CHAPTER I
INTRODUCTION
This chapter consists of background, problem
statement, research purpose, research
question, significant of the research, and scope of
the research.
A.
Background
Writing is importance as a medium
for exploring information and synthesizing knowledge. Writing
also is a powerful tool for
stimulating thinking and learning. The act of writing enables students to
explore their thoughts and feelings, to analyze their observations, and to clarify
their understandings of new ideas
(Greenberg, 1988).
However
learning
to write in a second language is one of the most challenging aspects of second
language learning (Hyland,
2011). For example, the preliminary observation that was conducted by the
writer that mean score of of the tenth year students of DDI Vocational
High School Parepare in writing was 54,52, it is categorized poor level based on Depdiknas
level standard. Based on questionnaire that was given in observation the
researcher also found that the student
wish the teacher to use interesting media. More than half or 57,14% students
has chosen media to help developing their writing and the rest 42,86% has
chosen method.
Information and Communication Technology (ICT) can be used as
a teaching media. Nowadays,
technologies have enormously improved, offering new possibilities and also
giving rise to challenges. In education especially in English Language Teaching
(ELT), teachers can make their class more interesting through a media with using
technology. There are many features of ICT that
can make the process of learning, especially writing become more fun,
interesting and enjoyable. One example is Blog, as Johnson (2004)
explain that blogs have immense
potentials as an extremely valuable tool for the
teaching of writing. Tandukklangi, Siam and Tahir (2013) found that the students in Senior High School 4 Kendari enjoy in learning writing of personal
recount text by using web blog.
Blog
has many dimensions that make it a good media for use in the classroom. One of
the great features of Blog is provide a comment space for the readers. The comment feature
of blogs provides the opportunity for feedback from anyone in the world
creating limitless collaborative options. Blog users can reference and
react to one another, allowing for discussion and interaction. Thus through
blog construction, students can gain a sense of empowerment and personal
identity while learning how to interact with others online (Oravec,2002). So blog will be a great media for
implementing peer review method to make the class more engaged. As Urquhart and
Mclver (2005) states that students often make
successful editing partners because it is easier to find the errors in the work
of others than it is to find them in their own writing. Allowing time for
partnership editing empowers the students
to be helpful writing assistants rather than passive receptors of writing rules. So, peer review
method by using blog seen as an interesting and guaranted media to improve
students skill in writing.
B.
Problem Statement
The tenth year students’ writing
ability of DDI Parepare vocational
high school shows to be low compared to the national standard. Therefore, the
research question of the proposed study is formulated as follows:
1. Do the use of Blog with Peer Review improve the
writing ability of the tenth year students of DDI Parepare
Vocational High School?
2. Do the use of Blog with Peer Review build the students
interest in writing English?
C. Objectives
of the Research
Based
on the problem statetment above, the objective of this
research are
1. To find whether or not the use of Blog
with Peer Review improve writing ability of the tenth year students of DDI
Parepare Vocational High School.
2. To present whether or not the use of Blog
with Peer Review improve writing interest of the tenth year students of DDI
Parepare Vocational High School.
D.
Significance of The Research
The significant of the research will expect
to give benefit in teaching and learning process, especially in English. It
will divided into two parts as follows:
1. Theoritical
significance
It involves a theory that will be use to
improve knowledge and information of teaching and learning of English especially
in learning writing for vocational
high school.
2. Practical
significancee
There are three significances which
expect by the researcher as follows:
a. For
English teacher, it
can give useful information in varying their teaching material in classroom
b. For students, it can motivate the students in
improving their English especially in their writing ability.
c. For
the curriculum design, it was expected to be in consideration in arranging and
designing a curriculum.
E.
Scope
of The Research
The scope of this research focuses
on the developing students’ skill in writing narrative text by implementing
peer review using Blog
at the tenth grade
students of Vocational High School DDI Parepare. This research will restrict
to discipline, content, and activity. The explanation of them as follows:
1. By
discipline, this research will restrict to the field of applying linguistics
which will concern in learning writing.
