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STUDENTS’ PERCEPTION TOWARD PEER FEEDBACK IN WRITING CLASS
A THESIS
Presented as Partial Fulfillment or the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Farida Noor Rohmah
Student Number: 06 1214 111
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2010
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i
STUDENTS’ PERCEPTION TOWARD PEER FEEDBACK IN WRITING CLASS
A THESIS
Presented as Partial Fulfillment or the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Farida Noor Rohmah
Student Number: 06 1214 111
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2010
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iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotation and the references, as a scientific paper should.
Yogyakarta, August 23rd, 2010 The Writer
Farida Noor Rohmah 06 1214 111
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v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Farida Noor Rohmah Nomor Mahasiswa : 06 1214 111 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION TOWARD PEER FEEDBACK IN WRITING CLASS
Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin ataupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal : 23 Agustus 2010 Yang menyatakan Farida Noor Rohmah
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"Success is how high you bounce when you hit bottom." (George S. Patton)
I dedicate this thesis to:
♥ My beloved father and mother
♥ My little sister and brother
♥ My big family
♥ My dearest boyfriend
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ABSTRACT
Rohmah, Farida Noor. 2010. Students’ Perception toward Peer Feedback in Writing Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
In process of writing, revision plays an important role. In order to have an effective revision, students need feedback from their readers. In writing classes, commonly feedback is from the teacher. Meanwhile, depending feedback only from the teacher will lead the students to be dependent learners. In fact, feedback can be obtained from the students namely peer feedback which direct them to be more independent as learners. This research deals with the use of peer feedback in writing class. The researcher formulates two problem formulations in this research. The first problem is what the students’ perception toward peer feedback in writing class and the second problem is to what extent the students give peer feedback.
Thus, the researcher employed survey research which was conducted on the beginning of May 2010. The participants of this research were the students of the two Paragraph Writing classes academic year 2009/2010 at English Language Education Study Program of Sanata Dharma University. Gathering the data, the researcher used a set of questionnaire as well as peer feedback checklist. The questionnaire was used to gather students’ opinion of a list of questions about the use of peer feedback in writing class. Meanwhile, the peer feedback checklist was set to gather information about to what extent the students give peer feedback.
Based on the data analysis, it was found that the students gained positive perception toward peer feedback in writing class. This answer was proved by the value of the degree of agreements that frequently occurred were “strongly agree” and “agree” in the questionnaire. Only a small part of the students had negative perception toward peer feedback in writing class. Dealing with the second problem, the result showed that the students could provide useful feedback for their peers on organization area, content area, language use area, vocabulary area, and mechanic area. The students even provided some suggestions to their peers related to the composition to improve the quality of the composition. There were only a few students who did not provide clear explanation or suggestion about feedback they gave in their peers’ compositions
In summary, students gave positive perception toward peer feedback in writing class. Most of the students agreed that peer feedback is beneficial to be applied in writing class. Students also could provide feedback for their peers on organization area, content area, language use area, vocabulary area, and mechanic area. Some suggestions to improve the implementation of peer feedback in writing class were presented.
.
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ABSTRAK
Rohmah, Farida Noor. 2010. Students’ Perception toward Peer Feedback in Writing Class. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Dalam proses menulis, revisi mempunyai peranan penting. Untuk merevisi tulisan dengan efektif, mahasiswa membutuhkan umpan balik dari pembacanya. Dalam kelas Writing, pada umumnya umpan balik selalu diberikan oleh dosen. Padahal, ketergantungan pada umpan balik dari dosen dapat mengarahkan mahasiswa menjadi tidak mandiri. Pada kenyataannya, umpan balik bisa didapatkan dari sesame mahasiswa atau yang disebut dengan peer feedback. Penelitian ini melingkupi penggunaan umpan balik antar teman dalam kelas Writing. Peneliti merumuskan dua permasalahan dalam penelitian ini. Masalah yang pertama yaitu persepsi apakah yang dimiliki mahasiswa terhadap penggunaan umpan balik abtar teman dalam kelas Writing. Masalah yang kedua adalah sampai seberapa jauhkah mahasiswa memberikan umpan balik kepada temannya dalam karangan mereka.
Maka dari itu, peneliti menggunakan metode survei yang dimulai pada awal Mei 2010. Responden penelitian ini adalah mahasiswa dua kelas Paragraph Writing tahun ajaran 2009/2010 di Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Untuk mendapatkan data penelitian ini, peneliti menggunakan dua instrumen penelitian yaitu kuisioner dan peer feedback checklist. Kuisoner digunakan untuk mengetahui pendapat mahasiswa tentang peer feedback. Sementara itu, peer feedback checklist didesain untuk mengetahui seberapa jauh mahasiswa memberikan peer feedback.
Berdasarkan analisa dari data yang didapatkan, peneliti menemukan bahwa mahasiswa memiliki persepsi yang positif terhadap penggunaan umpan balik antar teman did lam kelas Writing. Ini dibuktikan dengan banyaknya mahasiswa yang menjawab “sangat setuju” dan “setuju” dalam merespon pernyataan dalam kuisioner. Mayoritas mahasiswa sejutu bahwa umpan balik antar teman menguntungkan untuk diterapkan di dalam kelas Writing. menjawab permasalahan yang kedua, peneliti menemukan bahwa mahasiswa dapat memberikan umpan balik kepada teman dalam lingkup organisasi, isi, bahasa, perbendaharaan kata, dan mekanika penulisan. Kebanyakan mahasiswa bahkan memberikan saran kepada teman terkait dengan tulisan mereka agar tulisan mereka dapat lebih berkualitas. Hanya sebagian kecil dari mahasiswa yang tidak memberikan penjelasan yang jelas tentang umpan balik meraka.
Pada intinya, mahasiwa mempunyai persepsi yang positif terhadap penggunaan peer feedback dalam kelas Writing. Mahasiswa juga dapat memberikan umpan balik kepada teman dalam lingkup organisasi, isi, bahasa, perbendaharaan kata, dan mekanika penulisan. Akhirnya, beberapa usulan juga disampaikan dalam studi ini untuk meningkatkan kualitas penerapan peer feedback di kelas Writing.
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ACKNOWLEDGMENTS
First and foremost, my greatest gratitude is addressed to Allah SWT for
always blessing me. He guided and showed me the paths in finishing my thesis
and my study. Without Him I would not be like what I am now.
For sure, I am truly indebted to my sponsor, the one and only, Caecilia
Tutyandari, S.Pd., M.Pd. for her willingness to spend her busy time reading my
thesis, her guidance and her advice from the beginning of this research until the
accomplishment of this thesis. I would like to express my thankfulness to Nugraha
Krisdiyanta, S.Pd., who gave me permission to conduct my research in his
Paragraph Writing classes and valuable advices for my thesis. Further, I would
like to deeply thank all lecturers of PBI for their guidance during my study.
I am very grateful to my beloved parents, Bapak and Ibu, for their endless
care and support during my study and my sister, Nisa, and my brother, Ajib, for
their attention for me. My deepest gratitude also belongs to Camiku “Mas Adit”,
who always gave me his continued affection and motivation.
My thankfulness also goes to my best friends Rusna, Ayum, Yeyen, Rika,
Rina, Deinza and Danny for their companionship which full of happiness,
sadness, laughter and tears. I would like express my appreciation to Mbak Danik
and Mbak Tari for their beneficial information during my study. Finally, my
gratitude is addressed to all of the people who have helped me in completing this
thesis.
Farida Noor Rohmah
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TABLE OF CONTENTS
TITLE PAGE ..................................................................................................... i
PAGES OF APPROVAL .................................................................................. ii
STATEMENT OF WORK’S ORIGINALITY .................................................. iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK ................................. v
DEDICATION PAGE ........................................................................................ vi
ABSTRACT ....................................................................................................... vii
ABSTRAK ........................................................................................................... viii
ACKNOWLEDGMENTS ................................................................................. ix
TABLE OF CONTENTS ................................................................................... x
LIST OF FIGURES ........................................................................................... xiv
LIST OF TABLES ............................................................................................. xvi
CHAPTER I: INTRODUCTION
A. Background of the Study ........................................................................ 1
B. Problem Formulation ............................................................................. 3
C. Problem Limitation ................................................................................ 4
D. Objectives of the Study .......................................................................... 4
E. Benefits of the Study .............................................................................. 4
F. Definition of Terms ................................................................................ 5
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CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description .......................................................................... 7
1. Perception ......................................................................................... 7
a. Definition of Perception ................................................................... 7
b. Factors Influencing Perception ........................................................ 8
c. Students’ Perception toward Peer Feedback .................................... 9
2. Writing as a Process ......................................................................... 10
3. Feedback .......................................................................................... 12
a. The Presence of Feedback in Writing Class .................................... 12
b. Sources of Feedback ........................................................................ 13
c. Purposes of Feedback ....................................................................... 17
4. The Roles of Peer Feedback in Writing Class ................................. 18
B. Theoretical Framework .......................................................................... 20
CHAPTER III: METHODOLOGY
A. Research Method .................................................................................... 22
B. Research Participants ............................................................................. 22
C. Research Instruments ............................................................................. 23
D. Data Gathering Technique ..................................................................... 25
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xii
E. Data Analysis Technique ....................................................................... 26
F. Research Procedure ................................................................................ 27
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION
A. Research Results .................................................................................... 28
1. Students’ Responses to the Questionnaire ............................................. 29
a. Students’ Perception on the Process of Peer Feedback .......................... 29
b. Students’ Perception on the Benefits of Peer Feedback ........................ 33
c. Students’ Perception on Feedback from Their Peer ............................... 38
d. Students’ Perception on the Implementation of Peer Feedback .................................................................................... 40
e. The Results of Open-Ended Questions .................................................. 41
2. Students’ Responses to the Peer Feedback Checklist ............................ 42
B. Discussion .............................................................................................. 44
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusions ............................................................................................ 51
B. Suggestions ............................................................................................ 52
REFERENCES ................................................................................................... 54
APPENDICES
Appendix 1. Questionnaire................................................................................. 57
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Appendix 2. Peer Feedback Checklist ............................................................... 60
Appendix 3. Questionnaire Blueprint ................................................................ 61
Appendix 4. Result of Close-ended Questions .................................................. 62
Appendix 5. Raw Data of Open-ended Questions ............................................. 65
Appendix 6. Raw Data of Peer Feedback Checklist .......................................... 70
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LIST OF FIGURES
Figure Page
2.1 The Perceptual Process ............................................................................. 9
4.1 The Necessity of Revision and Feedback in Writing ............................... 30
4.2 The Frequency of Giving Correction, Suggestion and Comments .......................................................................................... 30
4.3 Students’ Confidence in Doing Peer Feedback ........................................ 31
4.4 Students’ Freeness in Doing Peer Feedback ............................................. 32
4.5 Students’ Activeness in Asking Clarification ........................................... 32
4.6 Students’ Difficulty in Giving Feedback to Their Peer ............................ 33
4.7 The Helpfulness of Peer Feedback Checklist ........................................... 33
4.8 The Usefulness of Feedback Given by Peer ............................................. 34
4.9 Students’ Ability to Solve Their Writing Problem Through Peer Feedback ............................................................................ 34
4.10 Students’ Learning from Their Peer’s Mistakes ....................................... 35
4.11 Students’ Motivation to Learn from their Peer ......................................... 35
4.12 Students’ Encouragement to Work Cooperatively with Their Peer ........................................................................................ 36
4.13 Students’ Becoming More Independent ..................................................... 36
4.14 Students’ Becoming More Critical ........................................................... 37
4.15 Students’ Awareness of Making Mistakes through Peer Feedback ............................................................................. 37
4.16 Students’ Consideration of Duration of Peer Feedback ........................... 38
4.17 The Trustworthiness of Feedback Given by Peer ..................................... 38
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4.18 The Clearness of Feedback Given by Peer ............................................... 39
4.19 Students’ Satisfaction with the Feedback Given by Peer ........................................................................................... 39
4.20 Students’ Consideration to Include Peer’s Feedback for Revision .............................................................................................. 40
4.21 The Influence of Feedback Given by Peer on Writing Improvement .......................................................................... 40
4.22 Students’ Need of Teacher Feedback ....................................................... 41
4.23 Students’ Preference on Implementation of Peer Feedback in Writing Class ................................................................ 41
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LIST OF TABLES
Table Page
3.1 Table of Participants’ Rating Scale Responses ........................................ 26
4.1 Table of Participants’ Responses on
Open-Ended Questions ............................................................................. 42
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CHAPTER I
INTRODUCTION
The study investigates the students’ perceptions on the use of peer
feedback in writing class. This chapter presents background of the study, problem
limitation, problem formulation, objectives of the study, benefits of the study, and
definition of the terms.
