Skripsi
ENHANCING THE STUDENT ABILITY TO WRITE NARRATIVE TEXT THROUGH PEER ASSESSMENT ( A Classroom Action Research to the Tenth Year Student of Madrasah Aliyah Negeri Tegal in Academic Year 2010/2011)
ABSTRACT
FITRIYAH, ISMI. 2011. “Enhancing the Students Ability to Write Narrative Text through Peer Assessment (A Classroom Action Research to the Tenth Year Students of Madrasah Aliyah Negeri Tegal in Academic Year 2010/2011)”. A Thesis. Strata 1 Program. English Department of Teacher Training and Education Faculty, Pancasakti University Tegal.
Key Word: Writing Ability, Narrative Text, and Peer Assessment
Peer assessment is assessment of students by other students, both formative reviews to provide feedback and summative grading, which aims to improve the quality of learning and empower learners.
The researcher conducted an action research. The action research consists of three cycles. Each cycle consists of 1) planning 2) action 3) observation 4) reflecting, conducted for 2 month. Each cycle consisted of teaching and learning process and a test. The last steps were the post-test and answering questionnaire. The questionnaire was meant to answer the problems of the study. The writer also used observation sheet. It was used to observe the situation of the class during each activity of this study. The subject of the study was the first grade students Madrasah Aliyah Negeri Tegal.
In analyzing the data, the writer used a descriptive qualitative and a simple quantitative measurement to find the result. Peer assessment can be said to be successful if a student gets score at least 65.00 in the individual passing criteria and if the students who get 65.00 or more are minimal 85% from the total of students in the classical passing criteria. The analysis of data showed that there is a significant difference of students’ achievement in cycle I, cycle II and cycle III. It is shown by the students’ achievement who graduated based on individual passing criteria and the classical passing criteria. There are 12 students (41,38%) who get score ≥ 65 in cycle I, 21 students (72,41%) in cycle II, and 25 students (86,20%) in cycle III. The average of students’ achievement in the first cycle is 64.17, in the second cycle is 71, in the third cycle is 76.38. The relative frequency showed that the students’ ability to write narrative text in the second cycle is better than in the first cycle and the students’ ability to write narrative text in the third cycle is better than in the second cycle, the main factor affecting this improvement was the students’ interest in teaching learning process through peer assessment.
Based on this data, the writer concluded that teaching to write narrative text through peer assessment is very beneficial for the students in order to facilitate them in learning of narrative text writing. It can enhance the students’ ability. It is suggested using peer assessment in teaching English especially to write narrative text is recommended for the English teacher.
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