2. By
content, this research will focus on standard competence 12.2; express the
meaning and generic structure in essay using written language accurately,
fluently, and acceptable in daily life context in form of narrative,
descriptive, news item.
3. By
activity, the students will make an essay after they receive and recognize the
materials that was given by the researcher in the classroom. After that, the
students will mutually exchange, check the mistakes and give review. Then,
researcher will score them based on the content, grammar, organization,
vocabulary and language use. This activity will be held four times.
CHAPTER II
REVIEW
OF RELATED LITERATURE
This part
presents previous findings, some partinents ideas,
conceptual framework, resume
and hypothesis.
A.
Previous
Research Findings
As blogs become more and more commonplace, educators
in recent years have begun seeing the potential of blogs for teaching and
learning. There are some researchers that have
conducted researches related to the teaching of writing using Blog. Some of them are as
follows:
Tandukklangi,
Siam and Tahir (2013) In their research
concludes that web blog instruction is an
effective way to overcome the problems faced by the students and teachers in
teaching writing. There is a significant effect of using a web blog to teach
writing at class X IIS 1 of Senior High School 4 Kendari. The result showed
that the scores for the experimental class (M=75.08, SD=28) and control class
(M=67.51, SD=24.83) conditions; t(15) = 4.105. p = 0.000, 0.05. Moreover, the results of their questionnaire data analysis, conclude that students felt
positively to use web blog instruction compared conventional instruction. It is because a web blog helps the students
easier to understand the structure and features of personal recount text, help
the students to develop their ideas and their imagination when they want to
write personal recount text, how to give comment of the students draft into web
blog. The most important is that the students enjoy in learning writing of
personal recount text by using web blog.
Kocoglu
(2011) concluded in his research that weblog use had an important impact on developing writing skills. In addition, students also revealed that they found
weblog use interesting and creative. The findings also suggest that
students who participated
in the weblog project were interested in continuing to use weblog even after the
semester.
Trisnasari (2016) in her thesis
concluded that a blog-based writing
medium is more effective than a diary to teach writing on recount text. The research findings imply that a blog-based writing medium
is considered as the more effective medium compared to a diary. The students
with high motivation in learning are more suitable to apply the blog-based
writing medium and those who have low motivation are recommended to apply a diary.
Zhang (2009) states that blogs
are a very versatile communication medium for using in education. Clearly blogs
have been used most often as journals. Blogs are not only a journal tool that
used for communication but they are teaching strategy in and of themselves that
can be used in a variety of pedagogical methods. Obviously, blogging is an
effective tool for delivery of instruction as evidenced in this study by the
numerous benefits for its use which outweighed the drawbacks of the traditional
communication tools such as email or bulletin boards. Overall it proves to be
significant because it provides some pedagogical theory of the usefulness of
this technology tool for learning instruction. This study shows that educators
should be aware of the students’ perceptions of and reactions for the use of
blogs as a pedagogical tool for EFL students.
Not
only can achieve what conventional pedagogies do, but it also allows
students to become more engaged to do peer review as Ming (2014) conclude in his
research that the peer reviews done through blogging were more
successful in engaging students in discussions and problem solving. Having the
asynchronous discussion recorded in writing, students could go back to it and
better evaluate each other’s work, make suggestions, defend their choices
of writing style, content and organization, and decide either to take on or
ignore suggestions given by peers
From those previous researcher finding above,
we see that using blog
in the classroom make the student more interest and enjoy in studied writing. Not only can achieve what
conventional pedagogies do, but it also allows students to become more
engaged in peer review, and enables teachers to monitor their progress more
effectively.The researcher
assumed that the application of peer review
by using blog will improve writing ability at the tenth year students of Vocational High School DDI
Parepare because it can make students actively involved in writing activity.
B.
Some
Partinents ideas
1.
The
concept of writing
a. Definition of writing
There are many definitions of writing given by
some experts, as follows:
1) Nunan (2003) defines writing is both a physical and a mental act. At the most basic
level, writing is the physical act of committing words or ideas to some medium,
whether it is hieroglyphics inked onto parchment or an e-mail message typed
into a computer. On the other hand, writing is the mental work of inventing
ideas, thinking about how to express them, and organizing them into statements
and paragraphs that will be clear to a reader.