A. Background of the Study
Writing is considered to be a complex skill and subject in English
language learning. Written expression is considered the be the most complex stage
of language development, more complex than oral language, and the last to be
mastered (Evans, 1986). In addition, Richards (1990: 101) states that, “It is not
merely the linguistic organization of written discourse that makes writing a
difficult skill to acquire. The process moving from concepts, thoughts, and ideas
to written text is complex.” Thus, students might face difficulties and make
mistakes in writing. Writing requires students to experience trial and error process
in achieving a qualified writing product.
Hence, writing is a process activity. According to Cohen (1990:105),
writing refers to the process in which the final expected product comes after a
series of drafts. The composition has gone through several steps of peer editing
and self-assessment. Seow (2002) describes seven stages of the process of writing.
The first step is called planning or prewriting in which the students should find the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2 topic and generate the idea. The second step is called drafting, in which the
students make a draft of their writing. This step also lets the students generate
further idea. The third step is called responding. The responses might come from
teacher or peer. Responding is done after the students have produced the first draft
and before they proceed to revise. The next stage is revising. In this step, the
students make some necessary revision to improve their composition based on the
feedback given in the responding stage. The fifth step is editing in which students
are dealing with tidying up their texts as they prepare the final draft for evaluation
by the teacher. The sixth step is called evaluating. The evaluation is usually done
by the teacher. Yet, students may be encouraged to evaluate their own and each
other’s writing once they have been taught how to do it. The last step is post-
writing which includes publishing, sharing, reading aloud, and so on.
From the stages, it is clear that there should be a revision in writing. It is
important for the students to make revision in order to have better composition in
their final product of writing. In this revision process, the students certainly need
feedback from their reader. Many sources are available for the students to receive
feedback for their writing. Traditionally, feedback is given by the teacher.
Unfortunately, based on Lewis (2002), teachers usually spend more time on
giving feedback. At this point, teachers may utilize peer feedback. One advantage
of peer feedback, proposed by Tiedt (1989: 86), is that students can learn more
about writing as they see the kinds of ideas other students have and how they
develop them. Peer feedback is good to maximize the students’ ability in exposing
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3 the students to be independent learners. The researcher believes that peer feedback
is very helpful in improving students’ writing quality.
As the researcher experienced when she was in Paragraph Writing class
and Academic Writing class in English Education Study Program, her lecturer
implemented peer feedback in class. The researcher, then, found that her writing
quality was better after getting feedback from her peer. The researcher believes
that peer feedback is very helpful to improve students’ writing quality of their
writing performance. Moreover, a thesis by Rina (2007), entitled “Students’
Perceptions on Peer Feedback in Writing” reveals that most of the students had
positive perception toward peer feedback. The students believed that peer
feedback was advantageous. Yet, beginner students or the students in the lower
level of semester may have different perception toward it.
Thus, the researcher intends to find the students’ perception on the use of
peer feedback in writing class. Moreover, the researcher also intends to reveal to
what extent the students give peer feedback. To answer those two problems, the
researcher uses qualitative research.
B. Problem Formulation
This study would like to address two questions.
1. What is the students’ perception toward peer feedback in writing class?
2. To what extent do the students give peer feedback?
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4 C. Problem Limitation
The problem is limited to the discussion on the students’ perception on the
contribution of peer feedback in writing class. Writing class here is Paragraph
Writing class in the academic year 2009/2010 in English Education Study
Program Sanata Dharma University Yogyakarta.
D. Objectives of the Study
The present study is aimed at investigating the students’ perception toward
the contribution of peer feedback in writing class. Moreover, the study is also
aimed at exploring to what extent the students give peer feedback.
E. Benefits of the Study
In general, the researcher hopes that this study could give some valuable
contribution to all educational communities, especially at the English Education
Study Program. The researcher hopes that this study can give an understanding for
the readers, especially English teachers, English teacher candidates and English
learners about the contribution of peer feedback in writing class.
Hopefully, the writing lecturers can consider using not only teacher feedback
but also peer feedback in their writing class since learning a language cannot be
separated from interaction of one learner to another learner.
For the students, the researcher hopes that they should be able to be
independent learners. They are expected to reduce their dependence of their
lecturer in writing. Trough this study, the researcher expects that the students in
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5 writing classes will be encouraged to utilize peer feedback considering the
benefits they can obtain.
Finally for the future researchers, the researcher hopes that this study can
give them inspiration to conduct further research on peer feedback of other topics
related to feedback to enrich the existing study.
F. Definition of Terms
To avoid misleading to occur and to make common conception to the
reader about some terms related to this study, the researcher defines as follows:
1. Perception
Huffman and Vernoys (2000) define perception as a process of selecting,
organizing, and interpreting sensory data into usable mental representations of the
world. Trough this definition, they state that experiences, cultural factors,
perceptual expectations and personal motivations and frame of reference influence
the process of forming the perception.
Moreover, Altman, Valenzi, and Hodgetts (1985) describe perception as a
person’s view of reality. It is the way stimuli are selected and grouped by a person
so that they can be meaningfully interpreted. In Oxford Advanced Learners’
Dictionary (Hornby, 1995: 895), perception is defined as a way of seeing,
understanding, or interpreting something. In this study, perception is what the
students think about something that they have experienced, which in this case is
peer feedback in writing class.
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6 2. Peer Feedback
According to Lewis (2002), peer feedback means any constructive
comments from peers to peers for the sake of improving the writing. Additionally,
according to Richards (1999), in the process of peer feedback the students
cooperatively work in groups, read, criticize, and the proofread their own writing.
In this study, peer feedback is an activity to give suggestion, comments, and error
correction between student and students in pairs by using peer feedback checklist.
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7
CHAPTER II
REVIEW OF RELATED LITERATURE
Review of the literature chapter is aimed at discussing the theories that
underlie this study. It involves theoretical descriptions. Since this study discusses
the use of peer feedback in writing class, the theoretical descriptions contains the
concept of peer feedback and issues of the use of peer feedback in writing class.
In the theoretical framework, the researcher relates the theories to the study.
A. Theoretical Description
This section deals with the explanation of perception, writing as process,
feedback and the role of peer feedback in writing class.
1. Perception
a. Definition of Perception
Huffman and Vernoys (2000) define perception as a process of selecting,
organizing, and interpreting sensory data into usable mental representations of the
world. Through this definition, they state that experiences, cultural factors,
perceptual expectations and personal motivations and frame of reference influence
the process of forming the perception.
Moreover, Altman, Valenzi, and Hodgetts (1985) describe perception as a
person’s view of reality. It is the way stimuli are selected and grouped by a person
so that they can be meaningfully interpreted. The perceptual process starts from
stimuli that a person has chosen. Then, our individual sensors select data from the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
stimuli and allow us to interpret, or give meaning to, the sensory message. This
message is, then, sent to the brain. Thus, the brain will process the message into
feeling. Finally, the brain continues to interpret the feeling into perceptions.
b. Factors Influencing Perception
There are a number of factors influencing a person’s perception. Altman et
al. (1985) describe four of the most important factors influence a person’s
perceptions. They are as followed.
1) Selection of Stimuli
A person focuses on only a small number of stimuli from all stimuli with
which he or she is surrounded. This process is called selection. That is why people
perceive things differently. It means that each person selects specific cues and
filters, or screen, out the others.
2) Organization of Stimuli
After information has been selected, it must be arranged to become
meaningful. The mind tries to bring order out the unarranged data by selecting
certain items and putting them together in a meaningful way based on experience.
3) The Situation
A familiarity and expectation about a situation affect what a person
perceives. Perceiving a situation deals with how well a person adjusts his or her
behavior to situation.
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9
4) Self-Concept
Self-concept or the way a person feels about and perceives him or herself.
This self-concept is important since the mental picture of a person determines
much of what he or she perceives and does.
c. Students’ Perception Toward Peer Feedback
Based on the definitions of perception suggested by psychologists above, it
can be concluded that perception involves organizing and interpreting information
and data coming from the environment so that the information and the data can be
meaningfully interpreted. The students’ perception will lead them to different
behavioral responses. Thus, when the students perceive peer feedback positively,
they will think that peer feedback is beneficial for them in revising their writing.
Then, they will be likely to revise their writing based on the peer feedback. On the
contrary, when they perceive peer feedback negatively, they will not consider peer
feedback is beneficial source to revise their writing. Consequently, they will not
revise their writing based on peer feedback. This notion is supported by Figure
2.1.
Figure 2.1. The Perceptual Process
(Source: Altman, Valenzi, and Hodgetts 1985: 86)
Stimuli Sensors’ selection of stimuli
Perception, organization,
and interpretation of
stimuli
Behavioral response
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10
2. Writing as a Process
The traditional approach to the teaching of writing has been called product
approach. The basic assumption of this approach is that the students are capable of
turning out final product the first time around (Cohen, 1990). Yet, it can be
concluded that the writing product approach only emphasizes on the final product
without paying attention on stages that the students should reach the final product
of writing.
In recent years, process approach to writing has been used. Cohen (1990:
105) states that writing refers to the process in which the final product comes from
after a series of time. Furthermore, Cohen adds that writer’s awareness of writing
process is highly valued and the student’s writing has gone through some series of
peer feedback and self-assessment before the teacher assesses it. From this
process, the students can explore their ability to write and develop their skill in
writing.
Stages in writing clearly show that writing is a process. Some authors
describe different stages in writing. However, the researcher finds that the stages
are almost the same. Based on Seow (2002), there are seven stages in the process
of writing. They are as follows:
a. Planning (Pre-writing)
It is the activity that encourages students to write. It stimulated thoughts
for getting started. The students should find the topic and generate the idea.
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11
b. Drafting
After finding the topics, the students may generalize it into subtopics and
paragraph. Students should also have in mind a central idea they want to
communicate to the audience in order to give direction to their writing. At this
drafting stage, the students are focused on the fluency of writing and are not
preoccupied with grammatical accuracy.
c. Responding
This stage has a central role in the successful implementation of process
approach. The responses and the feedback that the students get can be come from
the teacher or their peer. Response can be oral or written. It can be after the
students have produced the first draft or just before they proceed to revise.
d. Revising
The students revise their writing based on the feedback given in the
responding stage. Revising is not only checking for language errors, but also
improving global content and the organization of ideas.
e. Editing
At this stage, students are dealing with tidying up their texts as they
prepare the final draft for evaluation by the teacher. The students edit their writing
for grammar, spelling, punctuation, diction, sentence structure, and accuracy.
f. Evaluating
The evaluation is usually done by the teacher. Yet, students may be
encouraged to evaluate their own and each other’s writing once they have been
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
taught how to do it. In this way, they can be more responsible for their own
writing.
g. Post-writing
The post-writing activity includes publishing, sharing, reading aloud, and
so on. It can be used as motivation for students to write. Students should be made
to feel that they write for a very real purpose.
3. Feedback
a. The Presence of Feedback in Writing Class
The presence of feedback is essential to learning to write in foreign
language (Hyland, 2003). It is because of the fact that in order to have effective
revision, the students need feedback from their audience. Before making a
revision, students should receive feeedback so that the students may make the
revison based on the feedback or even suggestions that they receive from their
audience. According to Kauchack and Eggen (1989), feedback tells the students
information concerning their current behavior for the sake of improvement.
Students can recognize their mistakes so that they will not repeat the same
mistakes and correct them. Thus, feedback is a useful means for the students in
improving their writing. It could be concluded that feedback is crucial since
feedback provides the writer with a sense of readers and lead them to the
awareness of the needs of the readers (Hyland, 2003).
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b. Sources of Feedback
There are some sources are available for the students to receive feedback
for their writing. The students may receive feedback from their teacher, their
peers, and even from themselves.
1). Teacher Feedback
Traditionally, the feedback comes from the teacher. The process of giving
feedback from teacher is usually done by correcting one by one student’s writing
then discussing face to face with each student. This technique is called
conferencing feedback. Moreover, teacher might use other variation of giving
feedback for instance collective feedback. Teachers summarize the comments of
students’ writing in front of the class.
However, Cohen (1990) states that the teacher commonly gives comments
on grammar or mechanics rather than on content and organization. This argument
is presented by Cohen (1990) as followed.
It has been observed that a learner’s motivation to write can be negatively affected by a teacher’s untimely or exclusive focus on surface issues of form (e.g. grammatical concern, spelling and punctuation).
