Experimental Class

15. Students‟ Work of Writing Recount Text in Controlled Class

16. Letter of Graduating Paper Counselor

17. Letter of Research Permission

18. Letter of Originality and Publication

19. SKK (Satuan Kredit Mahasiswa)

xiv

ABSTRACT

Saputri, Ayuk Puji. 2018. The Effectiveness between Self-Assessment and

Peer-Assessment toward Students’ Writing Skill in Recount

Text for Tenth Grade in The Academic Year of 2017/2018 of

MAN Salatiga. A Graduating Paper, English Education

Department. Teacher Training and Education Faculty. State

Institute for Islamic Studies Salatiga. Counselor: Dr. Setia

Rini, M.Pd.

The objectives of the research is to find out whether there is significant

difference between the effect of self-assessment and peer-assessment toward

students‟ writing skill in recount text of tenth grade students at MAN Salatiga in

the academic year 2017/2018.

The methodology of research was quantitative research especially a

quasi-experimental research. The technique of collecting data were pre-test and

post-test to find out the students‟ writing skill of recount text, observation sheet

to get the information of real interaction in classroom, and documentation to

strengthen the observation sheet.

The writer finds that there is no significant difference between self-

assessment and peer-assessment toward students‟ writing skill in recount text of

tenth grade students at MAN Salatiga in the academic year 2017/2018. The result

of T-test is 0.721. These T-test result show that there is no significant difference

between them because p > α for N=60 students of MAN Salatiga. Moreover, the

result of effect size formulation in this study was 0.51 for experimental class and

0.38 for controlled class. The answer of statistical hypothesis is there is no

significant difference effect between self-assessment and peer-assessment toward

students‟ writing skill in recount text. So, alternative hypothesis (Ha) is rejected

and null hypothesis (Ho) is accepted.

Keywords: Self-assessment; Peer-assessment; Writing Skill; Recount

Text

1

CHAPTER I

INTRODUCTION

This chapter presents an introduction of this study. It consists of

background of the study, problems of the study, objectives of the study,

significances of the study, definition of the key terms, and the outlines of

graduating paper organization.

A. Background of Research

People in this worldwide, recognized the English language to be

the first international language among other languages as a means of oral

and written form. Many people use English as a medium of

communication to interact or cooperate with people in different countries.

In Indonesia, English become the first foreign language that plays an

important role primarily in education. It is the reason why English taught

at school compulsory from Elementary School until Senior High school

and some semesters at the university (Ramelan, 1984:1). In teaching

English, writing can be considered as the most difficult among the four

elements of English in upgrading the mastered if the students still lack

skill about how to produce the English language in a written form.

Conferring about teaching writing skill, many questions may

show up. For example, what the effective way to teach writing is,

2

whether students can master writing with limited time provided, whether

writing is as important as other skills due to it is not tested in the National

Examination. That questions can appear and may be hard to be answered.

Devising writing as the last productive skills is the most fearful skill to be

mastered by EFL students. They found difficulties not only because they

should generate and organize ideas but they are expected to turn their

ideas into a readable target language. In line with that, “writing is the way

how man communicate his thoughts and feelings by means of visible

signs, understandable not only to himself but also to all other persons

more or less initiated into the particular system” (Gelb, 1951:11). While

Richard in his book (2002) said that the students are considered to

acquire some complicated skills in which they have to concern to higher

level skills of planning and organizing. Also, they must pay attention to

lower skills of spelling, punctuation, word choice, sentence structures,

and so forth.

Furthermore, coloring teaching time, teachers have very limited

time to enfold their large materials that inserted in K13 with a huge

number of students in the class. What the researcher learned from

observing the learning and teaching process of Mrs. Sarina‟s class on

Saturday, May 5th, 2018 in MAN Salatiga, showed that there are only

two meetings in a week which is 135 minutes available for English class.

It is not sufficient to cover four skills in English, all the more writing skill

is a process that grabs a lot of times. To create a good writing is not easy

3

as it seems. Before completing final draft, a writer or students should pass

some procedures, such as pre-writing, outlining, developing an outline,

proofreading, revising, and final drafting (Owl, 2015:1-18). In this part,

the researcher attempts to point out some causes that explain students‟

problem.

First, concerning teaching method, prominently EFL teachers still

implement a teacher-centered approach which is contradictive with what

is demanded by the Kurikulum 2013 (character-based curriculum). For

this, Kessler (1992:5) stated, “the role of a teacher in traditional

classroom basically that of instructor and knowledge transmitter”. It can

be said that the teaching approach is mainly lecture-based with the

teacher-centered transmissive models. Because of that, classroom

activities gave fewer opportunities for students to take part and ignoring

students‟ potentials and resources. On the other hand, in the process of

learning that is implement a student-centered approach will encourage

students‟ enthusiasm and desire. In Kurikulum 2013, students are

expected to be able in learning independently.

Second, learning teaching process, specifically writing skill, will

be ended by assessing the students‟ scalability to reckon how far is their

understanding about the materials and it is ordinarily become the

teacher‟s obligation. In some conditions, between language learning and

assessment are associated and often linked in practice. Therefrom, a

4

teacher were sued to nourish the students‟ necessity of the effective way

in developing their writing skill.

In finding a solution to help a teacher in teaching writing and to

help students‟ improve their skills in writing, the researcher proposed an

interesting way namely self-assessment and peer-assessment. The

researcher chose self-assessment and peer-assessment to notice which

one of those way more effective to upgrade students‟ writing skill for the

lifelong learner despite of trains the students to be able in judging their

own work. Topping (2003:55-88) stressed that self-assessment and peer-

assessment are cognitively demanding tasks which require and encourage

intelligent self-questioning, post hoc reflection, learners‟ ownership and

management of learning processes, sense of personal responsibility and

accountability, self-efficacy, and meta-cognition. That was the reason the

election of self-assessment and peer-assessment. It was not to measure

the achievement or engender learning, but it was intended to enable the

students to become aware of how they learn.

The main way of unveiling the students‟ writing skill is the

utilized of self-assessment which can accommodate the diversity of

learners readiness, experience, and backgrounds. Self-assessment will

increased students‟ motivation and interest for the material that is

preserved to enhance learning activities and better performance, support

them to evolve demanding skills to analyze their work (Sharma, et al.,

2016:226-229). It means that all at once, there are positive side of self-

5

assessment which helps students in escalating their learning progress and

teacher in guiding students‟ need. Connecting to get the good result of

self-assessment‟ usage, it would be more efficacious when it is applied

with an effective self-assessment. Galbraith et al, (2008:20) concluded

that the following must be taken into consideration for effective self-

assessment: 1- effective self-assessment should be based on a clear

understanding of the practical learning outcomes, 2- self-assessment

should included knowledge, behaviors and skills outcomes, 3- the

students should regularly obtained external validation of his/her self-

assessment activities.

On the other side, Falchikov (2007:132) divulged that peer

assessment requires students to provide either feedback or grades (or

both) to their peers on a product or a performance, based on the criteria of

excellence for that product or event which students may have been

involved in determining. In another words, Falchikov reavealed that peer-

assessment is an action to judge other student based on the criteria. Peer

assessment builds on a process that is part of our development from the

earliest years of life which is proved peer-assessment as one of a good

way to apply in teaching-learning activities. Same with that, Boud, Cohen

& Sampson (1999:413) observed that if students are expected to put more

effort into a course through their engagement in peer learning activities,

then it may be necessary to have this effort recognized through a

commensurate shift in assessment focus. As the result of that observation,

6

it could be noted that students can help their friends to make sense of the

gaps in their learning and understanding and to obtain a more

sophisticated grip of the learning process. The important case was there is

a reciprocal inter-dependency between individuals and the collective

community of which those individuals are apart.

Both of that self-assessment and peer-assessment has their benefit

and deficit. They are helpful in case of upgrading the students‟ writing

skill. Moreover, there are so many genres that involved in writing aspect

but the researcher chose the recount text to be designed in this research.

Seemingly, some students are interested in creating a gently recount text.

Based on the background, the researcher is interested in

committing a research under the title “The Effectiveness Between Self-

Assessment and Peer-Assessment toward Students’ Writing Skill in

Recount Text for Tenth Grade MAN Salatiga in the Academic Year

2017/2018”.

B. Problem of Research

Based on the background of the study, there was only one

problem that emerge. The problems can be acquainted as, “Is there any

significant difference between the effect of self-assessment and peer-

assessment toward students‟ writing skill in recount text of tenth grade

students at MAN Salatiga in the academic year 2017/2018?”

7

C. Objective of Research

In relation to the research question already stated the

objectives of this study is conducted to find out whether there is

significant difference between the effect of self-assessment and peer-

assessment toward students‟ writing skill in recount text of tenth grade

students at MAN Salatiga in the academic year 2017/2018.

D. Significances of Research

The results of this research positively would presented

contribution to English teaching and learning, they are :

1. Theoretically, this research is to enrich the variety of teaching-

learning English practice in a classroom. In addition, this research

probably provides the effectiveness between self-assessment and

peer-assessment toward students‟ writing skill in the tenth grade of

MAN Salatiga, what is the impact towards students, and what are the

responses of students.

2. Practically, the result of this study may be beneficial for the teacher

who wants to drill and enhance their students‟ writing mastery

through self-assessment and peer-assessment. Likewise, this would

be useful to collect an information for whoever that need a research

8

about the effectiveness between the self-assessment and peer-

assessment toward students‟ writing skill especially wrap in the

recount genre.

E. Definition of Key Terms

To avoid misinterpretation or misunderstanding about the title of

this research the researcher wants to verify the meaning of the title at a

glance to make this research simply understand.

1. Self-Assessment

Self-assessment occurs when a student assesses and makes

judgments about his/her own work. Self-assessment is linked to

reflective practice as it involves self-development and as such, is an

important skill for career development and management (Hains &

Wesson, 2013:3). It showed that self-assessment could be a

phenomenon of assessing one-to-other students‟ tasks and

performances.

Other opinion said that self-assessment is the process by

which the student gathers information about and reflects on his or her

own learning … [it] is the students‟ own assessment of personal

progress in knowledge, skills, processes, or attitudes (Ministry of

Education in The Literacy and Numeracy Capacity Building Series

9

Ontario, 2002:3). Self-assessment leads a student to a greater

awareness and understanding of himself or herself as a learner.

2. Peer-Assessment

Peer-assessment is an arrangement when students make

assessment decisions on other students‟ work. Similarly, peer

assessment is linked to reflective practice as it involves self-

development and as such, is an important skill for career

development and management (Hains & Wesson, 2013:3). It showed

that peer-assessment is the advance of self-assessment. Peer-

assessment entangled two or more students to evaluate their work

which is tied to their development and progress of their learning.

Besides, Wenji & Yang (2010:776) stated that peer-

assessment is an assessment of students that done by their friends,

and it can be used for both formative reviews to facilitate feedback

and cumulative scoring. In short, peer-assessment had a double

function inside of learning activity which is to be an alternative way

for students in a learning process and to be an alternative assessment

that the teacher could be applied.

3. Writing Skill

According to Hyland (2004:5), “writing is a way of getting

things done. To get things completed such as, describing something,

telling a story, requesting an overdraft, drafting an essay, and so

10

on”. So, writing is an act of creating an opus in a written form.

Writing could be very influential in the living of education

remembering that most exams often rely on the students‟ writing

skill in order to measure their knowledge. Additionally, to get a good

writing as its final, it would be done by some process such as;

planning, drafting, editing, and final drafting (Harmer, 2004:4-5).

Furthermore, writing is about a skill that needs a drill frequently or in

other words a good writing cannot be reached without pass the step-

by-step defined above.

4. Recount Text

The definition of recount text has come from Anderson &

Anderson (2015:24). It said that recount text is a piece of text retells

past events, usually in the order in which they occurred. Its purpose

is to provide the audience with a description of what occurred and

when it occurred. It means that recount text is talking about writing a

story that tells chronological past events.

F. The Outline of Graduating Paper

These research divided into five chapters and each chapter define

something typically, according to the topics which discussed.

11

CHAPTER I is the introduction which consists of the background

of research, the problem of research, the objective of research,

significances of the research, definition of the key term, and the outline of

graduating paper.

CHAPTER II is a theoretical framework. This part presents the

research result on theories or related research studies on the similar field.

It provides related theories of each variables, readers' previous studies,

and the hypothesis which they need to comprehend this present research.

CHAPTER III is how to construct the body of this research and

the data are explained here. In this session, there would be research

design, place and time of research, population and sample, research

variable, research instrument, the technique of validating data, the

technique of collecting data, and technique of data analysis. Many data

are collected and analyzed that needed by the researcher. The

contribution of the samples gives numerous objective views in acquiring

the data required in this part.