2) Crystal
(1994) defines writing is way of comunicating which uses a system of visual
marks made on some kind of surface. It is one kind of ghraphic expression
(other kinds include drawing, musical notation, and mathematical formulae)
3) Browne
(2007) states that writing is a language form that is distinguished from speech
because it can be permanent and it can be planned and changed before it
emerges. It includes deciding what one wants to write, how best to say it and
how to put these ideas onto paper in a way that is intelligible to others. Like talk it can be used to entertain, persuade, express
feelings, inform, request, instruct, record and express opinions and ideas.
4) Harmer
(2004) states that writing is frequently useful as preparation for some other activity, in
particular when students write sentences as a preamble to discussion activities
5) Mckay
(2006) states that writing is both a process and a product. Writing as a
process involves the pre-writing, writing, revising and editing processes that
writers go through to produce a piece of writing. The ‘products’ of writing are
numerous, and in many forms, determined by different purposes and audiences and
contexts for writing, for example the illustrated sentences, letters,
narratives and shared books that children produce in the classroom and
elsewhere.
Based on the defenition above, the researcher
concludes that writing is process of transforming ideas, concept, thought or
opinion from mind which uses a visual marks made on some kind of surface to arrange it become letter, word, sentences,
text, or book
b. Purposes of Writing
According to Reinking & Osten
(2011) there are some purposes of writing as follows:
1) To Imform
All writers have
areas of expertise and often share that information with each other. A student
in computer science could post a blog on a class instructional site on how to
create a Web page. A medical researcher shares her research in her publications
with other doctors and other research professionals.
2) To Persuade
A writer probably have strong views on many issues, and these feelings
may sometimes impel to try swaying the reader. In a letter to the editor, a
writer might attack a proposal to establish a nearby chemical waste dump. Or, alarmed
by a sharp jump in state unemployment, a writer might write to state senator
and argue for a new job-training program.
3) To Express Self
When someone text a friend, they choose words and phrases to show off
who they are. By their topic, word choice, example, or turn of phrase, he/she
display a bit of their self whether in e-mails, journals, poetry, essays, or fiction.
4) To Entertain
Some writing merely entertains; some writing couples entertainment with
a more serious purpose. A lighthearted approach can help the reader absorb dull
or difficult material.
Based on the purposes of writing above, the researcher
concludes that writing useful to imform and share information to each other, to
persuade some issues, to express self trough E-mail, journal, poetry or essay
and to entertain the reader.
c. Reason For Teaching Writing
Harmer (1998) says that the reason for
teaching writing to students of English as a foreign language include
reinforcement, language development, learning style and, most importantly,
writing as a skill in its own right. We will look at each of these in turn.
1) Reinforcement
Some students acquire languages in a
purely oral way, but most of us benefit greatly from seeing the language
written down. The visual demostration of
language construction is in invaluable for both our understanding of how it all
fits together and as an aid to commutting the new language to memory. Students
often find it useful to write sentences using new language shortly after they
have studied it.
2) Language
Development
We cannot be sure, but it seems that the
actual process of writing (rather like process of speaking) helps us to learn
as we go along. The mental activity we have to go through in order to construct
proper written texts is all part of the ongoing lerning experience.
3) Learning
Style
Some students are fantastically quick at
picking up language just by looking and listening. For the rest of us, it may
take a little longer. For many learners, the time to think things through, to
produce language in a slower way, is invaluable. Writing is is insteadof the
rush and bother of interpersonal face-to-face communication.
4) Writing
as a Skill
By far the most important reason for
teaching writing, of course, is that it is a basic language skill, just as
important as speaking, listening and
reading. Students need to know how to write letters, how to put written reports
together, how to reply to advertisements and increasingly, how to write using
electronic media. They need to know some of writing’s special conventions
(punctuation, paragraph construction ect.) just as they need to know how to
pronounce spoken English appropriately. Part of teachers job is to give them that skill.
d. Writing
Process
Writing is a systematic process. The process of writing by
Urquhart & Mclver (2005) as follows:
1) Prewriting
The
period where writers get ready to write—gathering information, organizing
ideas, identifying audience and purpose, and selecting genre.
