Tesis

Improving the ability of the third-year students of MA Tarbiyatul Wathon Gresik in writing narrative texts through peer feedback / Mohammad Faizal Mubarok

Abstrak
ABSTRACT Mubarok Mohammad Faizal. 2009. Improving the Ability of the Third-Year Students of MA Tarbiyatul Wathon Gresik in Writing Narrative Texts through Peer Feedback. Thesis English Language Education Graduate Program State University of Malang. Advisors (I) Utami Widiati M.A. Ph.D. (II) Prof. Drs. Bambang Yudi Cahyono M.Pd M.A. Ph.D. Key words writing ability narrative texts peer feedback As a part of the stages in the writing process feedback is crucial in assisting students to improve their writing. Students generally intend their texts to be read by their teacher in order to view how the teacher responds to their work and to learn from these responses to improve their drafts. However based upon the preliminary study conducted in my English class the third year students of MA Tarbiyatul Wathon Gresik and my experience as an English teacher in that school I had found that many of these students were incapable of improving their initial drafts particularly narrative drafts after gaining feedback from me their teacher. The source for the students problem might lie in the ineffective feedback offered by me. In response to that problem peer feedback in the form of revising checklists was proposed as the solution. The salient point of this strategy is that it mainly provides a means of improving the students initial drafts. For that reason the present study then is intended to improve the ability of the third-year students of MA Tarbiyatul Wathon Gresik in writing narrative texts through peer feedback. To attain the purpose I employed collaborative classroom action research as the design of this study following four stages planning implementing observing and reflecting. This study furthermore was only carried out within two cycles as the criteria of success had been attained in the second cycle. Each cycle comprised three meetings. The subjects of the research were the third-year students of MA Tarbiyatul Wathon Gresik of the 2008/2009 academic year. The data were collected through the following instruments observation checklists field notes questionnaires interview and the students written work. The data taken from field notes and interview were analyzed qualitatively and descriptively while the data through observation checklists questionnaires and writing test were analyzed and presented quantitatively and descriptively. The result of this study illustrates that the implementation of peer feedback in teaching writing can improve the students writing skill and successfully encourage them to actively and enthusiastically take part in the teaching-learning process of writing. The students improvement in writing narrative texts was reflected on their writing achievement. Their writing achievement had met the criteria of success in that 26 students or 81% of the students obtained score equal to or greater than 60. In addition in terms of the students involvement in the teaching-learning process the students part-taking interest and enthusiasm in the overall activities of the teaching-learning process were very good or 87% of the students were actively involved in the teaching-learning process activities. It means that the criteria of success in terms of their participation in the teaching-learning process had been met. The implementation of peer feedback in the present study follows these procedures (1) assigning students to groups of four (2) inviting the students in groups of 4 to arrange the jumbled paragraphs into good order (3) asking the students to take part in a teacher-students conference actively by giving comments related to the correct arrangement of the jumble paragraph (4) having them write the topic within 1-5 minutes (5) getting the students to write their initial plan (6) asking them to compose their first draft (7) discussing the meaning of items on revising checklist (8) ordering them to read and offer feedback to the sample of the draft through the revising checklist sheet (9) inviting the students to discuss the sample of the draft in the group (10) ordering them to share ideas in conjunction with the students feedback to the selected draft as the class discussion (11) having them read and give feedback on their peers drafts (12) getting them to talk about each others drafts by giving comments and suggestion on their classmates drafts through elaborating on their checklists (13) asking them to revise and improve their draft based on their peers feedback and (14) ordering them to rewrite their drafts as their final draft. Referring to the strengths of implementing this strategy in the present study I would like to suggest that peer feedback can be utilized as an alternative solution especially for English teachers who have similar problems in the teaching of writing. In implementing the strategy nevertheless the teachers are suggested to model and teach the students the way how to respond to their peers drafts before implementing the strategy control the activities of peer feedback group them based on their English performance point to one of them to lead the discussion activate the students participation in peer feedback activities place their position as the facilitator in the teaching-learning process and set the time allocation properly especially in reading and offering feedback on the basis of the students ability. Meanwhile for the future-researchers they are recommended to conduct classroom action research by means of this strategy in the teaching of writing with other text types and expand their focus on all writing aspects content organization grammar vocabulary and mechanics. They are also suggested to conduct this classroom action research by employing peer feedback in the teaching of other language skills.

Informasi Detail

DDC

Rt 808.042 MUB i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2009.

Deskripsi Fisik

xii, 163 lembar : il. : tab. ; 30 cm.

Bahasa

No Reg

02371/KI/09

Edisi

Tesis (Pasca Sarjana)--Universitas Negeri Malang, 2009

Subjek

1. BAHASA INGGRIS - MENULIS NARASI, KEMAMPUAN

Pembimbing

1. UTAMI WIDIATI ; 2. BAMBANG YUDI CAHYONO

Lampiran Berkas