CHAPTER IV is finding all the results of data analysis. This part

is about the data description and data analysis. The research questions

will get the answers in this chapter. To make it obvious to the readers,

the researcher suggests the discussions of the findings.

12

CHAPTER V is closing which contains the conclusion and

suggestion for the further research. The last terms of this research are a

bibliography, appendix, and curriculum vitae.

13

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter will focus on the review of related theories underlying the

study. It consists of three major sections, namely theoretical review relevant to

the title of research, previous studies, and hypothesis.

A. Self-Assessment

1. Definition of Self-Assessment

The basic declaration of self-assessment is a kind of formative

types of language assessing that used to assess students by their own

work. In connecting with the definition, Spiller in Boud (2011:2)

pronounced that self-assessment is making decisions about the

standards of performance and then making judgments about the

quality of the performance in relation to these standards. When self-

assessment is acquainted, it should ideally involve in both of those

standards. Meanwhile, Boud (1995:17) defines self-assessment as the

involvement of students in identifying standards and/or criteria to

apply to their work, and making judgments about the extent to which

they have met these criteria and standards. It implied that students

should be active in the process of the teaching-learning process by

judging their work based on the success criteria.

14

According to Dickinson (1987:136), self-assessment is a

process of collecting information about students‟ own learning in

order to monitor consciously their knowledge development. From the

definition, it is explicit that self-assessment is served students to

explore their learning activity by themselves. A helpful definition of

self-assessment that focuses on the formative learning came from

Andrade and Du (2007:151). They promoted that self-assessment is a

process of formative assessment during which students reflect and

evaluate the quality of their work and their learning, judge the degree

to which they reflect explicitly stated goals or criteria, identify

strengths and weaknesses in their work, and revise accordingly.

Another scholar, Brown (2004:270) asserted that self-

assessment is an assessment that requires students to judge their own

abilities or performance. Klenowski (1995:243), pointed out that self-

assessment is the evaluation or judgment of the worth of one‟s

performance and the identification of one‟s strength and weakness

with a view improving one‟s learning outcomes. In addition, the self-

assessment process can help “to prepare students not just to solve the

problems we already know the answer to, but to solve problems we

cannot at the moment even conceive” (Brew,1995:57).

In short, based on the iridescent explanation above the

researcher concluded that self-assessment could support the students‟

learning development through a judge, evaluate, identify, and check

15

out for their owns the task. Besides, students can find out their

learning needs to appraise their capability in mastering a knowledge.

2. Advantage and Disadvantage of Self-Assesment

When the students invoked in the assessment process, the

teacher becomes much more facilitator and moderator. Teaching-

learning process becomes participatory activities within supportive

learning and insist the participant negotiate for giving such

contribution into the learning process. Making judgments of one‟s

own progress is integral to the learning process. Spiller (2012:4)

referred few of the advantages of self-assessment as below:

a. It builds on a natural tendency to check out the progress of one‟s

own learning. Students would be more criticized to their own

work artlessly.

b. If the student can identify their learning progress, this may

motivate further learning or lifelong learning. When they know

their learning model, it may help them to stimulate their attitude to

the learning.

c. Encourage students‟ reflection on their own learning.

d. Self-assessment promote learner‟s responsibility and

independence.

e. Self-evaluation tasks encourage students ownership on learning.

16

f. Self-assessment emphasizes the formative aspects of assessment

despite self-assessment actually comes from an alternative

assessment.

g. Self-assessment can accommodate the diversity of learner‟s

readiness, experience, and background.

h. Develop learner‟s autonomy, cognitive abilities, and

metacognitive abilities.

On the other hand, self-assessment has disadvantages that are

in below:

a. Potentially increases lecturer workload by needing to brief

students on the process as well as on-going guidance on

performing self-evaluation.

b. Self-evaluation has a risk of being perceived as a process of

presenting inflated grades and being unreliable.

c. Students feel ill-equipped to undertake the assessment.

3. Implementation of Self-Assessment

Boud (2012:6) argued that the way in which self-assessment is

implemented is critical to its acceptance by students. These are the

following step on how to implement self-assessment;

a. A clear rationale: what is the purpose of this particular activity?

b. Explicit procedure –students need to know what is expected of

them.

17

c. Reassurance of a safe environment in which they can be honest

about their own performance without the fear that they will

expose information which can be used against them.

d. Confidence that other students will do likewise, and that

cheating or collusion will be detected and discouraged.

B. Peer-Assessment

1. Definition of Peer-Assessment

Contrasting to the definition of peer-assessment, it is

characterized as either formative or summative types of language

assessing that used to assess students by in pair (Alzaid, 2017:95).

According to Spiller (2012:10), peer assessment is a natural extension

of the move from a teacher-centered to a student-centered mode of

education, which emphasizes the active engagement of students in

their learning, learner responsibility, metacognitive skills and a

dialogical, collaborative model of teaching and learning. It might lead

the students to be an autonomous learner, better capable to see the

strengths and weaknesses of their owns work; it allows the

assessment to become part of the learning process.

Donaldson and Topping (1996:375-377) argued that peer-

assessment; (a) boosts students to take responsibility for their own

learning and development, (b) gives assessment as a part off learning

18

so that mistakes are seen as opportunities rather than failures, and (c)

practices the exchangeable abilities needed for life-long mainly

correlated to assessment skills.

In other opinions, peer-assessment is the process of involving

students in the appraisal of their peers‟ work. Peer-assessment can be

of individual or group work and can be anonymous or not (CELT,

2012:1). Reinforcing those statement, Brown (2003:270)

complemented that “peer-assessment appeals to similar principles, the

most obvious of which is cooperative learning ... Peer-assessment is

simply one arm of the plethora of tasks and procedures within the

domain of learned-centered and collaborative education”.

It can be assumed that peer-assessment is assigned as a

formative and summative assessment that is used to train students‟

understanding and correcting their friends to be able in knowing what

and how they learn. For real, those 2 characters overlapped. Peer-

assessment aimed to transform students from mere receivers of

knowledge from teachers to memorize and recall on tests to active

learners and participants in learning and evaluation process, interact,

search and explore, and reach the relationships between objects in

order to generate new knowledge characterized by critical thinking

and creativity (Alzaid, 2017:159).

19

2. Advantage and Disadvantage of Peer-Assessment

The strength point that should be learned is peer-assessment

build students‟ awareness to give a review, feedback or evaluate their

friend‟s work and vice versa –this is an assessment for learning, not

an assessment of learning.

Here are the advantages of peer-assessment by Spiller

(2012:11):

a. The conversation around the assessment process is enhanced.

Research evidence indicates that peer feedback can be used very

effectively in the development of students writing skills.

b. Students engaged in commentary on the work of others can

heighten their own capacity for judgment and make intelligent

choices.

c. Peer evaluation helps to lessen the power imbalance between

teachers and students and can enhance the students‟ status in the

learning process.

d. Can help reduce the „free rider‟ problem as students are aware that

their contribution will be graded by their peers.

e. When the operation is succeed, it can reduce a lecturer's marking

load.

Aside from that, several disadvantages of peer-assessment are

presented as follows:

20

a. The process has a degree of risk with respect to the reliability of

grades as peer pressure to apply elevated grades or friendships

may influence the assessment, though this can be reduced if

students can submit their assessments independent of the group.

b. Students will have a tendency to award everyone the same mark.

c. Students may be reluctant to make judgments regarding their

peers.

d. At the other extreme students may be discriminated against if

students „gang up‟ against one group member.

3. Implementation of Peer-Assessment

When the teacher wants to hold a peer-assessment into their

teaching process, these following formula adapted from Hains &

Wesson (2013:4) could be considered:

a. Construct a clear and accurate rubric to establish proper criteria

and standards for the assessment piece.

b. Engage the students in practice opportunities (formative

assessment) before employing peer assessment as an assessment.

c. Exchange notes during class: students look for perceived gaps and

different understanding.

d. Draft assessment shared and questions developed-ensuing

discussion enhances learning through exploration of the questions.

21

e. Peer-editing and feedback on a draft of an assessment shared on a

small group, criteria for the feedback provided or previously

developed.

C. Types of Self-Assessment and Peer-Assessment

Brown (2004:271-272) are cultivated worthy points about the

classification of self- and peer-assessment which are enumerated as

follows:

a. Direct assessment of performance. In this category, students, in

particular, observe themselves in either oral or written production

–and renders some kind of evaluation of performance. The

evaluation was conducted immediately soon after the

performance.

b. Indirect assessment of performance. An indirect self-, peer-

assessment targets larger slices of time with a view to rendering

an evaluation of general ability, an opposed to one-specific

performance and relatively time-constrained performance. Indirect

assessment could be kind of classic competence-performance

distinction that distinguishes from direct assessment. To be sure,

indirect assessment is not confined to scored rating and

questionnaires.

c. Metacognitive assessment for setting goals. At some evaluations,

it could be more strategic, with the purpose of setting goals and

maintaining an eye of the process of their pursuit. Strategic

22

planning and self-monitoring can take the form of journal entries,

diary, questionnaires, or choices from a list of possibilities.

d. Socio-affective assessment. Thus, another type of self-, peer-

assessment comes in the form of a method of examining affective

factors in learning. This type may differ from others because it is

linked to personal skills. For instance, when learners overcome to

assess and to improve motivation, to gauge and to lower their own

anxiety, to find mental or emotional obstacles, to learn and then

plan to resolve those barriers, an all-important of a socio-affective

domain is invoked.

D. Writing

1. Definition of Writing

In the language learning, students learn some of the language

skill. There are four language skills: speaking, writing, listening and

reading. Writing is one of language skill that should be given for

Junior High School. In this chapter, the researcher tried to explain the

definition and purpose of writing. According to Gelb (1952:12),

“writing is clearly a system of human intercommunication by means

of conventionally visible marks, but it is evident from what has been

said that what the primitives understood as writing is not the same

thing as we do”. It means that writing is a kind of tool of

communication which is used by people to share their basis of all

23

writing –words or ideas- into a written language. Therefore, Meyers

(2005:2) conveyed the definition of writing as follows:

Writing is a way to produce language, which you do naturally

when you speak. Writing is speaking to others on paper or on

a computer screen. Writing is a partly a talent, but it is mostly

a skill, and like any skill, it improves with practice. Writing is

also an action-a process of discovering and organizing your

ideas, putting them on a paper, and reshaping and revising

them.

Nunan (2003:88) also defines that writing is the process of

thinking to invent ideas, thinking about how to express in good

writing, and arranging the ideas in statement and paragraph clearly.

In a nutshell, based on the definitions of writing above, the

researcher figured that writing is one of skill that hopes for students to

produce a written language by using English. They have to write

down what is on their minds and outpour it by using the correct

procedure of writing. Furthermore, writing is not only about a product

but it is also about a process. So, it takes a study and practice to

develop the writing skill.

2. Stage of Writing Production

Writing used for a wide variety of necessities and it is made in

many different forms. For a start, there are several steps of a process

that presents how people should write in order to produce something

24

in a written form. According to Harmer (2004:4), there is four main

elements process of writing, they are:

a. Planning

To be a writer, the first stage is determined about what the

writer‟s want to write. The writer may take some notes of a topic

to be elected. While planning, the writer should pay attention to

three main issues which are declared by Harmer (2004:4-5). First,

the writer has to consider the purpose of writing. Second, the

writer has to look at who is the audience or the target. Third, the

writer has to consider the content structure of the piece – that is,

how best the writing contents which the writer have to include it.

b. Drafting

The writer is assigned to the first version of a piece of

writing as a draft. In the drafting process, the writer needs to

place our ideas down on a piece of paper without concern for

being correct or not.

c. Editing (Reflecting and Revising)

Editing is the important step to do. In this step, the

writer needs to re-check and re-read what the writer has

written. Harmer (2004:5) stated that once writers have

produced a draft they then, usually, read through what they

25

have written to see where it works and where it does not. While

reflecting and revising can be done with the assistance of

another person which will help the writer to make a revision.

d. Final Version

The final version is the last stages of writing

production. On the other words, it is called by publishing. It

means the writer have completed the writing after doing editing

and revising and it is ready to publish.

In addition, those stages above should not be done in

sequence, sometimes writers need to correct the first stage

when they already done in the last stage. Harmer suggests

the process wheel which shows the circle directions that can be

used by writers.

Figure 2.1 The Writing Process Wheel

26

From the picture 2.1 above, it implied that Harmer

(2004:6) describe the flow direction of the arrow is not

pointing in only one direction –but, it is pointing to all

direction. It means that in the steps of writing the writer always

re-check the previous text. And, in the end of the writing, the

writer can read the whole text in order to make any correction.

The written text can be corrected either in terms of

vocabularies, punctuation, diction, or the correlation of content

between each paragraph.

3. Principle of Teaching Writing

There is no single thing intrinsically wrong with awareness to

any of the above criteria. They are still concern of writing teachers.