2) Drafting
The
production stage of getting ideas down using complete sentences and reflecting
the general conventions of writing.
3) Revising
The
time when writers review their work, checking for clarity of message, word
choice, and organization.
4) Editing
The process of checking written work for
the conventions of writing and any lingering concerns with voice, tone, and
style.
2.
Concept of Blog
a. Definition of Blog
There are many definition of blog given by some
sources, as follows:
1) Rank, Warren and Millum (2011) defined blog as an
online journal or diary that allows users to publish material instantly using
tools that allow the incorporation of multimedia resources as well as text.
2)
Richarson (2008) states that blog is an easily created, easily
updateable Website that allows an author (or authors) to publish instantly to
the Internet from any Internet connection.
The earliest blogs were literally “Web logs” or lists of sites a
particular author visited on any given day that would be revised by changing
the HTML code and updating the file on a server.
3)
According
to Johnson (2004) Blog are electronic journals that allow the user to keep
records of their writing on a website.
4)
Crook et al in Conole and Alivizou (2010) define blog is An Internet‐based journal or
diary in which a user can post text and digitalmaterial while others can
comment.
5)
Barton, Kalmbach and Lowe (2011) state blogs are easily updatable sites
that collect a series of posts in reverse chronological order (i.e. newest post
first at the top of the page), allow comments, and are often organized by
tags.
From all definitions of Blog above, the
researcher conclude that Blog is a website containing a writer own experiences
or opinions often having images and link and provides a comment space for
readers.
b.
Types of Blog for Use in Classroom
According to Campbell (2003) there are three types of
Blog for use in classroom such as the tutor Blog, the learner blog and the
class Blog, explanation as follows:
1)
The Tutor Blog
The tutor Blog is
a type of weblog that is run by the tutor for the learners. It serves the
following purposes:
a) Gives
daily reading practice to the learners.
Sometimes students find assigned
reading material too boring, difficult, or hard to relate with. This is because
it is often written with another purpose in mind. So who better to write to
them than the person who knows them best: the teacher. Entries are kept short,
geared towards the learner interest, and linked to related online sources for
further reading if desired. Vocabulary used in class can be recycled this way.
New vocabulary words can be linked to definitions on other sites found with a
search engine. Furthermore, a casual, natural writing style can be used by the
tutor to develop learner familiarity with native language patterns.
b) Promotes
exploration of English websites.
Any
entry made by the tutor can and ought to encourage further exploration of the
Internet in English by linking to related articles, and content based websites.
For those learners reluctant to step outside the comfort of exploring the Web
in their native language, being led to interesting English language sites will
increase their confidence and help to overcome their aversion.
c) Encourages
online verbal exchange by use of comment buttons.
At
the bottom of each entry, any blog reader can make a comment that can be read
and further commented on by all who access the site. Ask your students
questions, give them riddles, challenge their views; whatever it takes to
encourage them to comment.
d) Provides
class or syllabus information.
Entries
in the blog can also serve to remind students about homework assignments and
upcoming discussion topics. Links can be provided to sites that introduce
relevant topics of discussion. The tutor can also follow up on difficult areas
of classroom work that might need review or clarification. In addition, a
permanent link to the classroom syllabus and rules can be included on the blog.
e) Serves as
a resource of links for self-study.
In
the right and/or left margins of the blog, permanent links can be set-up and
organized to aid the learner in self-study, for example links to online
quizzes, English news sites, key-pal networks, audio and video files for
listening practice and ESL interactive websites.
2)
The Learner Blog
The Learning Blog are blogs that are either run by
individual learners themselves or by small collaborative groups of learners. In
ESL, learner blogs may be best suited for reading and writing classes. A common
reading assignment can be followed by blog postings on the thoughts of each
learner or group of learners. Furthermore, the act of constructing the blog may
encourage the use of search engines and net surfing in English to find the
appropriate sites to which links can be made. This will empower the
learner to direct the reader to sites of choice for further reading.