2). Peer Feedback
It might be monotonous if feedback only comes from the teacher in every
meeting of writing class. It will lead the students’ boredom in writing class. The
students need another variety of suggestion for their writing. Hyland (2003) states
that the idea of students receiving feedback from their peers become an important
alternative in writing class. Students learn how to write by writing, and they also
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learn how to write by reading. Students learn how to write by reading the writing
of their peers (Tiedt, 1989: 188). It means that peer feedback can be used to help
students to learn how to write. The students can improve their own writing after
reading and correcting their peers’ draft. One writer can find what he does not
have in his paper in his peer’s composition and vice versa. In addition,
proofreading other people’s work prepares the students for proofreading their own
work. Lewis (2002) adds that the process of peer feedback can be fun and useful.
This becomes one of the many ways students can learn to improve their writing.
According to Richards (1999), in the process of peer feedback the students
cooperatively work in groups, read, criticize, and the proofread their own writing.
Based on that definition, it can be concluded that peer feedback in writing class
refers to the process of reading and responding of friend’s composition. The
students read their peers’ work. The compositions are, then, given comments by
the students. Peer feedback might take a number of different forms. Hyland
(2003) describes that typically, peer feedback consists of assigning students to
groups of two or three who exchange the first draft and then give comments on
each other’s writing before they revise them. It commonly occurs during class
time. In order to make peer feedback effective for the students, teacher should
follow certain guideline. Sokolik (2003) confirms that teacher should provide
some kind of structured feedback form. Teachers may employ a kind of peer
feedback guideline to help the students focus on particular aspects of the writing
or even the conventions of the genre. It might avoid the students’ confusion on
what to give comments.
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Lewis (2002) suggests ten ways the teachers can try implementing peer
feedback in writing class. They are as followed.
a) Exchange Papers
The students exchange their composition and report to each other on the aspect
that could be improved. This way of peer feedback is often applied by the teacher.
b) Role-Play
The students can work in groups of three. Each student takes role as a ‘student’,
‘teacher’, and ‘judge’. Here, the teacher comments on the student’s work then the
judge gives comment on the quality of teacher’s feedback.
c) Pair work in moving circle
A half part of the class stay seated in a U-shape while the other half move around
inside the U-shape. For example, every five minutes they have different partner.
Students give feedback on the writing orally.
d) Pass papers round
The students pass their compositions round three places. Then, they have to write
comments on the compositions in front of them. It is continued with another three
places for different students to write comments.
e) Feedback Questions
The questions could be clarification questions based on pre-writing task of
brainstorming, for example, ‘What does this term mean?’ of ‘How’ and ‘Why’
questions leading to new ideas.
f) Multiple feedback
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The draft of the students is rounded so that each student reads several examples.
They note suggestions and or commendations on the compositions. Then, every
student reports orally in front of the class on one good feature and what could be
improved without mentioning the writer’s name.
g) Read/listen/respond
One student reads aloud their composition and other students comment on it. This
way really works for short pieces of writing.
h) Compare writing
The teacher should give question to start and help the discussion for the students
to work in pairs to compare their compositions, for instance, what is the main idea
of the paragraph?
i) Summarise and photocopy advice
At first, the students exchange their compositions and evaluate other’s work. Then
on a piece of paper they write down one suggestion or one commendation. These
slips are then compiled and photocopied so that each student has a record of all
the comments.
j) Sentence on board
Every student generates a given topic sentence then moves to the board to write
their works. Finally, other students give feedback on the works.
From the description, it means that peer feedback can be implemented in
many varieties of activities. It can minimize students’ boredom in writing class.
The teachers should choose the best way in implemented peer feedback so that
peer feedback can be optimally done.
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3). Self-Correction
Self correction here means the students correct and evaluate their own
compositions. Lewis (2002) states that self-correction increases students’
independence from the teacher. By discovering their own mistakes, the students
can remember better what mistakes they have done. In addition, it saves time in
large classes. Yet, it is difficult to find and seek mistakes in their own
compositions without other’s helps. Students who have written compositions will
claim that there are no mistakes in it because they have their own subjective point
of view. By contrast, other students might provide information that cannot be
possibly got by the authors themselves in their compositions.
c. Purposes of Feedback
Lewis (2002) describes some purposes of feedback for teacher and
students. Feedback is aimed at providing information both for teacher and
students. For teacher, feedback provides a description on the students’ progress.
For students, feedback gives them information which tends to be ongoing
assessment for them. It means that it is more focused that grades and marks.
Teachers also can provide students with more than simply descriptions of their
language use but on their students’ learning. Moreover, the teacher’s feedback
provides students with meaningful and individual language input. Lewis (2002:4)
states that “the teacher words, both in their form and their purposes, illustrate how
language is used in one-to-one communication.
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Another purpose of feedback is that the students can get motivation. In
learning process, feedback can be more motivating then marks or grades. It
encourages students in using language to the best of their ability. Finally, one
long-term purpose of feedback is to lead the students become autonomous.
Feedback leads students to the point where they can find their own mistakes.
4. The Role of Peer Feedback in Writing Class
Peer feedback provides several advantages. Hyland ( 2003) states that peer
feedback enables the students to develop their critical reading skill. By reading
and responding their peers’ work, the students may gain the skill necessary to
critically analyze and revise their own writing. Not only developing students’
critical reading skill, peer feedback also creates an authentic social context for
interaction and learning (Mittan, 1989, as cited in Hyland, 2003). It can be seen
that the students could learn from each other and practice how to make useful
interaction with others. Peer feedback, then, can enhance active learner
participation (Hyland, 2003).
In addition, peer feedback can encourage a collaborative dialogue in which
two-way feedback is established (Rollinson, 2005). In accordance with Cohen
(1990), the teacher can make use of cooperative learning in the revision stage as a
special means of getting feedback. It implies that peer feedback could be
considered as cooperative learning. It assigns the students to cooperate with their
peers in responding and revising their writing. He describes his idea as quoted
below.
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Another way to ensure ample feedback is to elicit the support of non-native peers in the classroom, usually within a structured framework. For example, learners may be requested to form working groups and to take turns reading each other’s papers.
According to Rollinson (2005), peer readers can provide useful feedback
in writing class. This notion is revealed by a research conducted by Rollinson in
1998 that 80% of feedback or comments from peers were considered valid.
Moreover, it was found that only 7% feedback or comments were considered
damaging. It entails the fact that the students can revise their writing effectively
based on the feedback from their peers.
As Mcgroarty (1989) says in Kessler ( 1992:3), peer feedback in writing
class can give opportunities to act as sources for each other, hence assuming a
more active role in their learning. It is clearly seen that this statement clarifies that
cooperative learning, indeed, gives opportunity for the learners to be more
responsible for their own learning and the learning of others. In peer feedback,
they search the knowledge from their peers as well as share their knowledge and
experience about writing to their peers. For instance, making mistakes in the past
is an experience. As a result, based on this experience students do not repeat the
same mistakes in writing as what they did previously.
Lewis (2002) states that by doing peer feedback the students can have a
greater variety of suggestions. In other words, learning in group by doing peer
feedback tends to generate more ideas and exposes different point of view. The
researcher concludes that it is very beneficial for the students since they can
optimally improve and revise their writing.
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B. Theoretical Framework
Writing does not merely focus on the product. It more focuses on the
process. There are several stages the students engage in the process of writing.
Revision is an important stage in writing. In making a revision, the students
certainly need feedback from their reader. Traditionally, the students should make
a revision based on the teacher’s feedback only. Yet, it can be monotonous if the
feedback only comes from the teacher. Hence, peer feedback is one alternative
that can be done by the students before making the revision of their writing.
Peer feedback encourages students to work cooperatively with their peers
in giving comments on each other’s draft of writing instead only depending on
teacher’s feedback. Hence, the students might have a greater variety of
suggestions in improving their writing quality. The work of Rollinson in 1998
reveals that 80% of feedback or comments from peers were considered valid.
Moreover, it was found that only 7% feedback or comments were considered
damaging. It entails the fact that the students can revise their writing effectively
based on the feedback from their peers.
To find out students’ perception toward peer feedback in writing class,
some theories are taken into account. The researcher uses the theories of the
implementation of peer feedback which are suggested by Hyland, theories on the
process of peer feedback suggested by Hyland, Lewis, and Richards, and the
theories on the benefits of peer feedback by Hyland, Rollinson, and Lewis as main
references to investigate the students’ perception toward peer feedback. To
investigate to what extent the students give peer feedback, the researcher uses peer
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feedback checklist. It is adapted from feedback checklist suggested by Hyland and
Sokolik. Meanwhile, to investigate students’ perception toward peer feedback in
writing class, the researcher employs perception measuring instrument adopted by
Brown and Rogers.
Based on the brief discussion in theoretical description above, it can be
concluded that peer feedback is beneficial to be implemented in writing class. It
can improve the students’ writing quality. Because peer feedback is beneficial in
improving the students’ writing quality, they will build good perception on the
uses of peer feedback.
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CHAPTER III
METHODOLOGY
This chapter deals with the methodology that the writer used in this study.
It covers research method, research participants, research instruments, data
gathering technique, data analysis technique, and research procedure.
A. Research Method
The researcher used survey research. According to Wiersma (1995),
surveys are used to measure attitudes, opinions, or achievement or any number of
variables in natural setting. It can be done by means of observation, questionnaire,
and interview. This idea is supported by Ary, Jacobs and Razavieh (2002) who
state that survey is used for gathering data ranging from physical counts and
frequencies to attitudes and opinions. The data gathered from survey is responses
of questions that are asked to participants.
Thus, this research used survey research as research method since it dealt
with investigating students’ opinion of peer feedback in writing class. The
researcher interpreted the students’ perception about the use of peer feedback
based on the questionnaire.
B. Research Participants
The participants of the study were the students of the English Education
Study Program who were taking Paragraph Writing class in the academic year
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2009/2010. The participants should have experience about peer feedback. The
researcher used two classes of Paragraph Writing namely class D and class F.
Class D consisted of 26 students and class F consisted of 25 students. The
researcher used these classes because the lecturer of these classes applied peer
feedback in class.
C. Research Instruments
To collect the data, the researcher used two research instruments namely
questionnaire and feedback checklist.
1. Questionnaire
The questionnaire was used to gather students’ opinion of a list of
questions about the use of peer feedback in writing class. The questionnaire was
in form of open-ended and close-ended questions. Close-ended questions are
questions that have fixed option to be chosen. It consists of degree of agreement
which is set to obtain the expressions of opinion, interest, or valuing, problems to
react to, or statements to agree or disagree with. The researcher used Likert scale
which provides a range of responses to a given question or statement ( Cohen,
Marion, Marrison: 2000:253). According to Brown and Rogers (2002: 120),
Likert scales can be on a 1 to 4 scale, 1 to 5 scale or 1 to 7 scale. It depends on the
answers the researcher wants to gain.
Hence, in this research, the researcher used Likert scale on 1 to 4 scale.
The degree of agreement are 1 (strongly disagree), 2 (disagree), 3 (agree), and 4
(strongly agree). The researcher used the scale that did not have undecided option.
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Thus, the respondents should choose whether they agreed or disagreed. Galls and
Borg (2007: 235) stated that “One method of dealing with the issue of respondents
who lack familiarity with a topic is to include “no opinion” option as a response
alternative for each attitude item”. In this research, the respondents have already
known about peer feedback since they experienced it in the writing class. Thus,
the researcher used 1 to 4 scale to avoid the respondents’ ignorance about the
topic.
The statements in the questionnaire covered four parts. The first part of the
questionnaire was concerned with the students’ perception on the process of peer
feedback. The second part was concerned with students’ perception on the
benefits of peer feedback. The third part was related to students’ perception on
feedback from their peer. The last part was related to the students’ perception on
the implementation of peer feedback. To make it clearer, the questionnaire and
questionnaire blueprint is provided in Appendix 1 and 3.
Open-ended questions are questions needed to be answered more freely
based on the participant’s perception. It is used to gain further information about
the use of peer feedback in writing class. However, the answer must be related to
peer feedback in writing class. The questionnaire was distributed after the
implementation of peer feedback by the lecturer. The questionnaires were
distributed to all the students of Paragraph Writing Class.
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2. Peer Feedback Checklist
Feedback checklists as students evaluate their peer’s work. Hyland (2003)
states that it helps structure peer review activities by providing guidance on what
participants should look for as they read. He adds that peer feedback checklist can
provide a valuable form of indirect instruction about good writing and genre
format. In this study, peer feedback checklist was used by the respondents to
classify the area the students observe in giving peer feedback in their peer’s
writing. The researcher adapted the peer feedback checklist from the work of
Sokolik (2003). It consisted of 7 guiding questions to help the students to give
feedback to their peers. The peer feedback checklist was presented in the
Appendix 2.