But, in anticipating the course of time, they became better attuned to

the advantage given to learners when they were seen as creators of

language, when they were allowed to focus on content and message,

and when their own individual intrinsic motives were put at the center

of learning. They began to develop what is now termed the process

approach to writing instruction. Here are lists of typical writing

activities ended in the process approaches allude to the following

(Brown, 1994:335-336):

a. Focus on the process of writing that leads to the final

written product,

27

b. Help students writers to understand on their own

composing process,

c. Help them to build repertoires of strategies for pre-writing,

drafting, and re-writing,

d. Give students time to write and re-write,

e. Place central importance on the proces of revision,

f. Let students discover what they want to say as they write,

g. Give students feedback throughout the composing process

(not just on the final product) as they attempt to bring their

expression closer and closer to intention,

h. Encourage feedback from both the instructor and peers,

i. Include individual conferences between teacher and

student during the process of composition.

There is plenty of reason why teacher must teach writing to

their students of English as a foreign language. Then, Harmer

(2004:79) wrote in his book about reinforcement, language

development, learning style and writing as a skill are the reasons why

the teacher teaches writing to their students. In the downward, it is an

abridge of the keyword pronounced above:

a. Reinforcement: to announce that students acquire language more

proficient from seeing the language written down.

28

b. Language development: to help students as a beginner to go

through beating over the mental activity and to helps the ongoing

learning experience.

c. Learning style: to enlighten the gap between one-to-other students

that each students has different learning style.

d. Writing as a skill: to convince students about the importance of

teaching writing to them –beside formal or informal writing.

4. Teaching Writing

Among the four skill, writing becomes the most avoidable

lesson in the students‟ opinion and become the most complicated for

learning the English language. Likely, it is because of there are many

processes of writing which leads the students to feel difficult to

follow up their writing. Indeed, it is difficult to generate and organize

ideas using the suitable vocabulary, sentence, and paragraph but

students should not quit so early. With all that criteria mentioned by

then, good writings can be produced.

Later, a teacher‟s role is be required here. As it is quoted by

Harmer (2004:109), teacher‟s roles play a part in all sort of the

teaching and learning process of writing are; be the examiner with an

objective evaluation, be audience to respond students‟ ideas and

perception, be the assistant who help students forward, be a resource

by guiding students and giving information, be an evaluator to tell

29

quite things are going so far, or be an editor to help students in

organizing and picking pieces of writing. In touch with it, the

researcher gathered some point of teacher‟s roles toward students‟

result on written performance as mentioned are; motivator by creating

an attractive atmosphere at class, be the resourcers by ushering the

students in constructive and smart ways, be the feedback provider by

responding positively the students based on their level of ability in

writing.

To teach a writing, a teacher is expected to make the

classroom activities in some interesting ways. For example, as it cited

by Stanley (2006), there are three stages of classroom activities, they

are:

a. Pre-writing

1) Brainstorming: instruct the students to be separate into some

groups in order to produce words and ideas,

2) Planning: seek the students to make a plan before they are

begin to write by discussing with their classmates,

3) Generating ideas: a discovery task which insist students to

write quickly in six different ways as a cubing such as,

describet it, compare it, associate it, analyze it, apply it, and

argue for against it,

4) Questioning: call for the students focus upon the audience to

consider about what the reader want to know,

30

5) Discussion and debate: it would help students to develop

ideas in positive way.

b. Focusing ideas

1) Fast writing: students write with limited time provided

without agonizing the correct punctuation, grammar, and

language,

2) Group composition: working together inframe of group to

share ideas,

3) Changing view points: each students definitely create a

different writing with a different point of view and character,

that would give other perspective to the readers,

4) Varying form: similar with changing view points, but instead

of different viewpoints, different text types are selected.

c. Evaluating, structuring, and editing

1) Ordering: along the learning activities, students may take

some notes prominently when the pre-writing session,

2) Self-editing: students try to improve their writing through

judging their own work,

31

3) Peer-editing and proofreading: similar with self-editing, but

instead of judging by themselves, judging by other students

are charged.

Regarding those activities, teacher is allowed to re-modeled

based on their students‟ need, their creativity, and their hands-down

to hold those stages writing activities in a learning-teaching process.

5. Teaching Writing in Senior High School

When teachers are teaching writing in senior high school, they

have to be shrewd in hooking matter that should be concerned. They

have to indicate it with the regulation of the ministry of education.

The regulation of ministry of education covers in the form of content

standard (Standar Isi) and the age range of the senior high school.

Firstly, 2013 Revision Curriculum (Kurikulum revisi 2013) is

the enlargement of Curriculum 2013. The differences between both of

them can be mentioned as follows:

a. Integrating the Strengthening Character Education (PPK) in

learning which is mainly 5 characters, namely; religious,

nationalist, independent, mutual cooperation and integrity,

32

b. Integrating literacy; creativity of 21st century which are initiated

as 4C (Creative, Critical Thinking, Communicative, and

Collaborative)

c. Integrating the HOTS (High Order Thinking Skill)

Those are the remarkable purpose of what the regulation of

ministry of education that learning is not only transferring a material

yet it is such an establishment of 4C. Students are expected to master

4C and implemented 4C into their daily life which is more beneficial

than only mastering the hard skill. So, it would be practically train

students as the main actor of the learning-teaching process.

In senior high school, the English competencies of

communication divided into three types of text, interpersonal

(guarding the interpersonal relation), transactional (exchange an

information) and functional (doing the duty) which could be in oral

and written form. Competencies of each types of text are arranged

based on genre. In addition, according to the regulation of ministry of

education, senior high school students of grade X of 1st semester is

that they have to perform several writing such as descriptive text,

recount text, and narrative text. However, the researcher took recount

text by reckoning some aspects. The teacher taught writing,

specifically recount text which is distributed in X class in the first

semester

33

6. Notion of Good Writing

Every writer hopes that his writing is included in the category

of good writing, but the writer rarely pays attention to the

characteristic of good writing when they write. The characteristic that

needs to be considered by the writers come from Boardman &

Frydenberg (2002:31-47) are as follows:

a. Coherence

A paragraph has coherence when supporting sentences

are based on the principle. The sentences are put in order for the

reader can understand what the writers‟ ideas easily.

b. Cohesion

A paragraph cohesion is when all supporting sentences

connect with other in their supporting sentence.

c. Unity

A paragraph unity is all the supporting sentences is

relate to the topic sentence. Unity in writing only focus in one

single idea.

d. Completeness

A paragraph completness is when all the major

supporting sentences is full explain the topic sentence and all the

34

minor supporting sentences it needs to explain each major

supporting sentence.

E. Genres

Seeing the teaching-learning activity of Senior High School

especially in English language, it demonstrated the existence of genres

within the lesson. As in general, there are thirteen genres in the English

language, they are; narrative text, recount text, descriptive text, procedure

text, report text, analytical exposition text, discussion text, hortatory

exposition text, explanation text, anecdote text, spoof, news item, and

review text. However, the researcher chooses recount text to be arranged

in this research.

1. Recount Text

a. Definition of Recount Text

Herein, the researcher provides two definitions from

different expert related to recount text. First, according to

Anderson & Anderson (1997:24) said that recount is a piece of

text that retells past events, usually in the order which they

occurred. Second, according to Pardiyono (2007:63) recount is the

text telling the reader what happened, begins by telling the reader

who was involved, what happened, where this event took place

and when it happened.

35

From the both of definitions, it can be conclude that

recount text is a piece of writing text that tells event in a

chronological sequence which is usually utilized to inform or

recall an account of events in the past. Some examples of recount

text include; eyewitness accounts, newspaper report, letters,

conversations, television. The purpose of recount text is retell

events for the purppose of informing or entertaining (Gerot &

Wignell, 2013:154).

b. Features of Recount Text

A recount text usually has three main sections. According

to Anderson & Anderson (1997:24), the first section is called

orientation, second section content of series events and the last

section is a conclusion which known as re-orientation. Mostly,

orientation gives background information about who, what, when,

where and when the story happened. After that, at the second

paragraph it would tell about the chronological of story or events.

For some recount may have a concluding paragraph as their

closing of a story in the text.

36

Besides of its features, recount text also has grammatical

rules such as; 1) proper nouns to identify those involved in the

text, 2) descriptive words to give details about who, what, when,

where, and how, 3) the use of past tense to retell the events, and 4)

words that show the order of events (for example: first, next,and

then).

c. Types of Recount Text

Before writing a recout text, it would be better if the writer

know the vary of recount types. So, the writer can decide which

one of the recount type he would choose to be organized into a

paragraphs. Exploring the recount types, Derewianka (2004:15-

17) proposed three types include:

1) Personal recount. It is a recount text that retells of an

activity that writer or speaker has been personally

involved in (e.g. oral anecdote, diary entry). Its has

language features such as; (a) the use of pronouns of I, we,

(b) personal responses to the events can be included in the

end, (c) detail are often chosen to add interest orr humour.

2) Factual recount. It is a recount that records the particulars of

an accidents (E.g. report of a science experiment, police

report, news report, historical recount). Its has language

features such as; (a) use of third person pronouns (he, she,

37

it, they), (b) details of time, place, and manner may be

need to be precisely stated, (c) descriptive details may

also be required to provide precise information, (d) the

passive voice may be used.

3) Imaginative recount. It is a recount which is bring on an

imaginary role giving details (e.g. a day in the life of a

Kingston‟s Castile: how I invited to come to the party

there.)

F. Previous Studies

The first research was done by Birjandi and Siyyari (2010) in

their journal about a comparative study of the self-assessment and peer-

assessment effect on writing performance and rating accuracy. The study

aimed at investigating the effect of doing self- and peer-assessments over

time on the paragraph writing performance and the self- and peer-rating

accuracy of a sample of Iranian English-major students. The participants

of this study consisted of 198 adult Iranian male and female students

studying different English language majors at undergraduate level. To

analyze of data, the writer decided to use quantitative research paradigm

to comprehend the phenomenon in depth which is based on how the

participants in the research perceive it. The research data was gathered in

38

two instruments; writing scale and placement test. The results of the data

analysis showed that all the three groups showed gradual improvement

in their writing performance after nine sessions. Both self- and peer-

assessment can significantly improve the writing performance of learners

in comparison to the common methods of teaching writing skill which

might not give any opportunity to learners to assess their own

performance or the ones of their peers.

The second research was accomplished by Puegphrom and

Chiramanee (2011) in their journal which discusses the effectiveness of

implementing peer assessment on students‟ writing proficiency. This

study dealt with the investigation of the implementation of peer

assessment on students‟ writing proficiency and the subjects‟ attitudes

towards the technique and being assessed by peer used by teacher in

language assessing as well as the reasons in employing the techniques. It

was a quasi-experimental research. The subjects are involved in

recruiting research participants which consisted of 24 grade 11 students

enrolled in The English Gifted Program of Triam Udom Suksa School of

the South. They were divided into 8 groups of 3 learners based on the

pre-test scores. The results improved significantly. Highly positive

attitudes towards the teaching technique were also found, in particular on

the following aspects: the writing ability development, self-directed

learning, co-operative learning, and self-confidence.

39

The third research was created by Thawabieh (2017) in his journal

talked about a comparison between students' self-assessment and

teachers' assessment”. The researcher has promoted a quasi-experimental

research for his study. His instruments of the research are 2 students' self-

assessment tools and 2 tests. The result of this research referred that

students can assess themselves accurately if they are trained on how to

implement self-assessment. The use of self-assessment of students in the

assessment process increases students‟ self-confidence, achievement, and

satisfaction with scores they get for tests prepared by the instructor,

subsequently; this makes them feel that they are partners in the process of

learning and teaching.

The research that conducted by researcher has some similarities

with the previous research that written above. However, there are several

matters that distinguish this research from the previous, which are as

follows:

1. The subject of this research was the tenth-grade of MAN Salatiga in

the academic year 2017/2018

2. The researcher would like to do this research for comparing the

effectiveness between self-assessment and peer-assessment toward

students‟ writing which is stationary having a poor writing caused by

the researcher is interested in knowing which one of those method is

applicable and profitable. Moreover, the researcher used an articles,

journals and other previous study to bolster this research.

40

3. The researcher combined the effectiveness between self-assessment

and peer-assessment toward students‟ writing skill with a type of text

that popular among the students‟ perspective. Yet, recount text is

mostly choose by the researchers around the world in writing context.

So, the researcher would like to compare both of the significant effect

of self- and peer-assessment to students‟ writing skill.