Individually, blogs can be used as journals for writing practice, or as
free-form templates for personal expression. The idea here is that students can
get writing practice, develop a sense of ownership, and get experience with the
practical, legal, and ethical issues of creating a hypertext document. In
addition, whatever they write can instantly be read by anyone else and, due to
the comment features of the software, further exchange of ideas is promoted.
Tutors can even run a mega-blog of select topics of interest gleaned from
student blogs so that the broader issues are brought into focus on a single
website.
3)
The Class Blog
This
type of blog is the result of the collaborative effort of an entire class. The
following are some possible uses:
a) In conversation-based classes it
could be used like a free-form bulletin board for learners to post messages,
images, and links related to classroom discussion topics. It could also be a
space for them to post thoughts on a common theme assigned for homework.
b) With intermediate and advanced
learners, class blogs might also useful for facilitating project-based language
learning, where learners can be given the opportunity to develop research and
writing skills by being asked to create an online resource for others.
c) Class blogs could also be used as a
virtual space for an international classroom language exchange. In this
scenario, learners from different countries would have joint access and
publishing rights to the blog. The entire exchange would then be transparent to
all readers and could be followed and commented on by other learners, tutors,
parents and friends.
d) For reading and writing classes, it
might also involve the use of knowledge management software, like Userland's
Manila, that allows for a great deal of threaded discussion behind the scenes.
Much like a publishing group, individual learners can be given varying amounts
of responsibility to publish material arising from postings on the discussion
list. The results of this effort are what is seen on a website by the public at
large.
For this study, the researcher will apply the class Blog to use in
classroom. In a Blog that will made by researcher, that Blog can be used like an online bulletin board for learners to post their
writing work. Then their peers will read and give response by the comment space
that have provided.
c. Advantages
and Disadvantages of Blog
The advantages of
using a blog in language teaching can be divided into the following statements:
1) Blog
entries are normally followed by a comment button, allowing readers to write a
reaction, which is then logged and linked, along with all other comments, into
the original text (Godwin,
2003)
2) Students
can submit their paper, assignments or notes on their blogs. They can observe
their writing overtime. (Tseng, 2008)
3) A
blog offers a potential audience which as well as the teacher and the rest of
the class can
include the whole school, parents and even (if you wish) the whole world.
(Rank, Warren and Millum, 2011)
4) Blog
development can empower students to become more analytical and critical
(Oravec, 2002)
5) Blog
construction involves a continuing time commitment and can reinforce important
lessons about the value of perseverance. (Oravec, 2002)
6) Blogging
service is free, simple user
interfaces and allow users to easily maintain content or add new dated entries
(Wu, 2005; Herring, et, al, 2005)
7) From any computer connected to the Internet, teachers can create,
edit, or delete their teaching handouts such as notes, homework assignment, and
review materials. All these teacher’s messages will be organized in a reversed
chronological order with the latest postings on the top (Johnson, 2004)
Despite the advantages, blogs also bring some disadvantages, as follows:
1) Organizing
and compiling content for the blog is time consuming (Lai and Chen, 2011)
2) Anyone
can very easily post copyrighted material without the permission of copyright
holders (Boulos, Maramba and Wheeler, 2006)
3) Not
convenient for students who do not have enough chance to access to a computer
and internet connection outside the course (Tekinarslan, 2008)
4) The
language used on blog is a deliberate, playful and sometimes excessive way of
expressing themselves (Tseng, 2008).
3.
The Concept of Peer Review
Peer review sometimes also reffered to as peer response, peer editing,
peer feedback or peer critique. According to Reitbauer, et al (2013) Peer Review is an activity which involves
students reading their fellow students’ texts and giving feedback. Another definition by
to Hyland (2011) Peer review means responding with appreciation and positive
criticism to classmates’ writing. It is an important part of this course
because it can help writer become more aware of reader when writing and
revising, also help students become more sensitive to problems in writing and
more confident in correcting them.