D. Data Gathering Technique
This research began on 26 March 2010 and ended on 19 August 2010. In
collecting the data in this study, the researcher gave a set of questionnaire to the
participants and peer feedback checklist. Firstly, the researcher gathered the data
through peer feedback checklist. The students were given peer feedback checklists
while they were doing peer feedback in class. Having finished with the peer
feedback checklist, the researcher gathered data by using questionnaire as the
research instrument.
The reseracher distributed the questionnaire and the peer feedback
checklist on 11 and 12 May 2010. The researcher distributed 26 questionnaires in
class D but only 25 sheets were returned. In class C, the number of questionnaire
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distributed was 25 sheets, but only 24 sheets were returned as well as the peer
feedback checklist. As the result, the total instruments to be analyzed were 49
sheets of peer feedback checklist and 49 sheets of questionnaires.
E. Data Analysis Technique
The data analysis dealt with analyzing the questionnaire result. First, the
researcher counted the number of ticks on every degree of agreement of each item
in close-ended questions namely strongly agree, agree, disagree, and strongly
disagree. Then, the researcher counted the raw data into percentage and
interpreted them. The data was presented in form of table (see Table 3.1). For the
open-ended questions, the researchers classified and clustered the same answer
and then interpreted them.
Table 3. 2. Table 3.1 Participants’ Rating Scale Responses No
Statement
Degree of agreement Strongly
agree % of SA
Agree % of A
disagree % of D
Strongly disagree
% of SD
1 Statement 1 2 Statement 2 3 Statement 3 4 etc
Finally, the researcher analyzed the students’ feedback in their peer’s
composition in feedback checklist. By analyzing the feedback checklist given to
the students, the researcher could answer the second problem formulation and
could draw conclusion about the contribution on peer feedback in writing class.
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F. Research Procedure
In conducting this study, the researcher followed some steps of procedure.
First of all, the topic was selected and the research problems were formulated.
After analyzing the research problems, the researcher selected the appropriate
method which can be applied in this research. The appropriate research
instruments were selected as well so that the instruments could help the researcher
to gather the data in order to answer the research problems. Because this research
used students of Paragraph Writing class as the participants, the researcher asked
for a permission to conduct the research before the researcher began to gather data
using questionnaires. The collected data, then, was presented and analyzed
descriptively and answered the research problems based on the data. Finally, the
researcher drew conclusion of the research.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher intends to discuss the research results and
the data analysis of the results. The analyzed data are discussed comprehensively
to answer the problems of the research. This chapter is divided into two parts,
namely Research Results and Discussion.
A. Research Results
The participants of the research were the students of the English Education
Study Program who were taking Paragraph Writing class in the academic year
2009/2010. The researcher used two classes of Paragraph Writing namely class D
and class F with the same lecturer. Class D consisted of 26 students and class F
consisted of 25 students. The researchers used these classes because the lecturer of
these classes applied peer feedback in class. To collect the data, the researcher
employed two research instruments, namely peer feedback checklist and
questionnaire. The researcher distributed 26 questionnaires in class D but only 25
sheets were returned. In class C, the number of questionnaire distributed was 25
sheets, but only 24 sheets were returned as well as the peer feedback checklist. As
the result, the total instruments to be analyzed were 49 sheets of peer feedback
checklist and 49 sheets of questionnaires.
Firstly, the researcher gathered the data through peer feedback checklist.
The students were given peer feedback checklists while they were doing peer
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feedback in class. Having finished with the peer feedback checklist, the researcher
gathered data by using questionnaire as the research instrument. The analysis of
and the students’ responses of questionnaire statements and the students’
responses to the peer feedback checklist are presented as followed.
1. Students’ Responses to the Questionnaire
This section deals with the students’ responses to the statements of
questionnaire. The data can be seen in Appendix 4. The results of the
questionnaire are divided into three parts, namely students’ perception on the
process of peer feedback, and students’ perception on the benefits of peer
feedback, students’ perception on feedback from their peer, and students’
perception on the implementation of peer feedback
a. Students’ Perception on the Process of Peer Feedback
Figure 4.1 shows the necessity of revision and feedback in writing process.
It can be seen that 83.7% of students strongly agreed that revision is needed in
writing process, 16,3% of students agreed, and no one disagreed or strongly
disagreed. Meanwhile, 79.6% of the students strongly agreed that feedback is also
needed in writing process, 20.4% of students agreed, and no one disagreed or
strongly disagreed.
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s
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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and 73.5%
at feedback
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
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34
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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35
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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36
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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38
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agreed and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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39
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udents used
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
t
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their peers’
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40
ft of their
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
p
c
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t
e
q
c
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peer feedbac
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Figure 4.23
e. The resu
First
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counted int
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re 4.23 pres
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ngly agree” a
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Students’ pr
ults of open-
ly, the resea
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to the perc
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and 57.1% o
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ld be implem
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archer made
x 5). For n
entage after
%
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4
ents’ need of
udents’ pref
e results show
of the studen
h the stateme
mented n wri
the implemeclass.
stions
e the raw dat
number 26,
r it was c
4%
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%
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teacher feed
ference on t
wed that 38
nts chose “ag
ent. Most of
iting class.
entation of p
ta of each q
the raw da
lustered as
Strongly AgreeAgree
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back
the impleme
8.8% % of th
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the students
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question in o
ata of the r
positive o
e
e
y
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41
entation of
he students
e were only
s suggested
k in writing
open-ended
results was
or negative
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
comments. The students’ responses of the open-ended questions are presented as
follows:
Table 4.1. The result of open-ended question of the questionnaire
Question Positive comments Negative comments Please give comments on your experience in going peer feedback in writing!
34 (69.39%)
15 (30.61%)
Meanwhile, question number 27 (How should peer feedback be
implemented in writing class?) deals with the suggestions from the students about
the implementation of peer feedback. Hence, the responses cannot be counted into
percentage since the answers are different each other. Analyzing the raw data, the
researcher clusters some suggestions the students gave. The students suggested
that peer feedback should be done before the composition would be submitted to
the teacher. It should be done before teacher feedback. Therefore, the teacher
should be involved in the process of peer feedback. They also suggested that in
the process of peer feedback, the teacher should provide a kind of checklist to help
them in correcting the composition. Additionally, they suggested that peer
feedback should not be done in every assignment or every meeting.
2. Students’ Responses to the Peer Feedback Checklist
Measuring to what extent the students give peer feedback, the researcher
used peer feedback checklist. The checklist consists of 7 questions. It is adapted
from the work of Sokolik (2003). The entire questions are made to guide the
students to give feedback to their peers. The result can be seen from the raw data
of peer feedback checklist: (see Appendix 6).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
a. Feedback on organization
The feedback on organization can be seen in students’ answers of question
number 1 (Is the introduction effective? Explain your answer!) and number 6 ( Is
the conclusion effective? Explain your answer!). There were two strategies that
the students employed in giving feedback on organization. They provided
comments on their peers’ introduction and conclusion. Most of the students even
provided some suggestions on how to make effective introductions and logical
conclusion in their compositions. Moreover, it was also found that in the first
question, the percentage of the students who gave clear explanation whether the
introduction is effective was quite high namely 83.7% and 93.9% for the
conclusion.
b. Feedback on content
The students’ answer of question number 2 (What is the writer’s main
idea?), number 3 (Does the writer support that idea with evidence? What is that
evidence?), number 4 (What evidence is missing, or incomplete?), number 5
(What questions do you have about this composition?) revealed that students
could give peer feedback on content area of the composition. The students were
able to provide some comments and suggestions on how to support the argument
based on logical facts and evidences. They also provided additional factual
information to support their peer’s idea or arguments. It could be seen in the high
percentage of the students who gave clear information and explanation on their
feedback. in addition, it could be seen that there were 100% of the students who
gave clear feedback on question number 2, 61.2% of the students who gave clear
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
feedback on question number 3, 65.3 % of the students who gave clear feedback
on question number 4, and 71.4% of the students who gave clear feedback on
question number 5.
c. Feedback on language use, vocabulary, and mechanics
Question number 7 (Do you notice any grammar, spelling, and
punctuation or word choice errors?) was answered clearly. The students gave
correction and suggestion if there are any mistakes on grammar, word choice,
spelling and punctuation. There were 81.6% of the students who gave suggestions
and correction on grammar, word choice, spelling and punctuation. Only 18.4% of
the students did not give suggestion and correction in their composition.
B. Discussion
In this part, the researcher answers and discusses each question of the
problem formulations. This part covers two main discussions since there are two
problems formulated in chapter I and one additional discussion on the implication
of peer feedback in writing class.
1. What is the students’ perception toward peer feedback in writing class?
Based on the results of the questionnaire, the students gained positive
perceptions toward peer feedback in writing class. This was proved by the value
of the degree of agreements that frequently occurred were “strongly agree” and
“agree”. They had positive perception on the implementation of peer feedback,
the process of peer feedback and the feedback from their peer, and benefits of peer
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
feedback itself. The responses of open-ended question of the questionnaire were
also mostly positive.
All of the students recognized the importance of revision and feedback in
the process of composing a good writing. They did not only emphasis on the
product of the final writing but also notice every stage to reach the final writing.
One way to get feedback is by doing peer feedback. During the process of peer
feedback, the students always gave comments, suggestions, and correction to their
peers on the checklist that was prepared. Here, the peer feedback checklist was
very helpful to assist them in correcting their peers’ composition.
Almost all of the students felt free and confident in doing peer feedback.
Only a few students were not confident with it. The students’ being unconfident
occurred as a result of their doubt when they dealt with English grammar. Thus,
that was why almost a half of the entire students still felt difficult in doing peer
feedback. As students, they felt difficult but they could learn together to improve
their writing through peer feedback. It also could be done by asking clarification
to their partner about the feedback given. Hence, there was a kind of discussion
between students in the process of peer feedback.
One of the statements (You find difficulty in giving feedback to your peer)
could be concluded as positive perception if the respondents valued it with
“disagree” or “strongly disagree”. In this statement, more than a half of the
students valued it with “strongly agree” and “agree”. It could be concluded that
most of the students still found difficulties in giving feedback to their peers. The
difficulties were related to their own knowledge and experience in giving
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
feedback. They felt difficult to give comments, suggestions, and correction since
they are students. The responses of the open-ended questionnaire could explain
the reason why most of the students find difficulties in giving peer feedback.
Students had positive perception toward the benefits of peer feedback.
Peer feedback offered benefits for the students. By doing peer feedback, the
students could explore more knowledge from their friends. They could learn from
their peer’s mistakes in writing. They could solve their writing problem through
peer feedback. Learning from friend’s mistakes led the students to be more critical
and aware of making mistakes in writing. The students might recognize their own
mistakes more easily after correcting their peers’ work. It reduced the students’
dependence on teacher. In addition, they were encouraged to work cooperatively
with their peers in giving comment on each other’s composition instead only
depending on teacher’s feedback. More than half of the total samples also agreed
that peer feedback could save time compared to teacher feedback. Yet, teachers
had to still involve in giving feedback as well.
It was clearly seen that students had positive perception on their peer’s
feedback. Almost all of the feedback give by their peer were well-trusted. They
believed that they had received clear feedback from their peer and their peer’s
feedback was very useful for them. They believed that the feedback were
satisfying even though they still wanted to receive more feedback from their
partner. Hence, obviously all of the students used their peer’s feedback to revise
their composition. The revision that they made based on the peer’s feedback
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47 revealed some significant improvement on their composition, for example, the
improvement on grammar and organization.
Finally, based on the result, it was found that peer feedback should be
considered to be implemented in writing class. Students believed that they could
obtain many benefits by doing peer feedback in writing class and improve the
quality of their writing. As stated in chapter II, perceiving peer feedback
positively, the students will find that feedback from peer can be the beneficial
source of feedback to revise their writing so that they will revise their writing
based on their peer’s feedback.
1. To what extent do students give peer feedback?
Most of the students could provide feedbacks which were gong into
details.The feedback included five areas which were organization area, content
area, language use area, vocabulary area, and mechanic area. Most of them were
able to provide suggestions and useful information to their peer about their
compositions.
Dealing with the organization area, the students provided suggestion to their peers
to connect their arguments and the evidences in more reasonable way including
the introduction and the conclusion of the composition. The feedback on
organization can be seen in students’ answers of question number 1 (Is the
introduction effective? Explain your answer!) and number 6 ( Is the conclusion
effective? Explain your answer!), for example: The conclusion is not effective. The
government should make a new rule about National Exam, and help the students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
pass their exam. By giving suggestion about a conclusion that possible to use, he
or she could help his or her peer to make the compositions more coherent than
before.