G. Hypothesis

Hypothesis is a tentative statement about the outcome of research

Cresswell (2012:621) states that hypothesis is declarative statements in

quantitative study in which the investigator makes a prediction or a

conjuncture about what they will find in their study. They compared two

groups: the experimental group, which received supportive statements,

and the control group, which received no supportive statements. It can be

accepted or rejected depending on the statistical analysis that has been

done. Similar to Cresswell, Sugiyono (2012:64), stated that hypothesis is

temporary answer toward statements of research problem where

statemens of research problem have been stated on question form. He

added that hypothesis also as theoretical collecting the data. The

objective of this research is to find out the significant difference between

self-assessment and peer-assessment toward students‟ writing skill

achievement in MAN Salatiga in the academic year 2018/2019.

41

In this research, the researcher proposed a hypothesis that will be

tested named alternative hypothesis (Hₐ), whereas its opposite is null

hypothesis (Hₒ). Given the explanation above, the following theoretical

hypothesis were posed:

1. Hₐ: If there is significant difference between the effect self-assessment

and peer-assessment toward students‟ writing skill in recount text of

tenth grade students of MAN Salatiga in the academic year 2017/2018.

2. Hₒ: If there is no significant difference between the effect self-

assessment and peer-assessment toward students‟ writing skill in

recount text of tenth grade students of MAN Salatiga in the academic

year 2017/2018.

42

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher tried to describe the method that used in this

research. The researcher explained about type of research, place and time of

research, population and sample, research variables, research instrument,

technique of validating data, technique of collecting data, and technique of

analyzing data.

A. Research Design

The researcher used a quasi-experimental research as the

framework of this research. The researcher itself stands as the participant

of research. This is the development of the true experiment which is quite

hard to conduct. As Cresswell (2012:309) pronounced that quasi-

experimental research does not require random assignment because of the

researcher cannot artificially create groups for the experiment, so the

researcher decided to select groups that are considered representatives, of

the population, and have some characteristics. Customarily, the

experiment groups will be decided by which settings have volunteered or

been selected then the control group also chosen that could be call

comparison group as it is not a pure control group (Muijs, 2004:27). For

this, the researcher discussed with the English teacher of X grade students

in MAN Salatiga to do a consultation related to the research topic.

43

The motive of using a quasi-experimental research was because of

for some research questions these are the best and most valid designs

available and they are studied in natural educational settings (Muijs,

2004:29). Supplementary, the researcher assigned intact groups the

experimental and control treatments, administers a pre-test to both

groups, conducts experimental treatment activities to both groups, and

then administers a post-test to assess the differences between the two

groups (Cresswel, 2012:310). The term quasi-experimental refers to the

type of research question, design, and data analysis that will be applied to

a given topic. This research attempts to know the effectiveness between

self assessment and peer assessment of students‟ writing skill in recount

text.

B. Place and Time of Research

The researcher conducted the research started from April 30th

to

May 15th

, 2018 in tenth grade of MAN Salatiga. Giving a clear schedule

of the research, the researcher managed the research matrix in the table

3.1 below:

44

Table 3.1 Research Matrix

No. Date and time Activities Place

1. April, 9th

2018 Giving observation letter to one of the

administration staff at MAN Salatiga

Office staff MAN

Salatiga (09.00 WIB)

2. April, 17th

2018 Asking confirmation to the

administration staff of MAN Salatiga

Office staff MAN

Salatiga (11.00 WIB)

3. April, 30th

2018

a. Giving consultation sheet to the

head of Curriculum MAN

Salatiga.

b. Interview with the English

teacher in the preliminary study

and do a consultation about

lesson plan

a. Office staff

MAN Salatiga

b. Office of

English teacher

4. May, 2th

2018 Doing pre-test in experiment class (peer-

assessment) X IPS 4 Class

6. May, 7th

2018 a. Doing pre-test in controll class

(self-assessment)

b. Doing treatment in experiment

class (peer-assessment)

a. X IPS 1 Class

b. X IPS 4 Class

7. May, 8th

2018 a. Doing treatment in controlled

class (self-assessment)

b. Observation

X IPS 1 Class

8. May, 14th

2018 a. Doing post-test in experiment

class (peer-assessment)

b. Doing post-test in controlled

class (self-assessment)

a. X IPS 4 Class

b. X IPS 1 Class

Whereas, the description of MAN Salatiga as the chosen school

could be checked as follows;

Name : MAN (Islamic Senior High School) Salatiga

Address : K.H. Wahid Hasyim Street No. 12, Salatiga, 50714

Telephone/Fax : (0298) 323031

E-mail : - [email protected]

- [email protected]

Website : www.mansalatiga.sch.id

Major : Science, Social and Language

mailto:[email protected]

http://www.mansalatiga.sch.id/

45

C. Population and Sample

1. Population

A population is a group of individuals who have the same

characteristic (Creswell, 2012:142). It can be said that population is a

mass of persons in a group that is used by the researcher to be learned

as the subject of research. The population in this research is all of the

tenth-grade students of MAN Salatiga. They are divided into 3

majors: Science (consists of 4 classes), Social (consists of 4 classes),

and Language (only one class). All of the students are from Social

major by the total is around 120 pupils. This population is suitable

with the material “recount text” of this research that is addressed for

them.

2. Sample

A sample is a subgroup of the target population that the

researcher plans to study for generalizing about the target population

(Creswell, 2012:142). It showed that sample could be a part of the

population inside of research that was chosen as the subject.

Sampling technique used in this quantitative research is convenience

sampling to be a part of nonprobability sampling. At convenience

sampling, the researcher was allowed to select individuals because

they were available, convenient; moreover, they represent

characteristics investigation.

46

Therefore, in order to know the effectiveness of the topic,

taking two classes from MAN Salatiga in the academic year

2017/2018 was done to be the samples. The English teacher named

Mrs. Sarina gave two available classes to participate in the research:

X IPS 1 and X IPS 4. Both of those classes were finished the

material and the research would be beneficial for them to review

about recount text. In the end, the researcher compares their result of

studying writing recount text whereby the X IPS 1 (consists of 30

pupils) used self-assessment as a control group and the X IPS 4

(consists of 30 pupils) used peer assessment as an experimental

group in their learning way. The data respondents in this research

presented in table 3.2 and table 3.3 below:

Table 3.2 Lists of X IPS 1 as Control Group (Self-Assessment)

No NIS Students' Code Gender

1 8181 Student 1 Male


3 8183 Student 3 Female








47




















30 8215 Student 30 Female.

Table 3.3 Lists of X IPS 4 as Experimental Group (Peer-Assessment)

No NIS Students'

Code Name








48


9 8297 Student 9 Female.






















D. Research Variable

According Creswell (2009:49-50) variables refer to a

characteristic or attribute of an individual or an organization that can be

measured or observed and that varies among the people or organization

being studied. The variables need to be specified in an experiment so that

it is clear to readers what groups are receiving the experimental treatment

and what outcomes are being measured (Creswell, 2009:157). Dealing

with the given statement, research variables might be the conditions that

49

are manipulated, controlled, or observed by the researcher in research

study which is connected by the theoretical framework. In this study,

there were two kinds of variables namely independent variable (X) and a

dependent variable (Y).

Independent variable (X) is those that (probably) cause,

influence, or affect outcomes. They are also called treatment,

manipulated, antecedent, or predictor variables (Creswell, 2009:50).

Independent variable could be a variable that has a function to affect the

other variables under the research. Based on the definition, the

independent variable of this research (X) is the use of alternatives

assessment in teaching writing recount text for both groups. They are

self-assessment for experiment group and peer-assessment for a

comparison group.

Dependent variable (Y) is those that depend on the independent

variables; they are the outcomes or results of the influence of the

independent variables. Other names for dependent variables are criterion,

outcome, and effect variables (Creswell, 2009:50). Based on the

definition, the dependent variable of this research (Y) is the students‟

writing ability which is indicated by students‟ scores of writing recount

text.

50

E. Research Instrument

To carry out the research, there are some ways of collecting the

data. To collect the data, the researcher needs an instrument. According

to Creswell (2012:151), an instrument is a tool for measuring, observing,

or documenting quantitative data. Identified before the researchers collect

data, the instrument may be a test, questionnaire, tally sheet, log,

observational checklist, inventory, or assessment instrument. It means

instruments have an important role in gathering data that are needed by

the researcher.

Based on the statements above, we know that without instruments

of research the research would not be done. In this research, the

researcher chose tests, observation, and writing scale as an instrument

which is helping the researcher in conducting the data. So, the

instruments that the researcher used are as follow :

1. Test

According to Brown (2004:3) in simple terms, test is a method of

measuring a person's ability knowledge, or performance in a given

domain. It is also any series of questions or of exercise or other means

to measure the skill, knowledge, intelligence, capacity, or attitude of

an individual (Arikunto, 2013:193). The test would use in getting the

data. The researcher will conduct two times of tests, which are;

51

a. Pre-Test. The test was conducted at the first meeting –or

before the treatment. Pre-test is used to find out how far our

students‟ abilities to write before applying self-, and peer-

assessment. By the pre-test, the differences between

before and after the treatment are known. The researcher

created a pre-test to both control and experiment group by

asking students to make a personal experience of recount text

with supportable criteria attached.

b. Post-Test. The test was done after beyond the pre-test and

treatment. The function of post-test is used to know how far

are students‟ abilities to write after applying self- and peer-

assessment –and to find out the effectiveness of its focused.

The post-test was the similarity with the pre-test. Students are

asked to make a memorable personal experience recount text.

2. Observation

Observation is a preplanned research tool which is carried out

purposefully to serve research questions and objectives. When using

this instrument, the researcher observes the “classroom interactions

and events, as they actually occur” (Burns in Zohrabi, 2013:257). The

researcher took the observation along the lesson using the observation

sheet checklist.

52

3. The Writing Scale

Writing scale assigned for scoring the paragraphs of the

students‟ work was the rubric from Brown (2004:244-246). It should

be noted that this scale was not used in its original form since

it only includes scoring rubrics and brief descriptors for every

writing component and keyword (i.e., content, grammar, vocabulary,

coherence, and punctuation). Nevertheless, those were a suitable

scale to be used as the instrument in this research. The scale was

described in the table below:

Table 3.4 Writing Scale Rubric adapted from Brown (2003:244-245)

No. Aspect Score

20-18 17-13 12-6 5-1

1 Grammar

2 Vocabulary

3 Coherence

4 Content

5 Punctuation

Total Score

By the explanation of its analytical assessment are as follow:

Table 3.5 Analytical Assessment for Scoring

Classification Score Category

Excellent to good 20 – 18

If the students answer almost

correctly.

Good to adequate 17 – 13 If the students answer the

53

question with less error.

Fair to poor 12 - 6

If the students answer the

questions with enough errors

Very poor 5 - 1

If the students answer almost

the questions wrongly.

F. Technique of Validating Data

There are two important criteria for examining the instruments

quality which are going to use in collecting the data. The two important

criteria should be always be considered with respect to a given research

design –which is named validity and reliability.

The principles underlying naturalistic and/or quantitative

research are based on the fact that validity is a matter of trustworthiness,

utility and dependability that the evaluator and the different stakeholders

place into it (Zohrabi, 2013:258). In this regard, Brown (2004:159)

stressed that “Validity is the degree to which all of the evidence points to

the intended interpretation of test scores for the proposed purpose”. Thus,

it is imperative that the data and the instruments to be validated. On the

whole, the following miscellaneous procedures are used to validate the

instruments and the data in this research, they are:

1. Face validity

It is kind of test validity to show the looks or form of an

instrument measures what it is meant to measure because the focus is

absolutely on the appearance of instruments. The instruments of this

54

research is to measure the students‟ ability in writing a recount text by

involving the experts looking at the items in the test and questionnaire

and agreeing that it is valid measure of the concept on the face of it

(Bolarinwa, 2015:198). Therefor, the appearance is an open-ended

question in which students are demanded to write recount based their

own experience. The following steps are the stages that the researcher

should done in conducting face validity:

a. Asking experts to check the paperwork.

b. The experts should do some correction toward the writing of

paperwork such as; is there any typo and how is the grammar.

c. After the experts convince that there is no need to be checked

anymore, the researcher asked the experts to give a confirmation

in the validation column that the instrument was valid.

2. Content validity

Content validity is related to a type of validity in which

different elements, skills, and behaviors are adequately and effectively

measured (Zohrabi, 2013:258). Based on the standard competency

(KD) 4.7.2 of class X, it is cited that students are able to write a

recount text either spoken or written form, short and simple related to

historical events by designed its basic structures, language features,

and appropriate context. The intended content of the instrument is

described in the KD and the instruments answer it by including itself

55

with operations mentioned in it. Additionally, the content validity of

this research used the rubric of Brown as it already written in chapter 2

before. The detail of eliciting validity shown in appendix.

3. Internal validity

Primary, internal validity is concerned with the congruence of

the research findings with the reality (Zohrabi, 2013:258). Also, it

deals with the degree to which the researcher observes and measures

what is supposed to be measured. To boost the internal validity, these

research took triangulation as the methods of corroborating data.