Then, Jansen and Liu (2011) states
that Peer response can be defined
as the use of learners as sources of information, and interactants for each
other in such a way that learners assume roles and responsibilities normally
taken on by a formally trained teacher,
tutor, or editor in commenting on and critiquing each other’s drafts in both written and
oral formats in the process of writing. The
last, Oshima and Hogue (2007) states that peer editing is an interactive
process of reading and commenting on a classmate's writing. students will
exchange rough drafts with a classmate, read each other's work, and make
suggestions for improvement.
There are many advantages of the use of peer review for
teaching writing. As stated to Hyland (2011) the advantages of peer review such
as:
a) Active
learner participation
b) Authentic
communicative context
c) Nonjudgmental
environment
d) Alternative
and authentic audience
e) Writers
gain understanding of value reader needs
f) Reduced
apprehension about
g) Development
of critical reading
h) Reduces
teacher’s workload
Despite
the advantages, According to Hyland (2011) the use of peer review also have
some disadvantages, as follows:
a) Tendency
to focus on surface forms
b) Potential
for overly critical comments
c) Cultural
reluctance to criticize and judge
d) Students
unconvinced of comments’
e) Weakness
of reader’s knowledge
f) Students
may not use feedback in writing revisions
g) Students
may prefer teacher feedback skills
Oshima and Hogue (2007)
state that before doing peer review, the reviewer should consider some
advises. They are as follow:
a) reviewer job is to help classmate
write clearly. Focus only on content and organization.
b)
If the reviewer notice grammar or
spelling errors, ignore the writer. It’s not reviewers job to correct the
classmate’s English.
c) Don’t cross out any
writing. Underline, draw arrows, circle thing, but don’t cross anything.
d) Make first comment a
positive one. Find something good to say.
e) If Possible, use a color
pencil or ink
f) The writer may not always
agree with the reviewer. Discuss the different opinions, but don’t
argue, and don’t hurt classmate’s feelings.
C.
Resume
Based on some research findings and pertinent
ideas the researcher concludes that teaching writing is an important aspect in learning. It means
that the more writing
that students have is make them easier to communicate their ideas or feelings.
Therefore the teachers must be more creative to make the students intersted to
attend the teaching writing
on the class. In this research will try to apply one media in teaching writing namely teaching writing by using blog and peer review as
a method to improve the students writing
ability.
D. Conceptual
Framework
In this case the researcher will apply peer editing by using blog
which will expect to improve skill in writing
to the tenth grade students of Vocational High Scholl DDI
Parepare. The researcher will show conceptual framework as follows:
PROCESS  |
|||||
 |
|||||
 |
|||||
1. Input
The input of the research is the students’
prior knowledge, students writing ability and their response on learning
English by conventional method that teachers always given to students’.
Researcher will gives a pre-test to measure the comprehension of students’. The
students will be given a chance to write based on the prepared topic.
2.
Process
In
this stage, the researcher will give two different process in different class
to compare the students skill in writing, namely:
a.
Experimental Class
In
experimental class, the researcher will apply peer review by using blog to
students in writing activity.
b.
Control Class
In
control class, the researcher wilt apply peer review without using blog to teach the phases of
teaching writing which suitable with the indicators of the materials.
3. Output
The output of this research will be reflected
in the result of post-test. The researcher hopes that there will be a
significant comparison between pre-test and post-test in control class and
pre-test and post-test in experimental class. The researcher will know the
significant progress,
the achievement
of students writing ability and the successful of blog to develop students skill in writing.
E. Hypothesis
Based
on the previous findings, some pertinent ideas and conceptual framework, the
researcher formulates a research hypothesis as follows:
H0:
There is no significant difference on
writing ability of the tenth year students
of DDI Vocational High School
Parepare before and after using Blog
with peer review.
Hi: There is significant difference on writing
ability of the tenth year students
of DDI Vocational High School
Parepare before and after using Blog
with peer review.