In giving feedback for their peers’ content area, the students commonly
suggested their peers to provide more additional information and evidences to
support their peers’ argument or idea. It could be seen in the students’ answer of
question number 2 (What is the writer’s main idea?), number 3 (Does the writer
support that idea with evidence? What is that evidence?), number 4 (What
evidence is missing, or incomplete?), number 5 (What questions do you have
about this composition?), for example: In paragraph 3, maybe you can relate
water resources with drought disaster. For example, the tree’s root absorbs the
rain water. The root keeps the water under the land, so it can’t be the cause of
drought. Thus, peer feedback then could help the students to provide more
complete details that were relevant to the assigned topic.
Students’ answer of questions number 7 (Do you notice any grammar,
spelling, and punctuation or word choice errors?) revealed that the students could
give peer feedback on language use, vocabulary and mechanic of the
compositions. There were a lot of students who committed errors on language
use. Mostly, the students gave feedback in form of correction which dealt with
grammar, for example: “…unofficial marriage should be ban because…
……unofficial marriage should be banned…”. The feedback was clear although in
the questionnaire they confessed that they were afraid to give feedback because of
their incapability in grammar.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
Meanwhile, in giving feedback in vocabulary area, the students commonly
provided feedback by giving suggestion on word choice, for example: But
however. They gave another option of words that were better to use. The last area
was mechanic. The students provided correction on capitalization and spelling to
their peers’ composition although there were a few students who committed with
mechanical errors, for example: In that story, the writer always writes a little
word (huruf kecil) as a beginning of sentence. I think it is false.
However, not all of the students gave the feedback for their peers
optimally. Some of them only give the feedback in surface level. It could be seen
from some examples of feedback. In answering question number 1 (Is the
introduction effective? Explain your answer!), some students only answered
whether the introduction is effective or not without giving any explanation on it.
The other example was the answers of question number 3 (Does the writer
support that idea with evidence? What is that evidence?). Some students did not
give the example of evidences in their peers’ composition. They did peer feedback
activity as an obligation or task which had to be done. In this case, this kind of
peer feedback was not clear. The students could not get feedback in form of
additional suggestions for the improvement of their composition.
3. How should peer feedback be implemented in writing class?
There were some considerations when the teacher planned to implement
peer feedback in writing class. The researchers proposed some suggestion for the
implementation of peer feedback in writing class. In order to have effective peer
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feedback, firstly, the students should be trained. Teacher might apply self
correction before coming to peer feedback. This is for exposing the students to
peer practice so that they would not be confused how to give feedback to their
peer. Besides, during the implementation of peer feedback, the teacher still should
be involved in the process of peer feedback in class. The teacher should control
the whole class so that the process of peer feedback would run efficiently. The
students needed feedback from the teacher after getting feedback from their peers.
Hence, peer feedback should be done before the composition would be submitted
to the teacher. Moreover, the teacher should provide a kind of checklist to help
them correct the composition.
Although peer feedback should be applied in writing class, it could be
boring if it is applied in every meeting or every assignment. In other words, peer
feedback should not be implemented in every meeting or assignment. Peer
feedback is an alternative technique for the teacher in order not to make the
student bored with the same technique all the time. In addition, in order not to
make peer feedback monotonous, peer feedback should not only be done in pairs,
but also in small groups. Teachers may create more interesting procedure of peer
feedback in writing class. The students may read aloud their compositions in a
group or in front of the class and other students give feedback orally. This kind of
procedure is suitable for short writing assignment. It is possible to be applied in
writing classes for beginners. However, if the students are in higher level, and
they are asked to write more complex and longer compositions, the procedure of
peer feedback should be changed appropriately.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions which summarize the research
results discussed in the previous chapter and suggestions which provide possible
results of the implementation of peer feedback as well as directions for further
researches.
A. Conclusions
Based on the discussion in the previous chapter, the students of writing
class gain positive perception toward peer feedback. They respond all the benefits
of peer feedback positively. It is believed that peer feedback encourages them to
work cooperatively with their peers in giving comments on each other’s draft of
writing instead of only depending on teacher’s feedback. The students have a
greater variety of suggestions in improving their writing quality. Thus, they agree
of the implementation of peer feedback in writing class. The students obtain the
awareness of the importance of peer feedback not only just a task but also an
activity that can improve their writing quality. By sharing in the process of peer
feedback, they obtain more points of view and learn from their peers’ mistakes.
The students do provide detail feedback to their peer in all aspects of
writing namely organization area, content area, language use area, vocabulary
area, and mechanic area. It is found that, they do not only focus on grammatical
errors but also the content which was very important in composition itself. The
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to improve the quality of the composition. There are only a few students who do
not provide clear explanation or suggestion about feedback they gave in their
peers’ compositions.
B. Suggestions
Teachers may use peer feedback to train the students to seek out their own
mistakes. Yet, it is better not to carry out peer feedback in every meeting or every
assignment of writing. Peer feedback is an alternative technique for the teacher in
order not to make the student bored with the same technique all the time. In
addition, in order not to make peer feedback monotonous, peer feedback should
not only be done in pairs, but also in small groups. The students may read aloud
their compositions in a group and other students give feedback orally. However, if
the students are in higher level, and they are asked to write more complex and
longer compositions, the procedure of peer feedback should be changed
appropriately.
The use of peer feedback checklist as the guidelines for the students about
what they should correct is needed. If there is no checklist, the teacher can write
some important points of what should be corrected on the board. The teacher,
then, can ask the students to give peer feedback directly on the composition. In
addition, the teacher can provide a blank sheet for the students so that they can
write any criticism or suggestions about their friends’ compositions.
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During the implementation, the teacher has to control the whole class so
that the process will run efficiently. The teacher should always be available when
the students get confused in giving feedback to their peers. The teacher feedback
is needed after the feedback from peer.
Finally, the last suggestion is given for to anyone who wants to conduct
research on peer feedback. The researcher suggests that the future research should
be truly prepare the questionnaire and use additional research instruments such as
interview in order to gain more detail information from the participants. Besides,
the main point of this research was simply to discuss the students’ perception
toward peer feedback. The researcher expects that future research would discuss
more on the outcomes of implementation of peer feedback than only on the
students’ perception.
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REFERENCES
Altman, S., Valenzi, E., & Hodgetts, R. M. 1985. Organizational Behavior: Theory and Practice. Florida: Academic Press, Inc.
Ary, D., Jacobs, L. C., & Razavieh, A. 2002. Introduction to Research in Education 6th ed. Belmot: Wadsword Thomson Company.
Brown, J. D., & Rodgers, T. S. 2002. Doing Second Language Research. Oxford: Oxford University Press.
Cohen, A. D. 1990. Language Learning. New York: Newburg House Publisher.
Cohen, L., Marion, L., & Marrison, K. 2000. Research Methods in Education. Fort Worth: Holt, Rinehart and Winston.
Evans, S. S. & Evans, W. S. 1986. Assesments for Instruction. Boston: Allyn and Bacon.
Gall, M. D., Gall, J. P., & Borg, W. R. 2007. Educational Research: An Introduction. Boston: Pearson Education Limited.
Hyland, K. 2003. Second Language Writing. Cambridge: Cambridge University Press.
Hornby, A. S. 1995. Oxford Advanced Learners’ Dictionary. Oxford: Oxford University Press.
Huffman, K., Vernoy, M., & Vernoy, J. 2000. Psychology in Action. New York: John Wiley and Sons, Inc.
Kauchack, D. P., & Eggen, P. D. 1989. Learning and Teaching Based Method. Boston: Allyn and Bacon, Inc.
Kessler, C. 1992. Cooperative Language Learning. New Jersey: Prentice Hall Regents, Inc.
Lewis, M. 2002. RELC Portfolio Series 1: Giving Feedback in Language Classes. Singapore: SEAMEO Regional Language Centre.
Richards, J. C. 1990. The Language Teaching Matrix. Cambridge: Cambridge University Press
Rina. 2007. Students’ Perception on Peer Feedback in Writing. Unpublished Thesis. Yogyakarta: Sanata Dharma University.
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55 Rollinson, P. 2005. Using Peer Feedback in the ESL Writing Class. English
Language Teaching Journal, 59 (1), 23-30.
Seow, A. 2002. The Writing Process and Process Writing. In J. C. Richards & W. A. Renandya (Eds). Methodology in Language Teaching. Cambridge: Cambridge University Press.
Sokolik, M. 2003. Writing. In D. Nunan (Ed.). Practical Language Teaching (pp. 87-108). New York City: McGraw Hill.
Tiedt, I. M. 1989. Writing from Topic to Evaluation. Needham Heights: Allyn and Bacon.
Wiersma, W. 1995. Research Methodology in Education 6th ed. Massachussetts: A Simon and Schuster Company.
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QUESTIONNAIRE Students’ Perception toward Peer Feedback in Writing Class
This questionnaire is set to find out the students’ opinion about peer feedback in writing class. Put a tick ( ) to the degree of agreement which corresponds to the statements related to peer feedback that you have experienced in Paragraph Writing Class. No Statements Strongly
Agree Agree Disagree Strongly
Disagree1 Revision is needed in
writing process
2 Feedback is needed in writing process
3 You always give correction, suggestion and comments in doing peer feedback
4 You feel confident when you are giving feedback to your peer
5 You feel confident if your peer read your composition
6 You feel free to do peer feedback with your peer
7 You and your peer always ask questions each other every time you and your peer do not understand the comments or suggestions
8 You find difficulty in giving feedback to your peer
9 The feedback checklist helps you to correct your peer’s draft
10 You trust your peer’s feedback
11 You also need feedback from the teacher
APPENDIX 1 QUESTIONNAIRE
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No Statements Strongly Agree
Agree Disagree StronglyDisagree
12 Your peer provides useful feedback in your composition
13 You can solve your writing problems with your peer
14 Doing peer feedback makes you learn from your peer’s mistakes
15 You are motivated to learn something from your peer
16 Doing peer feedback encourages you to work cooperatively with your peers in giving comments on each other’s draft of writing instead of only depending on teacher’s feedback.
17 Doing peer feedback makes you more independents as learner
18 You can improve your critical reading skill by doing peer feedback
19 Peer feedback makes you aware of making mistakes
20 Peer feedback needs less time than teacher feedback
21 Feedback from your peer is clear to you
22 You are satisfied with your peer’s feedback
23 You use your peer’s comments, suggestions and correction as your considerations to revise your draft
24 Feedback from your peer gives significant influence to the improvement of your writing quality
25 Peer feedback should be implemented in writing class
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26. Please give comments on your experience in doing peer feedback in writing?
27. How should peer feedback be implemented in writing class?
Thank you
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Adapted from Sokolik (2003)
Peer Feedback Checklist Peer feedback from:__________________to:________________ Day/ Date :____________________________ Read your friend’s composition. Then, answer the questions below!
1. Is the introduction effective? Explain your answer!
2. What is the writer’s main idea? Restate it here:
3. Does the writer support that idea with evidence? What is that evidence?
4. What evidence is missing or incomplete?
5. What questions do you have about this composition?
6. Is the conclusion effective? Explain your answer!
7. Do you notice any grammar, spelling, and punctuation or word choice errors? Mention and correct them here:
Discuss your feedback with your peer!