Triangulation here can be detailed as questionnaires, classroom

observation and documentation which is portrayed as the internal

validity. Then, to validating the questionnaire itself, the researcher was

used SPSS version 20 and the result would be add in chapter 4.

The second important criteria is reliability which could be called

repeatability. It describes how accurate the measurement is. Basically,

whenever we are measuring something, there is some element of error

called measurement error. Reliability then refers to the extent to which

test scores are free of measurement error (Muijs, 2004:71). In the main,

reliability deals with the consistency, dependability, and replicability of

“the results obtained from a piece of research” (Nunan in Zohrabi, 2013:

259). There are many ways to test reliability such are:

56

1. External Reliability

It is believed that the external reliability of the research can be

increased if the investigator pays heed to five important aspects of the

inquiry. These five aspects include the status of the researcher, the

choice of informants, the social situations and conditions –they are

already answered in research design talked above, then the last

external validity is analytic constructs and premises and the methods

of data collection and analysis. It is showed by descriptive statistical

data in further chapter (chapter 4).

2. Internal Reliability

It deals with the consistency of collecting, analyzing and

interpreting the data. In this research, the researcher uses analytic

assessment which is adapted from Brown (2004:245), so the test of

scoring is consistent. The researcher assessed student‟ work using

rubric in which 4 criteria of the scoring are detailed.

G. Technique of Collecting Data

Data is very important in doing such research. The researcher can

use many of data collection like test, observation sheet, documentation or

questionnaires. First, the researcher used pre-test and post-test for getting

the data of students; ability in writing a recount text. The students were

asked to write a memorable experience in their life. Then, their work are

corrected using the rubric. In addition, researcher uses analytic

57

assessment from Brown and converts every point criterion of the rubric

to the scale of which maximum 100 is obtained when calculated.

Second, the researcher used observation sheet for getting the

information of real interaction between student-to-student, student-to-

teacher, teacher-to-student and including the atmosphere of classroom

without any deliberation. The observation sheet are fulfilled by the

researcher during the learning-teaching process which took in twice.

After all, the scoring are done by quantifying the result. The slices of a

sheet are served in appendix.

Third, the researcher used documentation as an additional record

to strengthen the observation sheet. The documentation that researcher

conducted are picture-taking and video. Those instruments could be

checked in the back of appendix.

H. Technique of Data Analysis

A statistical software SPSS (Statistical Package for the Social

Sciences) version 20 software was used for descriptive analysis of this

research. Using SPSS, the researcher would analyze the data through T-

test. This kind of test was used to find whether there is a significant

difference between two different variables or not by analyzing the t-

statistic, t-distribution, and degrees of freedom. The t-test is one of

number of hypothesis tests. The content of the students‟ works were

58

analyzed and assessed using rubric of recount text. However, before

doing the t-test calculation, the researcher did count the mean, modus and

standard deviation calculation and did the normality and homogeneity of

the test.

1. Normality Test

The analysis of normality test in this research used

Kolmogorov Smirnov and Shapiro Wilk by using SPSS version 20

software. Then, if the normality score is more than 95% significant

level at 5% (0.05), it can be said that the data distribution are normal.

On the contrary, if the score of normality test shows less than 0.05, it

can be said that the data distribution are not normal. Before doing

testing, it was determined the statistical hypothesis as follows:

Here the criteria to determined the statistical hypothesis:

a. If the signification (p-value) > α (0.05), it means that Ho was

accepted, the sample comes from the population that was

distributed normally.

b. If the signification (p-value) ≤ α (0.05), it means that Ho was

rejected, the sample comes from the population that was not

distributed normally.

The steps to check the normality test according Garth (2008:77)

are as follows:

a. Open SPSS version 20 software program

59

b. Click variable view and complete these columns :

1) Name: write class in the first row. This is to indicate and

difference between the experimental class and the controlled

class. Write score in the second row.

2) Type column is numeric

3) Width column is filled with 8

4) Decimal is changed from 2 to 0

5) Label column is left blank Value column is none

6) Missing column is none

7) Column is filled with 8

8) Align column is right

9) Measure column is unknown

10) Role column is filled with input

11) Click data view, in score column, compute”1” as representing

experimental class and “2” representing the controlled class.

12) In score column, compute score of each class

13) Click analyze >> Descriptive Statistics >> Explore

14) Fill in the dependent list with pre-test score and then fill in the

factor list of class. Click plots >> checklist normality plot with

test, histograms, power estimation >> Continue

2. Homogeneity Test

To know whether the data from the two groups have the same

variant, the researcher used homogeneity test. Like normality test, this

60

kind of test also used SPSS version 20 software. The steps are same like

those of normality test. Here, the criteria to choose the hypothesis, it is

choosed based on the score of Signification in the table of Levene„s

Test for equality of variances as follows:

1) If the signification (p-value) > α by 95% significant level 5% (0.05),

it means that Ho was accepted, the variance both of classes was

homogeneous.

2) If the signification (p-value) ≤ α by 95% significant level 5% (0.05),

it means that Ho was rejected, the variance both of classes was not

homogeneous.

3. T-Test

To decide the hypothesis is used by using t-test based on the

score that showed in Sig. (2 tailed) in line Equal variances assumed or

Equal variances not assumed (Kadir, 2015:310). Meanwhile, to decide

the hypothesis is used by using Independent Sample T-test based on

the score that showed in Asymp. Sig. (2–tailed). Here, the criteria for

choosing the hypothesis from the result of the data as follows:

a. If the significant of p value sig. 2 tailed ≤ α by 95% significant level

5% (0.05), it means Ho was rejected, there is significant difference

61

between the effect of self-assessment and peer-assessment based on

their comparison of mean.

b. If the significant of p value sig. 2 tailed > α by 95% significant level

5% (0.05), it means Ho was accepted, there is no significant

difference between the effect of self-assessment and peer-assessment

based on their comparison of mean.

The steps for analyzing by using Independent Sample T test are

as follows:

a. Open SPSS.

b. Click Data View, insert the data, In Variable View in Values, in

colomn 1 type number 1 for experimental group and number 2 for

controlled group, then in colomn 2, input the score of the two of

group.

c. Click Analyze, choose Compare Means, then click Independent

Sample T test.

d. Input the score in Test Variable(s), class into Grouping Variable.

e. Type number 1 for experimental group and number 2 for controlled

group, then Continue, click OK.

4. Test of Effect Size

The use of calculating the size measure in this research is to

know whether the effect is strong or weak (Muijs, 2004:136). The

formula for this effect size is as follows:

62

d= (Mean of Post-test – Mean of Pre-test ) / Pooled Standard Deviation

Whereas, the Pooled standard deviation = (Standard deviation of group

1 + Standard deviation of group 2) / 2.

There are some guidelines for determining whether the effect size

is strong. Cohen & Lea (2004:125) suggested the following:

Table 3.6 The Effect Size

Range Description

0 - 0.20 weak effect

0.21 - 0.50 modest effect

0.51 - 1.00 moderate effect

>1.0 strong effect

I. Statistical Hypothesis

In equal with research hypothesis, the statistical hypothesis

can be formulated as follows:

dan

The criteria for hypothesis testing are:

1. Ho (null hypothesis) is accepted if p > α by 95% significant degree

of 5% (0.05); sig. 2 tailed is higher than alpha. It means that there is

no significant difference between the effect of using self-assessment

and peer-assessment on students„ writing a recount text.

2. Ho (null hypothesis) is rejected if p < α by 95% significant degree of

5% (0.05); sig. 2 tailed is lower than alpha. It means that there is

63

significant difference between the effect of using self-assessment and

peer-assessment on students„ writing a recount text.

64

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In the previous chapter, it has been explained that the result of this

research were analyzed in numeral form. The first is data description including

pre-test, treatment and post-test then in the second stage is data analysis including

normality, homogeneity, t-test and test of effect size. Henceforth, in the last sub is

discussion of the research finding.

A. Data Description

In the following description, the researcher would be presented

research finding. The students‟ score of pre-test and post-test were

gathered. The researcher will be discussed the findings of students‟ writing

skill of recount text achievement between experimental class (peer-

assessment class) and controlled class (self-assessment class). There were

two spare of table showing the score in below:

Table 4.1 The Score of Pre-test and Post-test in Experimental Class

No. Students’ Code Pre-test Post-test Gained Score

1 Student 1 69 72 3

2 Student 2 77 79 2

3 Student 3 72 76 4

4 Student 4 73 76 3

5 Student 5 60 63 3

6 Student 6 84 85 1

7 Student 7 72 80 8

65

8 Student 8 74 77 3

9 Student 9 76 81 5

10 Student 10 69 74 5

11 Student 11 77 80 3

12 Student 12 62 86 4

13 Student 13 91 94 3

14 Student 14 86 90 4

15 Student 15 68 71 3

16 Student 16 69 79 10

17 Student 17 62 70 8

18 Student 18 62 70 8

19 Student 19 64 77 13

20 Student 20 86 88 2

21 Student 21 87 88 1

22 Student 22 86 88 2

23 Student 23 68 72 4

24 Student 24 83 85 2

25 Student 25 51 58 7

26 Student 26 68 73 5

27 Student 27 79 88 9

28 Student 28 67 62 -5

29 Student 29 61 65 4

30 Student 30 63 68 5

SUM 2166 2315 129

Mean Score 72.20 77.17 4.3

Min 51 58 -5

Max 91 94 13

Table 4.2 The Score of Pre-test and Post-test in Experimental Class

No. Students' Code Pre-test Post-test Gained Score

1 Student 1 62 64 2

2 Student 2 65 70 5

3 Student 3 82 83 1

4 Student 4 60 68 8

5 Student 5 72 73 1

66

6 Student 6 77 79 2

7 Student 7 75 78 3

8 Student 8 76 79 3

9 Student 9 62 64 2

10 Student 10 77 81 4

11 Student 11 56 61 5

12 Student 12 68 70 2

13 Student 13 80 83 3

14 Student 14 83 84 1

15 Student 15 70 72 2

16 Student 16 86 89 3

17 Student 17 67 70 3

18 Student 18 69 72 3

19 Student 19 82 85 3

20 Student 20 77 80 3

21 Student 21 81 86 5

22 Student 22 77 80 3

23 Student 23 73 75 2

24 Student 24 81 90 9

25 Student 25 70 73 3

26 Student 26 67 69 2

27 Student 27 87 88 1

28 Student 28 68 71 3

29 Student 29 64 68 4

30 Student 30 84 86 2

SUM 2198 2291 93

Mean Score 73.20 76.37 3.1

Min 56 61 1

Max 87 90 9

3. Pre-test Finding

Pre-test is the test that held before giving the treatments in order

to find out the prior knowledge or ability of the test takers. In this case,

the purpose of giving pre-test is to investigate the students‟ writing skill

67

in recount text. The pre-test was conducted on Wednesday, May 2nd

,

2018 in experimental group (X IPS 4) and on Monday, May 7th

, 2018

in controlled group (X IPS 1). Those two classes consist of 30 for both

classes; experimental group (X IPS 4) and controlled group (X IPS 1)

who participated in the research.

The result of pre-test in both classes are painted in appendix

were the students‟ average or means being analyzed. The mean score of

experimental group was 72.2 and the controlled group was 73.27. The

lowest score achieved in experimental group was 51 and the highest one

was 91. In addition, the lowest score achieved in controlled group was

56 while the highest score was only 87.

4. Treatment in the Experimental Group

The treatment was conducted on May, 7th

2018 for X IPS 4 class

as the experimental group with the capacity 30 students. The students

were taught by the researcher which is used peer-assessment as

students‟ learning way in constructing of recount text. Before doing the

treatment, the researcher did observation in first meeting to know the

classess‟ environment and to introduce the student to the research.

In the first, the researcher explained objective of the study and

the nature of of writing the recount text. The activities were to know,

analyze and practice writing simple recount text. Then, students also

learnt about peer-assessment and how to conduct it continued by

68

assigning students to write a recount text. In the second, they collected

the task to the researcher. Then, they were instructed to do simulation

of peer-assessment at classroom by correcting their friends‟ work, so

they know the mistakes were. They asked to scoring their peers‟ work

using writing rubric that the researcher gave to them. Furthermore, the

researcher explained once again about how to create a good recount

story.

5. Treatment on the Controlled Group

The treatment was conducted on May, 8th

2018 for X IPS 1 class

as the controlled group with the capacity of 30 students. The students

were taught by the researcher which is used self-assessment as students‟

learning way in constructing of recount text. Before doing the

treatment, the researcher did observation in first meeting to know the

classess‟ environment and to introduce the student to the research.