CHAPTER III
RESEARCH METHOD
This
chapter presents research design, population
and sample, variables of the research, instrument of the research, procedure of collecting data, and
technique of data analysis.
A.
Research
Design
The method of the research
that the researchers apply is quasi experimental method with nonequivalent
group design. The researcher look at the two clases as the sample; they are
experimental class and control class. It is represented by the following
diagram:
|
E
= O1 X1 O2
|
|
C = O1
X2 O2
|
Where:
E is experimental class
C is control class
O1 is
pre-test
O2 is
post-test
X1 is
treatment of experimental class
X2 is
treatment of control class
(Gay,
et al, 2006)
B.
Population
and Sample
1. Population
The population of this
research is all
the tenth grade
students of vocational high school DDI Parepare
in academic year of 2017
– 2018 which consist of 63 students.
2.
Sample
The
researcher use
cluster random sampling technique to take the sample of the research. The
sample of this research consist of two classes,
one class as experimental class and one class as control class.
C.
Variables
of The Research and Operational Defenition of Variables
1. Variables
There
are two variables in this research,
as follows:
a. Independent
variable is the use of Blog and the
implementing of peer review at the tenth year students of DDI vocational high school Parepare.
b. Dependent
variable is writing skill
of the tenth year students of DDI vocational
high school Parepare.
2. Operational
Defenition of Variables
a. Writing
Skill
Writing skill is the ability
of tenth year students of vocational high
school DDI Parepare in conveying or information of recount text in written language.
b. Blog
Blog is an online website that provide features to
publish work in writing and have space to reader to give review about the post.
By using blog students can submit their assignment and reviewed by their peers
via online
c. Peer Review
Peer review is an revising activity by classmates.
By using peer review learning writing will be
larger amounts of feedback and shorter periods of time needed than feedback
given by their teacher.
D.
Instrument
of The Research
The
instrument of the research is
a test to write a recount
text, the test will give through pretest and posttest. In each test, the
students will be
asked to write text at about 100 to 150 words. Pretest will use to measure students’ knowledge
before giving treatment and posttest use to measure students’ writing ability
after giving treatment.
E.
Procedure of Collecting Data
1.
Pre-test
Before implementing Peer Review by using Blog or
doing the treatment, the students will give pre-test to know their achievement
in writing. The researcher ask the students to write based on the prepare
topic.
2.
Treatment
The activities of the treatment were
implemented as follows:
a. Experimental Class
1) In the first meeting, the
researcher begin the learning process by explain about descriptive text and give
example.
2) As
the next step researcher continue to explain the material and introducing blog and peer review.
3) Next
step, the students make descriptive
text based on the theme by using their own words.
4) Next step, students send their work to the researcher’s E mail
5) Then, the researcher post all students work in the
class Blog
6) Every students open the link of the class Blog and
read their peers work then give review on the comment space.
7) Students read the review that was commented for their
work and then rewrite it and correct it according to review.
8) Final step, the researcher check the students work.
For
the next meetings (second meeting, third meeting and fourth meeting) same as
the teaching procedure in the first meeting but different theme of the
descriptive text.
b. Control Class
1) In the first meeting, the
researcher begin the learning process by explain about descriptive text and give
example.
2) As
the next step researcher continue to explain the material and introducing peer review.
3) Next
step, the students make descriptive
text based on the theme by using their own words.
4) Next step, students exchange their worksheet with their peers
5) Then, students as the
writer and the editor will discuss, and the student providing feedback should
ask questions, make suggestions, and offer opinions, while the writer should
clarify intention, consider alternatives, and listen willingly
6) The final step, every students open the link of the
class Blog and read their peers work then give review on the comment space.
7) The
researcher will check the students task
For
the next meetings (second meeting, third meeting and fourth meeting) same as
the teaching procedure in the first meeting but different theme of the
descriptive text.
3.
Post-test
After applying the
treatment, the researcher give post-test to the students to obtain data,
whether there any progress or improvement of the tenth grade students of DDI Vocational high school Parepare
after implementing peer review by using Blog or
not.
.
F.
