IMPROVING STUDENTS’ DESCRIPTIVE WRITING SKILL BY USING PEER RESPONSE TECHNIQUE

Hasanah, Amalia IMPROVING STUDENTS’ DESCRIPTIVE WRITING SKILL BY USING PEER RESPONSE TECHNIQUE. In: The 1st Sriwijaya University Learning and Education International Conference (SULE-IC) 2014, 16-18 May 2014, Palembang.

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    Abstract

    The objectives of this study were to find out (1) whether or not peer response technique significantly improved the descriptive writing achievement of first-year students of Tarbiyah Faculty of IAIN Raden Fatah Palembang, (2) to find out the variable that had the largest contribution to the improvement of descriptive writing skill after peer response technique was implemented, (3) to find out what students’ opinions were on the implementation of peer response technique.Thirty two first-year students year 2009/2010 were involved in the study. They were chosen on the basis of their Writing I score as this study used purposive sampling. This study concerned with the quantitative data in the form of students’ writing test scores and the descriptive data of the questionnaire. The scores were analyzed to know whether there was a significant difference of students’ descriptive writing achievement between the two groups and significant improvement shown by the experimental group after the treatment was given in ten meetings.The result showed that there was a significant difference between descriptive writing skill of experimental group and control group since tcount2.265 was higher than ttable2.042. Based on the result of paired samples t-test, it is concluded that there was a significant improvement before the treatment and after the treatment given to the experimental group since tcount4.402 was higher than ttable2.131. The regression analysis showed that the largest beta coefficient was 0.385 which was for organization, which means that this variable made the strongest unique contribution to explain the dependent variable to the prediction of descriptive writing skill.In general, the students gave a positive response to the value of peer response technique in teaching descriptive writing. They agreed that peer response technique enriched the content of their writing, improved the organization of their writing, improved the language (including grammar) of their writing, helped them play a more active role in class activity. They also agreed that peer response technique was beneficial to improve their writing and they would keep using peer response technique in the future. Key words: descriptive writing achievement, peer response technique.

    Item Type: Conference or Workshop Item (Keynote)
    Subjects: L Education > L Education (General)
    Divisions: Faculty of Teacher Training and Science Education > Department of Language and Arts Education
    Depositing User: Dr, M.A. Hartono Hartono
    Date Deposited: 14 Sep 2016 07:41
    Last Modified: 14 Sep 2016 07:41
    URI: http://eprints.unsri.ac.id/id/eprint/6747

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