APPENDIX 2 PEER FEEDBACK CHECKLIST
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Questionnaire Blueprint
Item number Features 1, 2, 3, 4, 5, 6, 7, 8, 9 the process of peer feedback 12, 13, 14, 15, 16, 17, 18, 19, 20 benefits of peer feedback 10, 21, 22, 23, 24 feedback from their peer 11, 25, 26, 27 the implementation of peer feedback
APPENDIX 3 QUESTIONNAIRE BLUEPRINT
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The result of questionnaire of students' perception toward peer feedback in writing class
No Statements Degree of agreement
SA % A % D % SD %
1 Revision is needed in writing process 41 83.7% 8 16.3% 0 0.0% 0 0.0%
2 Feedback is needed in writing process 39 79.6% 10 20.4% 0 0.0% 0 0.0%
3
You always give corrections, suggestions, and comments in doing peer feedback
14 28.6% 35 71.4% 0 0.0% 0 0.0%
4
You feel confident when you are giving feedback to your peer
8 16.3% 31 63.3% 10 20.4% 0 0.0%
5 You feel confident when your peer read your composition
7 14.3% 34 69.4% 8 16.3% 0 0.0%
6 You feel free to do peer feedback with your peer
9 18.4% 35 71.4% 4 8.2% 1 2.0%
7
You and your peer always ask questions each other every time you and your peer did not understand the comments or suggestions
9 18.4% 33 67.3% 6 12.2% 1 2.0%
8 You find difficulty in giving feedback to your peer
3 6.1% 28 57.1% 15 30.6% 3 6.1%
9
The feedback checklist helps you to correct your peer's draft
16 32.7% 32 65.3% 1 2.0% 0 0.0%
10 You trust your peer's feedback 3 6.1% 41 83.7% 5 10.2% 0 0.0%
11 You also need feedback from the teacher
39 79.6% 10 20.4% 0 0.0% 0 0.0%
APPENDIX 4 RESULT OF CLOSE ENDED QUESTIONS
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No. Statements Degree of Agreement
SA % A % D % SD %
12 Your peer provides useful feedback in your composition
13 26.5% 36 73.5% 0 0.0% 0 0.0%
13 You can solve your writing problems with your peer
8 16.3% 35 71.4% 6 12.2% 0 0.0%
14
Doing peer feedback makes you learn from your peer's mistakes
17 34.7% 31 63.3% 1 2.0% 0 0.0%
15 You are motivated to learn something from your peer
17 34.7% 30 61.2% 2 4.1% 0 0.0%
16
Doing peer feedback encourages you to work cooperatively with your peers in giving comments on each other’s draft of writing instead of only depending on teacher’s feedback
14 28.6% 33 67.3% 2 4.1% 0 0.0%
17
Doing peer feedback makes you more independent as learner
7 14.3% 39 79.6% 2 4.1% 1 2.0%
18
You can improve your critical reading skill by doing peer feedback
10 20.4% 39 79.6% 0 0.0% 0 0.0%
19 Peer feedback makes you aware of making mistakes
15 30.6% 30 61.2% 4 8.2% 0 0.0%
20 Peer feedback needs less time than teacher feedback
3 6.1% 26 53.1% 19 38.8% 1 2.0%
21 Feedback from your peer is clear to you 3 6.1% 33 67.3% 13 26.5% 0 0.0%
22 You are satisfied with you peer's feedback
1 2.0% 35 71.4%
13
26.5% 0 0.0%
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No. Statements Degree of Agreement
SA % A % D % SD %
23
You use your peer's comments, suggestions, and corrections as your considerations to revise your draft
15 30.6% 34 69.4% 0 0.0% 0 0.0%
24
Feedback from your peer gives significant influence to the improvement of your writing quality
8 16.3% 40 81.6% 1 2.0% 0 0.0%
25
Peer feedback should be implemented in writing class
19 38.8% 28 57.1% 2 4.1% 0 0.0%
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RAW DATA OF OPEN-ENDED QUESTIONS
26. Please give comments on your experience in doing peer feedback in writing!
Respondents
Answers
1 They also give me the honest feedback in my writing, and they give it with clearly so I can understand how can I revise my writing.
2 I can revise my draft based on my friends’ feedback. 3 I can know where is my mistakes and I can repair it. 4 I like peer feedback because it can improve my writing skill 5 I think for doing peer feedback in writing is good. But I can’t
to explain it. 6 Doing peer feedback to other friend more effective. 7 Doing peer feedback makes me aware of mistakes. 8 Peer feedback make me aware to my mistake. 9 By give comment in doing peer feedback can help me to be
more aware when I make an article. It can improve my critical and I can learn from my peer’s critical.
10 - Make our science develop to give comments - We can know our mistakes so we can revise again.
11 I little bit confused to check the grammar because I actually didn’t too aware and didn’t know if it was correct or incorrect. With peer feedback can improve my skill in writing.
12 Doing peer feedback can improve my writing skill and make me aware of making mistakes.
13 From my feedback, I know my mistakes and I can revise my writing based on my feedback.
14 In the paragraph writing class, we often make a peer feedback. it is useful to improve our skill in writing, by giving and receiving the feedback. we can learn and develop our writing skill.
15 Give comment to other friends is helping them to know the mistakes that they do not know before.
16 Peer feedback in writing can improve my skills because I can learn the mistakes from my peer.
APPENDIX 5 RAW DATA OF OPEN ENDED QUESTIONS
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Respondents
Answers
17 Give feedback to another friends make me aware of making mistakes when I do my writing.
18 Peer feedback in writing can improve my skill in stating my argument and giving correction.
19 I think we should aware with any mistakes. Doing peer back writing makes me to be good writer.
20 It’s very useful.21 I can realize that I have many mistakes in writing. so, I’m
really need it. 22 I agree with peer feedback because it can improve our
writing skills although sometimes I find difficulty when correcting my friend’s assignment.
23 I am happy when I do peer feedback. - I try and learn to give correction to my peer - I know my mistakes in writing by my peer feedback
so, it can help me to be better in writing class. 24 When I do peer feedback in writing, I can find my peer’s
mistakes, and I can use my peer’s feedback to revise my writing.
25 The feedback checklist helps me to correct my mistakes. 26 I like giving peer feedback to others, but I’m still learning
and sometimes I feel doubt with my peer feedback because I don’t have much knowledge about writing.
27 I think peer feedback is important as long as the peer do it in maximum quality, I mean that he/she does it with strong willingness (seriously). In my experience, sometimes the peer couldn’t get the mistakes that I made, so I really need the feedback from teacher.
28 It helps me a lot in improving my writing skill and critical reading.
29 Well I can correct the wrong grammars from my friend’s story.
30 It is better to apply this kind of activity in writing class. it is very helpful!
31 It is helpful to improve my draft. 32 I enjoy doing peer feedback. I can learn from my friends’
mistakes. 33 Sometimes, I feel that I can judge whether I’m doing it right
or wrong.
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Respondents
Answers
34 Doing peer feedback in writing is very useful. I can learn more from my peer’s mistakes and my peer’s comments and suggestions. It helps me being more understand in my grammar or writing skill. However, sometimes I find any difficulties in giving my peer the feedback. sometimes her writing is misunderstanding and else. But it’s okay because we learn together.
35 I sometimes confuse give comments in writing because I have to understand the writing.
36 I ever get peer feedback from my friends, but the revises are uncorrect. So, I more believe get peer feedback from my lecturer.
37 Difficult, because my knowledge about correcting so writing is less.
38 Sometimes, I make feedback up to me. If I am lazy, I can write anything, even not important thing.
39 I get confused when I read my peer’s work. 40 As stated in No. 21-24, depends whether the peers master the
subject or not. Sometimes, peers do not know either about the subject then how can they be giving significant and improvement in writing.
41 I am still confused in doing peer feedback. Sometimes, I don’t feel confidence in giving some correction or some comments to my peer.
42 Sometimes I confuse to check the right correction. 43 I found some difficulties when I check my friend’s writing
because I have had some problems in writing too. But I always try to give some feedbacks as good as possible to my friend or my partner.
44 It’s rather difficult for me because my peer and I are students and we still learn how to make a good composition. It makes me become doubt to give comments/ corrections because I don’t know whether it’s correct or incorrect.
45 Sometimes I’m disagree about my friends exercise. I comments what I feel need for add. But, my friend sometimes disagree with me.
46 Sometimes, I feel so confused to give my feedback to my friend because I know I am not expert so I’m worry that I’m wrong when I give him/her a comment.
47 - Difficult to analyze the mistakes - I have doubt feeling
48 Sometimes I feel confuse when I give feedback to my friend’s work/writing because I’m not confidence with my grammar.
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Respondents
Answers
49 Sometimes some friends are afraid/ shy to give the feedback and even some are doing it just for the sake of doing it without checking it first.
27. How should peer feedback be implemented in writing class?
Respondents Answers
1 With remembering which part that I often make mistakes, then try to minimize my mistakes.
2 Peer feedback should be implemented before teacher feedback.
3 It must be practice more often than before. 4 It should be implemented in every assignment. 5 We should be write our revise. 6 Every time we do writing 7 Give comments, suggestions 8 Peer feedback is given after writing an article. 9 It’s better if after we write, with make peer feedback with
other friend. 10 More useful in class 11 Peer feedback should be given at we finished the writing. 12 Peer feedback is given after writing activity. 13 It should be implemented in any time. 14 It is important by giving the comments and help the peer to
revise the written. 15 Peer feedback should be implemented in every practicing
writing. 16 In every task, students should make feedback for their
friends. 17 Students do peer feedback for another friends’ writing every
meeting. 18 The teacher should give peer feedback in every task. 19 Just give comments to each others 20 In the first draft 21 It should be from students and teacher that can support it
because it is useful for writing. 22 I think it should be implemented in every assignment in the
class and we have to aware when doing the correction. 23 Because it can improve ability in writing class. Because I am
given some correction by my peer. It really helps me to be better.
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Respondents
Answers
24 No suggestion. 25 Anytime 26 I think the lecturer should be involved in peer feedback.
maybe the teacher can check either writing or peer feedback. 27 It can be done after the class and giving the revision to the
lecturer. 28 Frequently 29 It should be implemented at any time. 30 Every time the teacher gives task, peer feedback is needed to
make our task in a correct grammar, composition, etc. 31 It should be done before the composition is submitted. 32 Use checklist 33 It should be use as a score too. Because we try to look for a
better writing. 34 The teacher should give a draft of feedback so students can
know how to give feedback well. 35 It should done after teacher give some peer feedback because
the students know how to give comment. 36 Students give peer feedback to their friends. They shoul give
the best revise. After that, give the revise to the lecturer to make sure that our writing is correct.
37 They should study more in writing class. 38 It correct our writing in first draft. 39 Dunno… 40 In the way of exchanging the writing to be read but still need
the lecturer as final especially the early writers. 41 By practicing do peer feedback well. Try to give some
correction better and correctly. 42 Maybe we should more consider to check the correction. 43 In my opinion, peer feedback should be implemented in
every assignment in order to have a good final draft. 44 Peer feedback shouldn’t be implemented in every writing
assignment but it can be done for one or two only. 45 Peer feedback is needed. 46 After we get a assignment to write we also get a feedback so
we know our fault and we can revise it. 47 Share together and give comments by teacher 48 Peer feedback is very useful for us to improve our skill in
writing with the right grammar. 49 It should be done each time we do the writing, so that we’ll
get use to it. And by doing this we can learn more and better.
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RAW DATA OF PEER FEEDBACK CHECKLIST
1). Is the introduction effective? Explain your answer!
Respondents Feedback 1 Yes, the introduction is effective. It is effective because the
explanation matches with the idea. It means that the writer describes the idea well.
2 Yes, he has introduced some points that lead to the supporting arguments.
3 Yes, it is. 4 Yes, the introduction explains what will she explains. 5 The introduction is not too effective because there is no list of
supporting arguments. 6 Yes, it is. The introduction can make the reader sure about the
topic. 7 No, it is not. The writer has to give her own statement to
support the introduction so that the reader gets some point from the introduction.
8 The introduction is effective, but I have a suggestion. “The reasons are……economy aspect”, I found two ‘and’s; . the first ‘and’ could be deleted, so the phrase become social-economy aspect
9 Yes, she gives clear introduction, but she didn’t write the general reason. She should write her three general reason.
10 Yes, it is. Because she mentions the reason of her main idea and clear enough.
11 No, it isn’t because in introduction paragraph, the writer just write two sentences. I think it is need more sentence for making or for describing a problem/ idea first, so, the introduction is not interesting.
12 It has been effective, because the writer has stated his position whether he agrees or disagrees.
13 Yes, it is. Because in my opinion, the writer has described the situation or the topic clearly. And he also mentioned or listed the three supporting ideas at the introduction part. But in the other hand, the writer’s position isn’t strong enough.
14 Yes, it is. Because there are some reasons to support the main idea.
APPENDIX 6 RAW DATA OF PEER FEEDBACK CHECKLIST
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Respondents Feedback 15 Yes, it is. The writer can state her position of her argumentative
writing whether she is pro or contra. 16 Yes, it’s effective enough. 17 Yes, it is. The introduction is effective and the reasons are
related to this statement. 18 No, isn’t it. It’s too dramatic. 19 The introduction is effective. The introduction is interesting.
The introduction related to the title. But in introduction, the writer uses past tense and the third reasons in introduction should be written because the writer gives 3 reasons in explanation.
20 Not yet effective. Try to find a sentence that will invite/will catch your readers’ curiosity t read your work. Your introduction is sound a statement.