In the first, the researcher explained objective of the study and

the nature of of writing the recount text. The activities were to know,

analyze and practice writing simple recount text. Then, students also

learnt about self-assessment and how to conduct it continued by

assigning students to write a recount text. In the second, they collected

the task to the researcher. Then, they were instructed to do simulation

of self-assessment at classroom by correcting their own works, so they

69

know the mistakes were. Furthermore, the researcher explained once

again about how to create a good recount story.

6. Post-test Finding

The post-test is held on Monday, May 14th, 2018 for both

classes of controlled group (X IPS 1) and experimental group (X IPS 4).

Its purposed was to know the students‟ ability in writing recount text

after the treatment were given. The result of post-test can be seen on the

appendix with the gained score added.

From the result, the mean scores of the experimental group and

controlled group were analyzed. The post-test scores of experimental

group was 77.17 point and the controlled group was 76.37. It means

that the achievement of experimental group higher than controlled

group. The lowest score achieved in experimental group was 58 and the

highest one was 94. In addition, the lowest score achieved in controlled

group was 61 while the highest score was only 90.

B. Data Analysis

1. Normality Test

In the below, it is display the table of how the data analyzed to

test the normality of the data which is purposed to know whether the

data are normally distributed or not. Using the SPSS 20 version,

70

Kolmogorov-Smirnov and Shapiro-Wilk test are used to get the result of

normality test of the pre-test. The result is:

Table 4.3 Test of Normality

Tests of Normality

Class Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Score_Pretest

Experiment

,127 30 ,200* ,964 30 ,394

Controll ,107 30 ,200* ,969 30 ,519

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

From the table 4.2 above, it is shown Kolmogorov-Smirnova and

Shapiro-Wilk test result. The data was normally distributed if the result

of the data is higher (p ≥ α) in a significance α = 0.05. It can be seen

from the data in Kolmogorov-Smirnova above, the result of

experimental class showed that the data was normally distributed, p > α

(0.200 > 0.05). Then, the result of controlled class showed that the data

still was normally distributed, p > α (0.200>0.05). In the table of

Shapiro-Wilk column, it also shown that both of the data were normally

distributed because the sig. in both classes were higher than 0.05.

2. Homogeneity Test

After doing normality test, the researcher did homogeneity test

in order to test the similarity of the sample in both classes in the pre-test

using Levene statistic. The result are presented in table 4.3 below:

71

Table 4.4 Homogeneity Test

Test of Homogeneity of Variance

Levene Statistic

df1 df2 Sig.

Score_Pretest

Based on Mean ,581 1 58 ,449

Based on Median ,507 1 58 ,479

Based on Median and with adjusted df

,507 1 53,07

3 ,480

Based on trimmed mean

,589 1 58 ,446

The Levene‟s test presented the rows based on sig. value based

on mean is 0.449 which is above α (0.449 > 0,05), so it means that both

classes were homogent or having the same variant.

3. Hypothesis Test

a. T-test of Pre-test Scores

The researcher used SPSS 20 software version to analyze the

pre-test score. Table below shows the result.

Table 4.5 Result of Group Statistic

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Score_Pretest Experiment 30 72,20 9,842 1,797

Controll 30 73,27 8,308 1,517

72

Table 4.6 Result of Independent Sample

Independent Samples Test

Levene's Test for Equality of

Variances

t-test for Equality of Means

F Sig. t Df Sig. (2-

tailed)

Mean Differenc

e

Std. Error

Difference

95% Confidence

Interval of the Difference

Lower Upper

Score_Pretest

Equal variances assumed

,581 ,449 -

,454 58 ,652 -1,067 2,351 -5,774 3,640

Equal variances not assumed

-,454

56,413

,652 -1,067 2,351 -5,777 3,643

It is described that the significant level (sig.) of pre-test

between experimental class and controlled class got similar level at

0.652 and mean score in the experimental class was 72.2 compared

with the controlled class was 73.28. It implied that in pre-test of both

classes did not have the significant difference and have the same

characteristic.

b. T-test of Post-test Scores

Using SPPS version 20 in analyzing the post-test scores, the

researcher found result as below:

Table 4.7 Result of Group Statistic

Group Statistics

Class N Mean Std. Deviation Std. Error

Mean

Score_Posttest

Experiment 30 77,17 9,116 1,664

Controll 30 76,37 8,096 1,478

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Table 4.8 Result of Independent Sample

Independent Samples Test

Levene's Test for

Equality of Variances

t-test for Equality of Means

F Sig. T df Sig. (2-

tailed)

Mean Difference

Std. Error

Difference

95% Confidence Interval of the

Difference

Lower Upper

Score_Posttest

Equal variances assumed

,086 ,770 ,359 58 ,721 ,800 2,226 -3,656 5,256

Equal variances not assumed

,359 57,20

2 ,721 ,800 2,226 -3,657 5,257

Result in group statistic table 4.6, the mean score of the post-

test for the experimental class was 77.17 while for the controlled class

was 76.37. Based on the data 4.7, the score of sig. 2 tailed = 0.721,

then p value > α by 95% significant level (5%) was 0.721 > 0.05. In

other word, the research finding revealed Ha that there is significant

difference effect between self-assessment and peer-assessment toward

writing skill in recount text was rejected. Then, H0 that stated there is

no significant difference effect between self-assessment and peer-

assessment toward writing skill in recount text was accepted.

4. Test of Effect Size

This formulation was adopted in order to see the effect size

level of the implementing between self- and peer-assessment toward

students‟ writing skill in recount text by the criteria of the effect size

level (Muijs, 2004:136). First, the calculation in experiment class

(peer-assessment) result was formulated below:

74

d =

Pooled Standard Deviation =

d =

d = 0.51

According to the criteria, the result effect size level of this

study is 0.51. As the criterion that had been mentioned in chapter III,

it proved that there was a moderate effect of implementing peer-

assessment as the learning way on students‟ writing of recount text.

Second, the calculation in controlled class (self-assessment)

result was formulated below:

d =

Pooled Standard Deviation =

d =

d = 0.38

Regarding to the criteria, it can be measured from the

calculation result that the effect size level of this study is 0.38 which

mean close to modest effect of self-assessment on students‟ writing of

recount text.

75

5. Discussion

The aim of this research was to find out whether or not using self-

and peer-assessment gave an effect on students‟ writing skill especially in

constructing a recount text. Then, the findings of the recent research done

by the researcher revealed that implementing self- and peer assessment in

writing recount text steadily contributed to the enhancement of students‟

writing skill. Similarly supportive result on self- and peer-assessment

effectiveness found by Matsuno (2009), Birjandi and Siyyari (2010), Jalil

et al (2017), and Thawabieh (2017).

As the data analysis counted above, both of self- and peer

assessment have a higher score at their post-test after the pre-test and the

treatment bestowed from the researcher. It showed the mean score of

experimental class or peer-assessment class in pre-test was 72.20, in

contrast the post-test score was 77.17 and there was 0.51 point of effect

size in which means it had a quiet significant of effectiveness based on the

result of Cohen‟s formula. There were statistically differences by the score

of controlled class as the self-assessment class which got a 73.20 point at

the pre-test and 76.37 at the post-test after the given treatment, in addition,

there was 0.38 point level of effect size based on Cohen‟s formula by

means of had modest effect when applying self-assessment in writing

recount text. In other words, the effect of practicing self- and peer-

assessment toward writing skill in recount text were almost similar.

76

Based on the hypothesis of t-test, it gave the answer for the

research question that Ho was rejected and Ha was accepted if there is a

significant difference between self- and peer-assessment toward students‟

writing skill in recount text. Some reasons were exposed by which could

support the result of these research that said there is no differences

effectiveness between self- and peer-assessment. They were ticked as

follows:

a. Cultural Matter

Matsuno (2009:88) stated that some students did not

assess their own writing objectively in the process of self-

assessment. They prized themselves a high point even though

they were realized that whether their essays good or not. On the

opposite, peer-assessment had the influential habit bearing with

the problem of friendship status, hostility or other disorder

attitudes. Then, in some occasions students did a self- and peer-

assessment by cheating other students‟ work.

b. Attribute Matter

This reasons presented several subgroup which is related

to be the attribute of the self- and peer-assessment matter. Most of

all, the language ability took the first of influential effect; the

mastery of grammar, vocabulary, contents, completeness and

mechanics. Second, students‟ attitude toward self and peer-

77

assessment directly heading students be more responsive and

reflective on their own learning progress (Suwanarak, 2018:109).

Third, self-confidence could impact the students‟ performance,

whether they felt underestimate or overestimate (Puegphrom &

Chiramanee, 2011:10)

Considering the research findings and previous studies statement, it

showed that both of self-assessment and peer-assessment demanded an

improvement toward students‟ writing skill, specifically in this research,

proved that both of self- and peer can be used as one of learning-teaching

variation to help students in generating a recount text in a written form.

Then, it can be concluded that there is no different effectiveness between

self- and peer-assessment toward students‟ writing skill in recount text.

78

CHAPTER V

CLOSURE

A. Conclusion

This research was a quasi experimental design that was intended to

get an empirical evidence of the significant difference of effectiveness

between self-assessment and peer-assessment toward students‟ writing

skill in recount text at tenth grade students of MAN Salatiga in the

academic year of 2017/2018. In the statistical hypothesis, Ho was rejected

and Ha was accepted if the Sig. 2 tailed was lower than alpha (α) or p < α.

Meanwhile, the α was 0.05, which was 0.721 > 0.05. So, the Ho is

accepted and the Ha is rejected. Furthermore, the mean score of

experimental class increased 4.097 points from 72.20 become 77.17.

Contrastly, the controlled class increased 3.12 points from 73.20 become

76.37. Moreover, the result of effect size formulation in this study was

0.51 for experimental class and 0.38 for controlled class. It indicated that

self-assessment and peer-assessment gave an moderate and modest effect

on students‟ writing skill in generating a recount text.

Finally, it can be conclude that there is no significant difference of

the effectiveness between self- and peer-assessment. Because to get the

significant effect, the comparison of each effect shoud have a high degree.

Then, both of self-assessment and peer-assessment can be used as

79

variation way in learning-teaching writing at tenth grade students of MAN

Salatiga because it was proved to help students be able in writing recount

text modestly.

B. Suggestion

Based on the result of the research, there are some

suggestions for futures studies as follows:

1. For teacher who wants to apply self-assessment or peer-assessment, it

would be good if the teacher give a clear instruction about what are

students going to do in teaching writing recount text specifically in

explaining the assessment rubric and success criteria, in order that

they are not confused about what to do or to assess. Simulation of

each self- and peer-assessment can be done but the teacher should be

considered and be concerned about the intervention factors. Playing

music along the students write their task are recommended so the

students did not bored.

2. For students

a. Because there is similarity between narrative and recount text,

students must be really understand about their different rather

generic structures and language features too.

b. Doing a self-assessment, students are asked to be more objective

in their own work. No lie, no manipulation, and be pure.

80

c. Doing a peer-assessment, students are free to give a comments to

their peers‟. No hurt feeling, no affectation, and be responsible.

3. For education experts, researcher and academicians. Studies on

teaching-learning English for foreign language learners like Indonesia

must be improved updated continously to get better and relevant

methods, technique and model.

81

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85

APPENDICES

86

APPENDICES 1

LESSON PLAN OF EXPERIMENTAL CLASS

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : MAN Salatiga

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X IPS 4 / Genap

Materi Pokok : Recount Text

Skill : Writing

Alokasi Waktu : 3 pertemuan (180 menit)

A. Kompetensi Inti (KI)

KI-1 (Sikap Religius) dan KI-2 (Sikap Sosial)

KI-1 Menghayati dan mengamalkan ajaran agama yang dianutnya

KI-2 Memiliki sikap jujur, disiplin, kerjasama, responsif, dan proaktif dalam mencari

solusi permasalahan, sehingga dapat menyadari dirinya sebagai makhluk ciptaan

yang Maha Kuasa serta menjalankan kewajibannya sesuai dengan agama yang

dianutnya

KI-3 (Pengetahuan) KI-4 (Keterampilan)

Memahami, menerapkan, menganalisis

pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingintahunya

tentang ilmu pengetahuan, teknologi, seni,

budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan

peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya

untuk memecahkan masalah.

