THE EFFECTIVENESS OF PEER FEEDBACK ON STUDENTS’WRITING RECOUNT TEXT ABILITY OF THE SECOND GRADESTUDENTS AT SMP TERPADU AL ANWAR DURENAN TRENGGALEK

ABSTRACKWilantika, Anesya. Student Registered Number 17203163015. 2020. TheEffectiveness of Peer Feedback on Students’ Writing Recount TextAbility of the Second Grade Students at SMP Terpadu Al AnwarDurenan Trenggalek. Thesis. English Education Department. Facultyof Tarbiyah and Teacher Training. State Islamic Institute (IAIN) ofTulungagung. Advisor: Faizatul Istiqomah, M.Ed.Keywords: Writing Ability, Recount Text, Peer FeedbackWriting is one of productive skills in English language. It is the process toconvey the thought, suggestions, opinions, and ideas through letters and symbols.Writing is called the most difficult English language skill. It is caused there aremany aspects in writing, such as: content, organization, language use, mechanic(punctuation, spelling, capital letter), and also vocabulary. Moreover, in writingthere are many steps that have to be done by the students, starting from prewriting, drafting, revising, and also editing. So, the teacher should have a goodtechnique to teach writing especially in assessing writing. Peer feedback is one oftechnique that can be used to assess students’ writing. It is information,suggestion, comments given by the student to another student (peer) about theclassmate’s writing. This peer feedback allows the students to share theirknowledge to their other friends. Moreover, it makes the students are more activein teaching learning process and builds social interaction among the students.The problem of this research is “Is there any significant difference onstudents’ writing recount text ability assessed with and without using peerfeedback?”. Thus, this research is aimed to find out the significant difference ofstudents’ writing recount text ability assessed with and without using peerfeedback.In this research, the researcher used quasi-experimental research design toachieve the research objective. The populations of this research were all of thestudents in the second grade at SMP Terpadu Al Anwar Durenan Trenggalek. Thetotal number of population was 166 students. The samples of this research wereVIII-D class (34 students) as the experimental class and VIII-E class (38 students)as control class. So, the total samples were 72 students. The experimental classwas given peer feedback to assess students’ writing recount text. But, the controlclass was not given peer feedback to assess students’ writing recount text. Therewere four meetings for each class including pre-test and post-test.Based on the result of Mann-Whitney of pre-test scores showed that thoseclasses were not equal. So, N-Gain Score both of classes must be calculated byusing SPSS 16.0 version. In this case, to know those classes were equal or notused Mann-Whitney because the result of normality testing of pre-test scoreshowed that the data was not normally distributed. Moreover, to reject the nullhypothesis used Mann-Whitney because the result of normality testing of N-GainScore showed that the data was not normally distributed.The result of this research showed that there was no significant differenceon the students writing recount text ability assessed with and without using peerfeedback. It could be seen the output of Mann-Whitney of N-Gain Score showedthat significance (one-right tailed) was 0.1015. It was indicated that p-value washigher than significance level 0.05 (0.1015 > 0.05). In consequence, the nullhypothesis could not be rejected and alternative hypothesis could not be accepted.It meant that there was no significant difference on students’ writing recount textability assessed with and without using peer feedback.