21 Yes, the introduction is effective, because the writer mention about the main idea first.
22 Yes, it is. We can know about the…. 23 Yes, it is. In this paragraph the writer explain about National
Exam, and introduce what he will explain. 24 Yes, it shows about of them like to smoking about the fact that
men or women in the world 25 The introduction is effective. It is enough thesis. 26 Yes, the introduction is about the important thing of three
planting. 27 It is effective enough. 28 Yes, it is. It has good support sentences. 29 Yes! the writer explain about National Exam and explain that
from general to the specific one. 30 Yes, it is. He hives the problem and background information. 31 Yes. the writer gives the introduction why we should do tree
planting. The introduction is explained from general one to the specific one.
32 Yes, it is effective because the writer gives the background and the problem why tree planting should be done.
33 Yes, then introduction can explain the problem clearly. 34 Not really, because in my opinion she doesn’t explain the thesis
clearly. She doesn’t give some evidences too. 35 Yes, it is. In the introduction, she has explained ehat the
polygamy (the basic of having polygamy). She also give a statement that the polygamy can make the human in unlucky condition. It is related to the topic.
36 Yes, it is. Because the introduction can make us understanding the topic sentence.
37 Yes, it is. It explains the topic sentence clearly.
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Respondents Feedback 38 There is no introduction at the text. 39 I think you have the introduction is effective because you
explain about tree planting is important so in the reasons you explain the mean of her introduction.
40 Yes, it is, because it shows the background of the problem. 41 Yes, the introduction is effective. 42 No, because the introduction can’t introduces the problem. 43 The introduction is effective, because he mentions the
arguments. 44 No. it has no restatement of the argument. 45 Yes, because the writer has presented the reasons why
unofficial marriage can happen. 46 Yes. it can cover the whole reason but it is only like main idea.
Why don’t you use like a sentence. 47 Yes, it is. Because it has mentioned the reason. 48 Yes, it is. There are mention about environment and writer’s
comment writer will explain many advantages from her comment.
49 No, it isn’t. I think the introduction is not effective. Because in that paragraph the writer write something common and it is poor idea.
2). What is the writer’s main idea? Restate here:
Respondents Feedback 1 Smoking is unhealthy. 2 National Examination brings misery. 3 National Exam has negative sides. 4 The negative sides of National Exam. 5 Smoking should be banned by the government. 6 Classical music should be introduced to children. 7 Smoking has a lot of bad effects for smokers and society. It is
related to health, economic, and society. 8 The writer’s main idea is that he doesn’t agree if Indonesia use
National Exam, so National Exam should be abolished. 9 She said that National Exam should be abolished because the
students can get stress, not proportional, not effective. 10 National examination should be abolished. 11 National examination should be abolished. 12 People should plant the idle land. 13 Idle land should be planted at this recent in order to save the
earth.
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Respondents Feedback 14 Music is very important for children and music must be
included in the school subject. 15 National examination should be abolished. 16 The idle land should be planted by plants or trees because it can
give many advantages for the earth. 17 National examination should be abolished by government. 18 It’s so unfair if the six subjects in National Exam for the
students have to decide to pass or not in Senior High School. 19 The main idea is National Examination should be abolished. 20 Smoking: it is very general statement. 21 For smoker, smoking can make their body become bad and
make their age be shorter. 22 Smoking can kill the people. 23 The negative sides of National Exam. 24 Smoking should be forbidden because has some negative sides. 25 The writer’s main idea is to restate that tree planting is
important. 26 Tree planting can prevent our earth from global warming. 27 Tree planting is very important. 28 Society’s life, religion value, growth of the children. 29 National Exam. 30 Facebook should be banned for children. 31 The writer’s main idea is the reasons why tree planting is
important. 32 The writer’s main idea is the reasons why tree planting should
be done. There are several reasons that related to freshness, water resources, and global warming.
33 Facebook should be banned. 34 She doesn’t agree about unofficial marriage. She explain 3
reasons which are related to support the argument. Unofficial marriage should be banned because of religious value, social value and the bad effect of it. Unofficial marriage will bring many problems.
35 She doesn’t agree with the polygamy. That’s why, she states 3 reasons why polygamy should not be supported. They are about injustice in dividing money, time, and love.
36 Facebook should be banned. 37 Facebook should be supported. 38 Tree planting is important because tree has several functions
for our world. 39 About why tree is important for our life. 40 The writer is not agree with unofficial marriage because it
decrease the woman’s and her children’s right. 41 About the reason why we should plant trees
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Respondents Feedback 42 Facebook should not be banned in Indonesia. 43 1. Today we are very difficult to find trees.
2. The first reason is the tree can help for reducing CO2. 3. The first reason is the tree can help for producing O2. 4. The first reason is the tree can help for saving water. 5. We must do tree planting.
44 Tree planting is very important because the trees are the place for animal to live. It has a lot of function and it can reduce global warming’s effects.
45 Unofficial marriage should be banned. 46 Why National Exam should be abolished. 47 She against to the government program. it is national
Examination. She thinks that National Examination should be abolished.
48 About idle land should be planted. 49 National Examination should be abolished.
3). Does the writer support that idea with evidence? What is that evidence?
Respondents Feedback 1 Yes, the writer supports the idea with evidence. The evidences
are smoking causes cancer, heart attack, and impotent, affects pregnancy and the embryo, makes a person coughs and leads to bronchitis, and cigarette contains of some poison.
2 Yes. - Students got food achievements in the last 2 years of
their studies but just because one subject they fail in exam, affecting their achievements.
- There is cheating by getting the answers beforehand. - There is unhealthy competition.
3 - They study for years but this exam will determine the students’ grade.
- Many students do cheating. 4 Yes. Many students don’t pass the exam. 5 Yes, he does. The evidences are:
- Smoke causes a trouble with the blood circulation. - Smoke can lower the energy. - Smoke decreases oxygen for the brain.
6 No, doesn’t. 7 No, she does not. She does not give evidences in her
composition. she only make explanation in her composition.
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Respondents Feedback 8 Yes, the writer supports the idea with evidences. The first
evidence is students are tired with their extra lessons. Next, government only focuses their decision in grading point on the cognitive aspect. The last evidence is about spending too much money in national exam.
9 No, she doesn’t. 10 Yes, she does. But in the second reason, in the last paragraph
she said “It’s better if the money is used for other importance”. May be can be added by example important things. Her evidence about time, money and dishonesty. She supports the main idea with by other reasons in each importance.
11 Yes, it does. The writer explains her reason with some support sentence.
12 Yes, he does. The evidences are that idle lands are risky because it can make landslides.
13 Yes, he does. The evidences are: - Planting idle land will provide a new habitat for plants
and animals. - The plants can reduce the emission of carbon dioxide
into the atmosphere. - The plants can preserve the ground water.
14 Yes. the evidences are playing music makes the children more creative. Music is needed for children growth and make children cheerful and confident.
15 Yes. But the evidence is still common. I think it’ll be better if she gives more specific evidence and more evidence to proof her writing.
16 Yes, for example: “if the earth doesn’t have oxygen, the people in the world will die”. It’s absolute.
17 Yes, she does. The evidence is about material in national exam, government always increases the standard of national exam for high school students, and there are many students who fail in the national exam.
18 Yes, she does. First, the materials of the national exam isn’t in accordance with the material that the students learnt. Second, the government always increase the standard of national exam. Third, nearly 50% students in Indonesia failed the national exam.
19 Yes, the writer does. - They don’t have much time to study all materials. - Many students are not ready to do the national
examination. - Many students get fail to pass the examination.
20 There is only few evidence so more research to proof your statement.
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Respondents Feedback 21 No, because the writer doesn’t mention the evidences that
support her fact. 22 Yes, he does. Firstly, cigarette contains much toxic. It can make
someone addicted. Secondly, smoke makes our atmosphere become thin. Thirdly, smoking is wasteful.
23 Yes, he does. - National exam makes the students get stress and
sometimes the material isn’t appropriate with the syllabus that teacher have been given.
24 Yes, she does. She shows about fact what will be if we smoke. 25 Yes, it does. First, planting trees are related to the fresh air.
Second, trees can absorb water from our soil and trees can prevent flood. Third, trees can prevent landslides.
26 Yes, the evidence is from what that he feel in this earth. 27 Yes, he does. The source of the water depends on tree. 28 Yes, she does. The each reason has evidence which is
supporting the main idea. 29 Yes. The evidence are written on each reason. 30 No, he doesn’t. He should add some evidences, maybe the bad
impact of using FB for children like kidnapping. 31 Yes, the evidences are written on each reason that she wrote.
- Tree planting is important to our air. Evidence: the plant changes the carbondioxide become the oxygen. The oxygen can make our air become fresh.
- Tree planting is important to our water. Evidence: the root of the tree absorbs the water and keeps the water.
32 Yes, the writer supports that idea with evidence. The evidences are trees produce oxygen so we can feel so fresh; trees absorb rain water so it can’t be the cause of flood and trees need carbondoxide for photosynthesis. It can reduce carbondioxide which cause global warming.
33 Yes, it does. - FB has some cool features. - FB can connect government with their… - By using FB, we can meet our old friend.
34 Yes, but sometime the evidence isn’t complete. 35 Yes, she does. She support that idea with evidence in the real
life, for example in paragraph 2, she gives the example of a problem in a polygamy marriage, it is taking the poverty away by forcing.
36 Yes, he gives examples. 37 Yes, she does. She gives example of uploading status to share
feelings, about business development and facebook entertaining games.
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Respondents Feedback 38 Yes. the tree can absorb air pollution, restrain flood, and tree is
used to reforestation process. 39 - 40 Yes, she does. Some people have a willingness to do their
marriage in an easy way. 41 No, the writer doesn’t support her idea with evidence. Because
she doesn’t give specific explanation with her argument and she doesn’t give some examples.
42 Yes, the evidence is the explanation at the reasons. 43 Yes. par. 2. CO2 can be reduced by tree. 44 Yes. In the paragraph 4, the writer’s writing is based on survey. 45 The writer directly states the example in paragraph 2.
1. The proof is very important to arrange many letters. 2. The society never accepts a family who has unofficial
marriage. 46 Yes, she does. She gives the idea which covers the whole
reason. 47 Actually, she doesn’t support that idea with evidence
completely. 48 Yes, it does. She shows four evidences. She mentions the
advantages. She said that idle land should be planted because: First, it can make beautiful. Second, it will improve the florish land. Third, it can make oxygen improve. Fourth, it can reduce the global warming.
49 Yes. I think in second paragraph, the writer mention the reasons with carefully and there are example there.
4). What evidence is missing or incomplete?
Respondents Feedback 1 There are not incomplete. But the second reason isn’t
effective. I think the last sentence in the second reason should be omitted.
2 I think it is enough for young writer. 3 - 4 Many students pay for the answer. 5 - 6 Yes. 7 - 8 There is no missing evidence, but the example on the first
aspect make the readers quite confused: it is better to make the examples as one paragraph.
9 In each three reason she didn’t give clear and real reason.
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Respondents Feedback 10 Second reason is missing. In the last paragraph, she said “It’s
better if the money is used for the other importance”. She doesn’t explain the other importance.
11 The time connectives. 12 - 13 In my opinion, there is no missing evidence in this passage. 14 There is no missing or incomplete evidence but there is one
paragraph that is a jumping sentence. 15 In the second paragraph, she just says “It means that it doesn’t
have advantage to develop Indonesia’s quality”. I think it’s weak to support her statement. (it’s too general, need to be more describe)
16 “It will make the land can be planted with every species of the plants”.
17 No, it isn’t. 18 - 19 The time to do national examination last year. 20 Example: what are the substances contained in the cigarette
that cause the sickness. 21 all of the evidences… 22 - 23 - 24 - 25 None. 26 No missing evidence. 27 No evidence is missing. 28 I found nothing for the missing evidence. 29 There is no incomplete evidence. 30 The bad impact is only according to his argument. 31 The evidences are complete because the writer has stated the
evidences on each reason. 32 In paragraph 3, maybe you can relate water resources with
drought disaster. For example, the tree’s root absorbs the rain water. The root keeps the water under the land, so it can’t be the cause of drought.
33 The evidence is complete. 34 In the third reason, there is no evidence. It will be better if
there is an evidence what effect of unofficial marriage for the couple new family.
35 Nothing. 36 - 37 No evidence missing 38 I think that the evidence of the third reason is missing. 39 Your evidence is not missing.
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Respondents Feedback 40 - 41 The evidence is not complete. 42 - 43 In 2nd argument, the writer explain but incomplete. 44 - 45 - 46 Nothing 47 For example: in the first reason, she doesn’t give clear
evidence. 48 I think the first and second evidence can be one reason.