Mengolah, menalar, dan menyaji dalam

ranah konkret dan ranah abstrak terait

dengan pengembangan dari yang

dipelajarinya di sekolah secara mandiri,

dan mampu menggunakan metode sesuai

kaidah keilmuan

87

B. Kompetensi Dasar (KD) dan Indikator Pencapaian Kompetensi (IPK)

Kompetensi Dasar Indikator

4.7.2. Menyusun teks recount lisan dan

tulis, pendek dan sederhana, terkait

peristiwa bersejarah, dengan

memperhatikan fungsi sosial, struktur

teks, dan unsur kebahasaan, secara benar

dan sesuai konteks

4.7.2.1 Menyusun teks recount tertulis

pendek dan sederhana dengan topik

peristiwa bersejarah yang pernah dialami

dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan, secara

benar dan sesuai konteks

C. Tujuan Pembelajaran

Setelah melaksanakan serangkaian kegiatan pembelajaran, siswa dapat

menyusun teks recount tertulis secara pendek dan sederhana tentang

peristiwa bersejarah yang pernah dialami dengan memperhatikan fungsi

sosial, struktur teks, dan unur kebahasaan, secara benar dan sesuai konteks

D. Materi Pembelajaran

1. Topik

Peristiwa bersejarah yang dapat menumbuhkan perilaku yang termuat

di KI

2. Fungsi sosial

Melaporkan, menceritakan, berbagi pengalaman, mengambil teladan,

dan membanggakan

3. Struktur teks

Dapat mencakup:

a. orientasi

b. urutan

c. kejadian/kegiatan

d. orientasi ulang

4. Unsur kebahasaan

a. Kalimat deklaratif dan interogatif dalam simple past, past

continuous, present perfect, dan lainnya yang diperlukan

b. Adverbia penghubungwaktu: first, then, afterthat, before, when, at

last, finally, dsb.

88

c. Adverbia dan frasa preposisional penujuk waktu

d. Nomina singular dan plural dengan atau tanpa a, the, this, those,

my, their, dsb.

e. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan

tangan

E. Pendekatan /Model/Metode

1. Pendekatan : Scientific approach

2. Model : Cooperative learning

3. Metode : Ceramah, Self-Assessment, Peer-Assessment

F. Media/Alat, Bahan, dan Sumber Belajar

1. Media/Alat: Whiteboard, Spidol, lembar pre-test, lembar post-test dan

lembar questionnaire

2. Bahan : Lembar Penilaian Peer-assessment, Lembar Kerja Siswa,

Materi recount text,

3. Sumber Belajar: - Buku Guru Bahasa Inggris kelas X Diterbitkan oleh

Kementerian Pendidikan dan Kebudayaan, 2016

- Mandiri English on Target Kelas X Diterbitkan oleh Erlangga

G. Kegiatan Pembelajaran

1. Pertemuan 1 : Pre-test (1 x 45 menit)

2. Pertemuan 2: Treatment 1 (1 x 90 menit)

Tahap

Pembelajaran

Deskripsi Kegiatan Alokasi Waktu

Kegiatan

Pendahuluan

1) Peserta didik merespon salam dari

guru

2) Guru meminta salah satu siswa untuk

memimpin doa sebagai tanda

mensyukuri anugerah Tuhan.

3) Guru memeriksa kehadiran siswa

4) Guru mengajukan pertanyaan-

pertanyaan tentang materi yang sudah

dipelajari dan terkait dengan materi

10 menit

Character

building. PPK:

Religius

Kedisiplinan

89

yang akan dipelajari

5) Guru menyampaikan tujuan

pembelajaran atau kompetensi dasar

yang akan dicapai

Kegiatan Inti Mengamati

1) Peserta didik difasilitasi melihat

contoh teks recount tentang

peristiwa bersejarah

2) Dengan bimbingan dan arahan guru,

siswa berusaha mencatat dan

menyebutkan fungsi sosial, struktur

teks, unsur kebahasaan dari contoh

teks recount peristiwa bersejarah

70 menit

Menanya

1) Siswa mencari penjelasan tambahan

sendiri berdasarkan informasi hasil-

hasil kegiatan mengamati baik dengan

mengakses internet maupun tidak

2) Siswa mengklarifikasi informasi yang

didapatnya dari tahap mengamati

3) Siswa melakukan tanya jawab sesuai

topik dengan guru dan siswa lainnya

Mengasosiasi

1) Siswa membaca dan mengakses

informasi dari berbagai sumber

mengenai peristiwa bersejarah yang

bersifat personal

2) Siswa mengolah data/informasi yang

didapat untuk dijadikan bahan analisis

3) Siswa menganalisis data dan

membuatnya menjadi per

kategori/topik terkait peristiwa

bersejarah yang bersifat personal

Mengeksplorasi

Literacy

Integritas

Communication

Critical thinking

Collaborative

Critical

thinking

90

1) Siswa mencoba menyusun sebuah teks

recount pendek berdasar informasi

yang didapat terkait peristiwa


2) Guru membantu mengarahkan dan

mendampingi siswa dalam menyusun

teks recount serta menentukan Success

Criteria

Mengkomunikasikan

1) Setelah selesai, siswa secara mandiri

mengoreksi hasil pekerjaan mereka

yang berupa teks recount terkait

dengan unsur penulisan (writing

elements) seperti grammar,

coherence, dan vocabulary

menggunakan metode peer-

assessment (penilaian oleh teman

sebangku)

2) Guru membantu mengarahkan dan

mendampingi siswa dengan mengacu

pada Success Criteria

3) Siswa menyampaikan hasil peer-

assessment kepada guru untuk dinilai

4) Guru mengklarifikasi beberapa

kesalahan yang umum dari pekerjaan

siswa

Kegiatan

Penutup

1. Guru bersama murid menyimpulkan

hasil diskusi tentang teks recount

peristiwa bersejarah yang bersifat

personal

2. Siswa mengungkapkan kesan terhadap

pembelajaran terkait menyusun teks

recount sederhana

3. Guru menginformasikan kepada

peserta didik tentang tugas membuat

teks recount pendek bersejarah bersifat

personal yang dikumpulkan di

pertemuan selanjutnya

4. Guru memimpin doa sebelum

menutup pembelajaran

5. Peserta didik menjawab salam penutup

dari guru

10 menit

communication

Character

building. PPK:

Religius

Creativity

Tanggung jawab

Critical thinking

91

3. Pertemuan 4: Post-test dan questionnaire(1 x 45 menit)

H. Teknik Penilaian

Bentuk Penilaian dan instrumen

1. Menyusun teks recount

2. Success Criteria

Pedoman Penskoran

Rubrik Nilai Aspek Kognitif

No. Nama Grammar Vocabulary Coherence Content Punctuation

1-20 1-20 1-20 1-20 1-20

1

2

3

4

5

Dst

Skor maksimal : 100

Indikator perkembangan aspek psikomotor dengan angka sebagai

berikut:

a. 1 – 5 = Tidak tepat

b. 6 – 12 = Kurang tepat

c. 13 – 17 = Cukup tepat

d. 18 – 20 = Sangat tepat

Salatiga, May 2nd

2018

Peneliti

Ayuk Puji Saputri

92

APPENDICES 2

LESSON PLAN OF CONTROLLED CLASS

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : MAN Salatiga

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X IPS 1 / Genap

Materi Pokok : Recount Text

Skill : Writing

Alokasi Waktu : 3 pertemuan (180 menit)

I. Kompetensi Inti (KI)

KI-1 (Sikap Religius) dan KI-2 (Sikap Sosial)

KI-1 Menghayati dan mengamalkan ajaran agama yang dianutnya

KI-2 Memiliki sikap jujur, disiplin, kerjasama, responsif, dan proaktif dalam mencari

solusi permasalahan, sehingga dapat menyadari dirinya sebagai makhluk ciptaan

yang Maha Kuasa serta menjalankan kewajibannya sesuai dengan agama yang

dianutnya

KI-3 (Pengetahuan) KI-4 (Keterampilan)

Memahami, menerapkan, menganalisis

pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingintahunya

tentang ilmu pengetahuan, teknologi, seni,

budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan

peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang

Mengolah, menalar, dan menyaji dalam

ranah konkret dan ranah abstrak terait

dengan pengembangan dari yang

dipelajarinya di sekolah secara mandiri,

dan mampu menggunakan metode sesuai

kaidah keilmuan

93

spesifik sesuai dengan bakat dan minatnya

untuk memecahkan masalah.

J. Kompetensi Dasar (KD) dan Indikator Pencapaian Kompetensi (IPK)

Kompetensi Dasar Indikator

4.7.2. Menyusun teks recount lisan dan

tulis, pendek dan sederhana, terkait

peristiwa bersejarah, dengan

memperhatikan fungsi sosial, struktur

teks, dan unsur kebahasaan, secara benar

dan sesuai konteks

4.7.2.1 Menyusun teks recount tertulis

pendek dan sederhana dengan topik

peristiwa bersejarah yang pernah dialami

dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan, secara

benar dan sesuai konteks

K. Tujuan Pembelajaran

Setelah melaksanakan serangkaian kegiatan pembelajaran, siswa dapat

menyusun teks recount tertulis secara pendek dan sederhana tentang

peristiwa bersejarah yang pernah dialami dengan memperhatikan fungsi

sosial, struktur teks, dan unur kebahasaan, secara benar dan sesuai konteks

L. Materi Pembelajaran

5. Topik

Peristiwa bersejarah yang dapat menumbuhkan perilaku yang termuat

di KI

6. Fungsi sosial

Melaporkan, menceritakan, berbagi pengalaman, mengambil teladan,

dan membanggakan

7. Struktur teks

Dapat mencakup:

e. orientasi

f. urutan

94

g. kejadian/kegiatan

h. orientasi ulang

8. Unsur kebahasaan

f. Kalimat deklaratif dan interogatif dalam simple past, past

continuous, present perfect, dan lainnya yang diperlukan

g. Adverbia penghubungwaktu: first, then, afterthat, before, when, at

last, finally, dsb.

h. Adverbia dan frasa preposisional penujuk waktu

i. Nomina singular dan plural dengan atau tanpa a, the, this, those,

my, their, dsb.

j. Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan

tangan

M. Pendekatan /Model/Metode

4. Pendekatan : Scientific approach

5. Model : Cooperative learning

6. Metode : Ceramah, Self-Assessment, Peer-Assessment

N. Media/Alat, Bahan, dan Sumber Belajar

4. Media/Alat: Whiteboard, Spidol, lembar pre-test, lembar post-test dan

lembar questionnaire

5. Bahan : Lembar Penilaian Self-assessment, Lembar Kerja Siswa,

dan Materi recount text,

6. Sumber Belajar: - Buku Guru Bahasa Inggris kelas X Diterbitkan oleh

Kementerian Pendidikan dan Kebudayaan, 2016

- Mandiri English on Target Kelas X Diterbitkan oleh Erlangga

O. Kegiatan Pembelajaran

1. Pertemuan 1: Pre-test (1 x 45 menit)

2. Pertemuan 2: Treatment 1 (1 x 90 menit)

Tahap

Pembelajaran

Deskripsi Kegiatan Alokasi Waktu

95

Kegiatan

Pendahuluan

1) Peserta didik merespon salam dari guru

2) Guru meminta salah satu siswa untuk memimpin doa

sebagai tanda mensyukuri anugerah Tuhan.

3) Guru memeriksa kehadiran siswa

4) Guru mengajukan pertanyaan-pertanyaan tentang materi

yang sudah dipelajari dan terkait dengan materi yang akan

dipelajari

5) Guru menyampaikan tujuan pembelajaran atau kompetensi

dasar yang akan dicapai

10 menit

Kegiatan Inti Mengamati

1) Peserta didik difasilitasi melihat contoh teks recount

tentang peristiwa bersejarah

2) Dengan bimbingan dan arahan guru, siswa berusaha

mencatat dan menyebutkan fungsi sosial, struktur teks,

unsur kebahasaan dari contoh teks recount peristiwa

bersejarah

70 menit

Menanya

1) Siswa mencari penjelasan tambahan sendiri berdasarkan

informasi hasil-hasil kegiatan mengamati baik dengan

mengakses internet maupun tidak

2) Siswa mengklarifikasi informasi yang didapatnya dari

tahap mengamati

3) Siswa melakukan tanya jawab sesuai topik dengan guru

dan siswa lainnya

Mengasosiasi

1) Siswa membaca dan mengakses informasi dari berbagai

sumber mengenai peristiwa bersejarah yang bersifat

personal

2) Siswa mengolah data/informasi yang didapat untuk

dijadikan bahan analisis

3) Siswa menganalisis data dan membuatnya menjadi per

kategori/topik terkait peristiwa bersejarah yang bersifat

personal

Mengeksplorasi

Character

building. PPK:

Religius

Literacy

Critical

thinking

Integritas

Kedisiplinan

Communication

Critical thinking

Collaborative

96

1) Siswa mencoba menyusun sebuah teks recount pendek

berdasar informasi yang didapat terkait peristiwa


2) Guru membantu mengarahkan dan mendampingi siswa

dalam menyusun teks recount serta menentukan Success

Criteria

Mengkomunikasikan

1) Setelah selesai, siswa secara mandiri mengoreksi hasil

pekerjaan mereka yang berupa teks recount terkait

dengan unsur penulisan (writing elements) seperti

grammar, coherence, dan vocabulary menggunakan

metode self-assessment (penilaian oleh diri sendiri)

