Skripsi
THE EFFECTIVENESS OF USING PEER-ASSISTED LEARNING STRATEGIES IN TEACHING WRITING SPOOF TEXT (An Experimental Study to the Eleventh Grade Students of SMAN 1 Tegal in the Academic Year 2013/2014)
Key words: Peer-Assisted Learning Strategies, Spoof Text, Students’ Writing
The objective of this study is to determine whether the use of peer-assisted learning strategies is effectiveto use in teaching writing spoof text to the eleventh grade students of SMA Negeri 1 Tegal in Academic Year 2013/2014.
The population of the research is the eleventh grade students of SMA Negeri 1 Tegal in Academic Year 2013/2014. The number of population is 163 students from 9 classes. This research is conducted using two-group design; the first group is experimental group which is taught using PALS, while the second group is control group which is not taught using PALS. The sample is taken by using cluster random sampling. Each group of samples consists of 30 students.
The instrument used in this research is writing test. The test is conducted after the two groups get treatments for 8 meetings. The test is distributed to determine whether there is a significant means difference between the two groups. The writing is assessed through Oshima and Hogue’s writing scoring rubric.
The data is analyzed quantitatively and qualitatively. Questionnaire and observation are used to support the data. Based on the result of students’ posttest, t-test is 5,832 and the t-table at the degree of freedom (df)= (N1+N2) – 2 = (30+30) – 2 = 58 on the level significance (α) 5 % is 2,009. The comparison shows that t- test is greater than t-table (5,832> 2,009). Moreover, the result of questionnaire shows that 86,67% students like using peer-assisted learning strategies since it helps them write and decrease difficulty in writing spoof text. Also, the observation shows that students become more motivated to write by working together with peers. Therefore, Ha saying that the use of peer-assisted learning strategies has a positive effect on students’ ability in writing spoof text is accepted and Ho saying that the use of peer-assisted learning strategies has no positive effect on students’ ability in writing spoof text is rejected.
In reference to the result of the study, the conclusion is drawn that the use of peer-assisted learning strategies has a positive effect on students’ ability in writing spoof text. In line with the result, it is suggested that any attempt to English teaching development should be promoted and encouraged, particularly in teaching writing. Also, the use of peer-assisted learning strategies which involve the students’ collaboration is recommended to use to create more fun and successful learning. Therefore, this study could become a reference for those who involve in educational field.
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