Because both of them have related. 49 Nothing I think.
5). What questions do you have about this composition?
Respondents Feedback 1 How can the poison damage human body? Could you describe
it? 2 Is there any possibility to put this topic on school debates in
all levels? 3 - 4 What will government use to change National exam? 5 Are all the evidences based on correct data? 6 - The reasons have not an evidence.
- There is a “maybe” in the second paragraph; it means that the writer feels doubt about her argument.
7 The writer confuses to build the idea of the composition. 8 For the second reason, the writer state that it is not fair for the
students if government use cognitive aspect as determiner. Actually, schools have rights to decide whether the students graduated or not based on their mark in the school.
9 What do you mean in your last sentence? 10 No questions. Good. 11 Why the writer not using some time connectives for
connecting each sentences? 12 In your opinion, how can make the people so that they can be
responsible with the idle lands? 13 Is this passage aimed for everyone? Or is it aimed for adults
only? 14 What will we do if there are some children who don’t like
music?
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Respondents Feedback 15 - Where did you get your ideas?
- Do you have other examples/evidence that make your statement being stronger?
16 Have you planted any plants in your idle land? 17 Can you give your strong reason that government can believe
you to change it? 18 - 19 - 20 - Did you make research to explain your idea?
- Where did you get the ideas? 21 Can you make me believe about the reasons in your
argumentative? Because you just mention about the fact, not about the evidences.
22 Where is the conclusion? 23 What should the government do to help the students solve
their problem? 24 - What should we do to stop smoking?
- What activity that must do except smoking to remove stress or something like that?
25 Why did you always use this sentence “the first reason why we should planting tress”? I think you should go direct to the main point.
26 What kind of tree that we should plant? 27 No question so far. 28 If someone who want to get married but they don’t have
enough money. Is it any marriages should using money if they don’t have?
29 If the National exam be abolished, is there any other way to measure graduation standard for students?
30 - 31 I have no question. It’s quite clear. 32 I have no question. 33 Why do people disagree if FB should be banned? 34 In paragraph 4, the third reason: what can make a divorce? 35 Nothing. 36 Why facebook should be banned? 37 Why facebook should be supported? 38 a. Do the cars, motorcycles, and factories produce
carbondioxide? I think they produce carbonmonoxide. b. What do you mean about the third reason? I think that
it should be tree can prevent global warming. 39 What we should be done to protect our environment? 40 - 41 How the tree can save water?
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Respondents Feedback 42 Does facebook also have disadvantages? 43 Par 2. Why can CO attack our lungs?2 44 - 45 - 46 - 47 Has she corrected her composition carefully? 48 Where is the environment should be planted from the writer’s
idea? 49 In the fourth reason, it mention about the students self. Why
the writer not explain more about “the students self”?
6). Is the conclusion effective? Explain your answer!
Respondents Feedback 1 Yes, the conclusion is effective. It is effective because the
writer can conclude well and clearly. It means that the writer concerns in the idea.
2 Yes. the answer is written in the last paragraph. 3 The conclusion is not effective. The government should make
a new rule to help the students get their graduation. 4 No. it just repeating the introduction. 5 The conclusion is not effective because there is no relevance
of the topic. 6 No, isn’t. The writer should has to give more suggestion to the
reader. 7 Yes, it is. The writer gives her own statement in her
composition based on the reasons that she explains. 8 Yes, the conclusion is effective. It can restate the writer’s
arguments. 9 Yes, it is. She had written the review topics. But, I don’t
understand her lat sentence. 10 Yes, it is. She mentions her main idea and her reasons then
she added related idea: “Government should give some attention”.
11 Yes, the conclusion if effective for the introduction paragraph. At the firstly. But, again maybe the writer can describe it more.
12 I think it’s not too effective because the writer only restate the thesis and he hasn’t restated the three arguments briefly, nut it’s good.
13 Yes, it is. Because the writer has mentioned or restated the thesis and also finishing it with the good relevance.
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Respondents Feedback 14 No, because the conclusion just repeated from the
introduction. 15 It’s effective but she has mistyping. After low passing grade,
it shouldn’t be full stop but comma. Then the on the national examination, it shouldn’t be capital word.
16 Yes, it’s effective enough. 17 Yes, it is. This conclusion show and make sure to the reader. 18 No, isn’t it. It’s because there isn’t restate thesis as a
conclusion. 19 Yes, the conclusion is effective. The conclusion related to the
explanation and it conclude all of the explanation. 20 Not so effective, elaborate more. 21 Yes, the conclusion is effective, but your conclusion too brief.
Maybe you can add some sentences there. 22 There isn’t the conclusion. 23 The conclusion is not effective. The government should make
a new rule about National Exam, and help the students pass their exam.
24 Yes, it makes us/persuades us to stop smoking. 25 Not really. 26 Yes, it is. I think it is strong enough based from his reason. 27 Yes, it is. The reason is strong enough to ensure us to follow
the writer’s statement. 28 I think it’s quite effective. The conclusion is simple and
having a clear statement. 29 Yes, but the writer doesn’t give a kind of suggestion to
convince. 30 Yes, it is. It is concluding all the ideas. 31 Yes. The conclusion concludes all the arguments. 32 Yes, it is. Because in the conclusion, all of the reasons why
tree planting should be done is appeared. The argument in the conclusion is clear and cam be understand.
33 Yes, her conclusion re-state the thesis and the arguments. 34 Yes, in my opinion. The writer has told that the unofficial
marriage should be banned because marriage is so holy and if unofficial still done, it will make some bad effects.
35 Yes, it is. In the conclusion, she has concluded 3 reasons why polygamy should not be supported (she has explained before) in to one brief paragraph.
36 Yes, because he tells that facebook should be deleted or at least banned.
37 Yes, it is. It supports the writer’s main idea and the topic sentence.
38 Yes. It has improvisation and of course it’s effective.
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Respondents Feedback 39 You have conclusion effective. 40 Yes, it is because the writer restates the reason why she
doesn’t agree with unofficial marriage. 41 Yes, the conclusion is effective. 42 Yes, because he tells why facebook should not be banned in
Indonesia. 43 Yes. 44 It’s effective because it restate the arguments. 45 Yes, because the writer restate the argument. 46 Yes, because she tells us about why National Exam should be
abolished. 47 No, it isn’t. she just said one statement. It is “Government
should abolish the National Examination for students”. She shouldn’t say just one sentence.
48 No, it isn’t. maybe it can be added by her arguments. She just said “Therefore, the plant should be planted in the land even in local environment. So, it…..(nothing)
49 Yes. I think the conclusion effective because the writer write the conclusion more specific.
7). Do you notice any grammar, spelling, punctuation or word choice errors? Mention and correct them!
Respondents Feedback 1 - 2 Yes, any few mistakes like:
- Students pass students who pass - …exam is expected …exam which is expected or
the expected abolished of national exam - These failure this failure or these with were not was - …achievement is are - National exam has been become has become
3 - In conclusion, governments should…(government) - National exam is a test to proof the students’ skill. But
it has many negative sides. ( use comma) - But it has many negative sides. (it what??)
4 Years yearly Students student Sites sides Do not to haven’t to
5 Trouble = problem By having 2 trouble = if there is a problem In doing their job = when they are working The energy = human energy/body energy
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Respondents Feedback 6 - Many psychiatrists ask some parents to introduce
classical music to children. - There are three reasons why classical music should be
introduced to children. - Maybe, later children will be able to play some
classical instruments since they were still young. 7 Breathe: breath 8 (correction is in the task) 9 - The students were studied without were
- They will be succeeded without be - Students just given it should gave not given - Question is countable noun some questions - For three years ago without ago (past perfect) - The school which know the school which knows - The government didn’t know why does she use V2?
10 Usud: used But most of their time are: but most of their time is
11 It will be better if the writer using some time connectives for making a good paragraph and it will be not a jumping paragraph
12 But the amount of them have decreased have been decreased
13 - 14 - Conclution conclusion
- There is a jumping sentence - There is a confusing sentence - Be able to is/am/are able to
15 - Althoug although - …students are fail… students fail - …the second national examination which it will ..
the second national examination which will.. - 3 three - 5 five
16 - Doesn’t have plant should be doesn’t have any plants
- It is possible too should be it also possible - The idle land is planted should be the idle land is
planted with - For example: for example, bla, bla, and bla. - If there is no plants, there is no oxygen if there are
no any plants, yhere is no… - It will make it will makes
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Respondents Feedback 17 - National exam should be abolish: it should be national
exam should be abolished - Government. It should be government - Incrase. It should be increase - Achieve. It should be echieve - Nearly 65% of students in Indonesia failed the national
exam. It should be nearly 65% of students in Indonesia fail the national exam
18 National exam become becomes Some of the material materials Goverment government
19 Grammar: didn’t don’t is not are not just given are just given got failed get fail failed fail we can’t use “and” at the beginning of the sentence
20 People surrounding them people around them 21 Yes. example:
- Smoking can make their age to be shorter - It causes to have miscarriage
22 Theirself themselves Nicotine can makes make If it touch us touches We spent spend
23 Yes, I do. - …senior high school also also senior high school - Many students in Indonesia got stress many
students in Indonesia get stress - …the syllabus that teacher has been given (without
full stop) the syllabus that teacher has been given. - Developt develop
24 Like this like that thing Smoke of cigarette from Have get Just for relax just for relaxing Who smoking smoking
25 Yes, I do. - The first reasons, etc the first reason - Planting tress is planting trees are
26 No errors 27 No grammar is error according to me. 28 I think there is no mistakes in the grammar, spelling. 29 No. The grammar is very perfect.
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Respondents Feedback 30 - FB is very useful if we right to use and FB is very
unuseful if we wrong ti use FB is very useful if we use it right way and useless if we use it wrong way..?
31 - We can start movement to save our world with small thing that is tree planting. by tree planting
- The oxygen can make our air become fresh the oxygen can make our air fresh
32 Paragraph 3. - Trees needs carbondioxyde for photosynthesis trees
need or tree needs… - Carbondioxyde carbondioxide
33 - With our old friend, relatives with our old friend and relatives
- What do you choose citizenry or citizen? Pelase be consistent
34 - Two different persons - but however - is no problem isn’t a problem - happens happened - get gets - married marry - the relationship… a bad relationship of the couple
and their society 35 In paragraph 2
- the husbands usually don’t divide it unjustly the husbands usually divide it unjustly
- he will hive his wife to manage he will give the trust to his wife to manage
- in their marriage such as… in their marriage, such as..
In paragraph 3 - it makes most of the wives become feeling
uncomfortable it make most of the wives become uncomfortable
- with justness justly In paragraph 4
- Many wives who this polygamy will have many wives who in this polygamy will have
In paragraph 5 - ..and for accompanying him for life to accompany
him for life - That if
36 - 37 -
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Respondents Feedback 38 a. Several function several functions
b. Tree absorb it tree absorbs it c. Change…become change…into d. Will decreases will decrease e. Prevent it become flood prevent the flood f. There is a flood the flood happened g. The water has to pass tree the water pass the tree
39 I think you have good. 40 …unofficial marriage should be ban because…
……unofficial marriage should be banned… 41 1. Why we should be plant tree why we should plant
tree? 2. Many trees in the earth have been taken more for their
need have been taken more than they need 3. So, in the earth has not had protection so, in the
earth doesn’t have protection 4. Sun is direct to penerat sun is directed to penerat 5. …to penerat some reasons …to penerat. There are
some reasons… 6. The first reason is tree… The first reason is that
tree… 7. The second reason is the tree… The second reason
is that tree… 8. To happen to happened 9. The third reason is most important The third reason
is the most important… 10. So, we must be care with our environment so, we
must care our environment 42 - 43 Yes, I do.
Par 1. - Dificult difficult - Par 2, 3, 4. The reason is that the the reason is the..
44 Par 1. Trees is… tree are/ tree is …is decreasing are decreasing Par 2 Will be lost will lose
45 - Unofficial marriage is increase is increasing - …marriage for may reason, for many reasons - There are many reason many reasons - The society is disagree the society disagrees..
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Respondents Feedback 46 Par 1. Nastional National
Par 2. If Par 3. On in Par 4. Depends depend Par 4. Depend depends
47 - It make students it makes - Chunning cunning - It damage it damages - They thinks they think - They will cheat in each other They will cheat each
other - Students feels students feel - Goverment should be abolished UAN government
should abolish 48 - Environmen Environment
- Which isn’t has which doesn’t have - The global warming can be reduce reduced
49 In that story, the writer always writes a little word (huruf kecil) as a beginning of sentence. I think it is false.
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