2) Guru membantu mengarahkan dan mendampingi siswa

dengan mengacu pada Success Criteria

3) Siswa menyampaikan hasil peer-assessment kepada guru

untuk dinilai

4) Guru mengklarifikasi beberapa kesalahan yang umum

dari pekerjaan siswa

Kegiatan

Penutup

1) Guru bersama murid menyimpulkan hasil diskusi tentang

teks recount peristiwa bersejarah yang bersifat personal

2) Siswa mengungkapkan kesan terhadap pembelajaran

terkait menyusun teks recount sederhan

3) Guru menginformasikan kepada peserta didik tentang

tugas membuat teks recount pendek bersejarah bersifat

personal yang dikumpulkan di pertemuan selanjutnya

4) Guru memimpin doa sebelum menutup pembelajaran

6. Peserta didik menjawab salam penutup dari guru

10 menit

3. Pertemuan 4: Post-test dan questionnaires (1 x 45 menit)

P. Teknik Penilaian

Bentuk Penilaian dan instrumen

3. Menyusun teks recount

4. Success Criteria

Communication

collaboration

Character

building. PPK:

Religius

Creativity

Tanggung jawab

Critical thinking

97

Pedoman Penskoran

Rubrik Nilai Aspek Kognitif

No. Nama Grammar Vocabulary Coherence Content Punctuation

1-20 1-20 1-20 1-20 1-20

1

2

3

4

5

Dst

Skor maksimal : 100

Indikator perkembangan aspek psikomotor dengan angka sebagai

berikut:

a. 1 – 5 = Tidak tepat

b. 6 – 12 = Kurang tepat

c. 13 – 17 = Cukup tepat

d. 18 – 20 = Sangat tepat

Salatiga, May 2nd

2018

Peneliti

Ayuk Puji Saputri

98

APPENDICES 3

PRE-TEST

Recount Writing

Name :

Roll Nu. :

Class :

Task: Write a recount text especially personal experience!

Success Criteria:

No

1 Have an orientation that tells the reader what the writing will be about

2 Have a series event so that the reader feels that they are there

3 Have a reorientation that reinforce the topic to the reader

4 Use the past tense, verbs such as: did, was, were, had, V+ed

5 Use expressive vocabulary, adjectives, and verbs

6 Have correct punctuation – capitals and full stops in the correct place

7 Try others punctuation such as: exclamation marks, commas, and speech

marks

8 Use different sentence structures and beginnings

Adapted from : Pattimontoya in Pinterest

99

APPENDICES 4

POST-TEST

Recount Writing

Name :

Roll Nu. :

Class :

Task: Write a recount text especially personal experience!

Success Criteria:

No

1 Have an orientation that tells the reader what the writing will be about

2 Have a series event so that the reader feels that they are there

3 Have a reorientation that reinforce the topic to the reader

4 Use the past tense, verbs such as: did, was, were, had, V+ed

5 Use expressive vocabulary, adjectives, and verbs

6 Have correct punctuation – capitals and full stops in the correct place

7 Try others punctuation such as: exclamation marks, commas, and speech

marks

8 Use different sentence structures and beginnings

Adapted from : Pattimontoya in Pinterest

100

APPENDICES 5

OBSERVATION SHEET

(LEMBAR OBSERVASI KELAS)

Hari / tanggal : 30 April 2018

Tempat : MAN Salatiga

Waktu : 10:00 – selesai

No. Aspek Catatan/keterangan

1. Penampilan guru /

“teacher appearance”

Sopan

Menarik

2. Apersepsi / “entry

behavior”

Tepat sasaran

Menarik perhatian siswa

Suara lantang

Interaksi dengan siswa cukup wajar dan ke-ibuan

3. Materi bahasan Naratif teks

Menggunakan teknik elicitation

4. Teacher centered vs

student centered

Cenderung ke teacher-centered

Kombinasi, dengan tujuan untuk mencapai hasil

yang maksimal

5. Kelas yang kondusif

Kurang rapi penempatan duduk-nya dan berpencar

Botol minuman terpampang diatas meja

Kebersihan kelas kurang diperhatikan ketika

101

waktu mulai siang

6. Teknik bertanya siswa

Close-ended question

Open-ended question

Mixture of close-ended and open-ended

7. Masukan balik

(feedback)

Guru menjawab pertanyaan siswa dengan senang

dan menjelaskannya perlahan

Penjelasan dihubungkan dengan materi-materi

yang dipelajari

8. Pemberian reward

Applause

Compliment

Dikutip dari Rochiati Wiriatmadja

102

No. Aspek Checklist

1. Bentuk pertanyaan

A) Akademik: faktual, jawaban yang dicari spesifik,

benar √

Akademik: opini, singkat √

B) Non akademik: pertanyaan pribadi, prosedur,

disiplin √

2. Bentuk jawaban

A) Untuk pertanyaan pemikiran, siswa membuat

kesimpulan/elaborasi √

B) Untuk pertanyaan factual, siswa mengingat

kembali (hafalan) √

C) Untuk pertanyaan pilihan, siswa menjawab ya

atau tidak √

3. Seleksi siswa

A) Sebut nama siswa sebelum bertanya √

B) Meminta sukarelawan √

C) Meminta bukan sukarelawan (sesudah pertanyaan

diajukan) √

4. Cara bertanya

A) Pertanyaan diajukan sebagai stimulasi atau

tantangan √

B) Pertanyaan diajukan secara factual/biasa saja √

C) Pertanyaan bersifat tes/ancaman √

5. Apakah guru mengulang pertanyaan sebelum

memanggil nama siswa? √

6. Menanyakan dua pertanyaan sekaligus -

7. Apakah siswa mengajukan pertanyaan? √

103

8. Adakah interaksi antara siswa? √

9. Apakah pertanyaan diajukan serentak kepada banyak

siswa? √

10. Apakah siswa diminta mengevaluasi jawabannya

sendiri/siswa lain? √

Dikutip dari Rochiati Wiriatmadja

104

APPENDICES 7

THE STUDENTS’ SCORE OF CONTROLLED CLASS

No NIS Students’ Code G V Coh Con P Pre

Test

Post

Test

1 8181 Student 1 10 12 15 14 11 62 64

2 8182 Student 2 10 10 17 16 12 65 70

3 8183 Student 3 14 17 17 18 16 82 83

4 8184 Student 4 10 15 10 13 12 60 68

5 8185 Student 5 9 17 13 17 16 72 73

6 8186 Student 6 18 15 17 15 12 77 79

7 8187 Student 7 13 15 16 17 14 75 78

8 8188 Student 8 12 16 18 18 12 76 79

9 8189 Student 9 11 11 12 15 14 62 64

10 8190 Student 10 16 13 15 20 13 77 81

11 8191 Student 11 8 11 15 14 9 56 61

12 8192 Student 12 17 14 15 12 10 68 70

13 8193 Student 13 17 17 20 14 12 80 83

14 8195 Student 14 17 15 18 18 15 83 84

15 8196 Student 15 12 13 16 15 14 70 72

16 8197 Student 16 17 18 18 18 15 86 89

17 8198 Student 17 12 10 15 15 15 67 70

18 8199 Student 18 15 11 16 17 10 69 72

19 8201 Student 19 16 15 17 17 16 82 85

20 8202 Student 20 12 15 15 18 17 77 80

105

21 8204 Student 21 13 17 20 16 15 81 86

22 8205 Student 22 13 17 17 17 13 77 80

23 8206 Student 23 14 14 13 15 17 73 75

24 8208 Student 24 15 18 19 19 12 81 90

25 8209 Student 25 12 15 18 17 8 70 73

26 8210 Student 26 14 13 15 13 12 67 69

27 8211 Student 27 19 17 18 19 14 87 88

28 8212 Student 28 10 10 15 17 16 68 71

29 8214 Student 29 12 12 15 14 11 64 68

30 8215 Student 30 17 17 18 17 15 84 86

SUM 2198 2291

Mean Score 73.20 76.37

Criteria:

G : Grammar Coh : Coherence P : Punctuation

Voc : Vocabulary Con : Content

106

APPENDICES 7

THE STUDENTS’ SCORE OF EXPERIMENTAL CLASS

No NIS Students’ Code G V Coh Con P Pre

Test

Post

Test

1 8289 Student 1 13 15 15 15 11 69 72

2 8290 Student 2 14 15 16 17 15 77 79

3 8291 Student 3 14 15 25 16 12 72 76

4 8292 Student 4 12 15 15 16 15 73 76

5 8293 Student 5 10 12 13 14 11 60 63

6 8294 Student 6 15 17 18 18 16 84 85

7 8295 Student 7 17 13 14 15 13 72 80

8 8296 Student 8 13 15 16 17 13 74 77

9 8297 Student 9 14 15 16 17 14 76 81

10 8298 Student 10 10 15 16 15 13 69 74

11 8299 Student 11 15 16 16 16 14 77 80

12 8301 Student 12 10 11 14 14 13 62 86

13 8302 Student 13 19 19 18 20 17 91 94

14 8303 Student 14 16 17 18 19 16 86 90

15 8304 Student 15 12 14 14 15 13 68 71

16 8305 Student 16 12 15 14 15 13 69 79

17 8306 Student 17 9 13 15 15 10 62 70

18 8307 Student 18 12 12 14 14 10 62 70

19 8308 Student 19 9 13 15 15 12 64 77

20 8309 Student 20 18 18 18 15 17 86 88

107

21 8310 Student 21 17 17 18 18 17 87 88

22 8311 Student 22 16 17 18 19 16 86 88

23 8312 Student 23 10 14 17 15 12 68 72

24 8313 Student 24 16 17 17 17 16 83 85

25 8315 Student 25 10 11 11 10 9 51 58

26 8316 Student 26 14 13 14 15 12 68 73

27 8317 Student 27 16 16 15 15 17 79 88

28 8318 Student 28 14 13 13 13 14 67 62

29 8478 Student 29 12 12 13 13 11 61 65

30 8275 Student 30 13 12 13 13 12 63 68

SUM 2166 2315

Mean Score 72.20 77.17

Criteria:

G : Grammar Con : Content

Voc : Vocabulary P : Punctuation

Coh : Coherence

108

APPENDICES 8

RUBRIK PENILAIAN WRITING - RECOUNT TEXT

PEER-ASSESSMENT

Nama : .......................................

No. Absen : .......................................

Nama Korektor :

No. Absen Korektor :

Kelas : X IPS 4

Mapel : Bahasa Inggris

Indikator Skor

Sangat tepat 18 – 20

Cukup tepat 13 – 17

Kurang tepat 6 – 12

Tidak tepat 1 – 5

No. Aspek Skor

20-18 17-13 12-6 5-1

1 Grammar

2 Vocabulary

3 Coherence

4 Content

109

5 Punctuation

Total Skor

110

APPENDICES 9

RUBRIK PENILAIAN WRITING - RECOUNT TEXT

SELF-ASSESSMENT

Nama : .......................................

No. Absen : .......................................

Kelas : X IPS 1

Mapel : Bahasa Inggris

Indikator Skor

Sangat tepat 18 – 20

Cukup tepat 13 – 17

Kurang tepat 6 – 12

Tidak tepat 1 – 5

No. Aspek Skor

18 -20 13 - 17 6 – 12 1 – 5

1 Grammar

2 Vocabulary

3 Coherence

4 Content

5 Punctuation

Total Skor

141

CURRICULUM VITAE

Ayuk Puji Saputri was born on Thursday, December 21st

,

1995 in Semarang. She began her formal education at SD N

Samban 01 in Bawen and continued her study at SMP N 3

Bawen. After graduated from the junior high school, she decided to continue her

study in MA Al Asror and she also studied in Pondok Pesantren Al Asror

Semarang in the same location. She did not enjoy the lesson at first time.

However, she realized that study of knowledge should be balance with the study

of Islamic knowledge and that it can change her life to be better. Thus, after

striving very hard, in 2014 she celebrated her graduation.

After graduated from the senior high school, she was confused what to do. Her

parents has different idea with her about the selection of her next study. Then, she

decided to follow her parents demand to study in STAIN Salatiga especially in

English Education Department. Fortunately, one year later, STAIN Salatiga

became IAIN Salatiga and it pleased her.

Beside of studying in English Education at the university, she also led herself to

be part of Komsat PSHT IAIN Salatiga. It is one of sport branch which is called

martial arts. Then, she was actively involved in PAUD Baitusshibyaan as teacher

and secretary from 2015 until now. She also took a part-time job as a tutor in any

lesson from Elementary School until Junior High School. She found her passion

and hobby in teaching

The researcher can be reached via e-mail at [email protected].

mailto:[email protected]

the effectiveness between self-assessment and...

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