Technique
of Data Analysis
To
find out the different average value between the scores of pre-test and
post-test using the following formula.
The
results of the data analysis qualitatively and quantitatively. In this
research, there are some data which analysis to find out the students’ writing
ability, the researcher give score by viewing five components of writing, there
are some steps in analyzing the data.
Table
1.Scoring the students’ writing composition
|
Composition
|
Level
|
Criteria
|
|
Content
|
30-27
|
Exelent
to Very Good: Knowladge,Substansive,thorough development of thesis, releveant
to assigned topic
|
|
26-22
|
Good to Average: some knowladge of subject, adequate
range, limited development of thesis, mostly relevant to topic, but lack
detail.
|
|
|
21-17
|
Fair to Poor: limited knowladge, litle subtance,
inadequate development of topic
|
|
|
16-13
|
Very poor: does not show knoladge of subjenct,
non-substansive, not pertinent, or not enough to evaluate
|
|
|
Organization
|
20-18
|
Exelent to Very Good: fluent expression, ideas clearly
stated/supported, succinct, well-organized, logical sequencing, cohesive,
|
|
17-14
|
Good to Average: somewhat choppy, loosely organized,
but main ideas stand out, limited support, logical but incomplete sequencing
|
|
|
13-10
|
Fair to Poor: non-fluent, ideas confused or
disconnected, lacks logical seuancing and development.
|
|
|
9-7
|
Very Poor: does not communicate, no organization, or
not enough to evaluate
|
|
|
Vocabulary
|
20-18
|
Exelent to Very Good: sophisticated range, effective
word/idiom choice and usage, word form mastery, appropriate register
|
|
17-14
|
Good to Average: adeuate range, Occasional errors of
words/idiom form, choice, usage but meaning confused or obsecured
|
|
|
13-10
|
Fair to Poor: limited range, freuent errors of
word/idiom form, choice, usage, meaning confused or obsecured
|
|
|
9-7
|
Very Poor: Essentially translation; little knowladge of
english vocabulry, idioms, word form; or not enough to evaluate
|
|
|
Language used
|
25-22
|
Exellent to Very Good: effective complex construction;
few errors of aggriment, tense, number, word order/function, articles,
pronouns, prepositions
|
|
21-18
|
Good to Average: effective but simple constructions;
minor problemsin complex constructions; several errors of aggreement, tense,
number, word order/function, articles, pronoun, prepositions but meaning
seldom obsecured
|
|
|
17-11
|
Fair to Poor: major problem in simple/complex
construction; freuent errors of negetion, aggrement, tense, number, word
order/function, article, pronouns, prepositions and/or fragments, run-ons,
deletions; meaning confused or obsecured
|
|
|
10-5
|
Very Poor: virtually no mastery of sentence
construction rules; dominated by errors; does not communicate; or not enough
to evaluate
|
|
|
Mechanics
|
5
|
Exellent to Very Good: demonstrates mastery of
conventions; few errors of spelling, punctuations, capitalizations,
paragraphing
|
|
4
|
Good to Average: occasional errors of spelling,
punctuation, capitalization paragraphing but meaning not obscured
|
|
|
3
|
Fair to Poor: frequent errors of spelling, punctuation,
capitalization, paragraphing, poor handwriting; meaning confused or obscured
|
|
|
2
|
Very Poor: no mastery of conventions; dominated by
errors 0f spelling, punctuation, capitalizations, paragraphing, handwriting
illegible; or not
|
(Weigle
Sara Cusing, 2002:116)
Table
2.Classifying students’ score based on the following
classification
|
No
|
Classification
|
Score
|
|
1.
|
Very
good
|
86-100
|
|
2.
|
Good
|
71-85
|
|
3.
|
Fair
|
56-70
|
|
4.
|
Poor
|
41-55
|
|
5.
|
Very
poor
|
≤
40
|
(Dirjen
Pendidikan Dasar Dan Menengah, 2005)
1. To
calculate the rate percentage of students’ score by using the following
formula:
% = 
Where: 
(Gay, et al, 2006)
2. To
calculate the mean score, the researcher will apply the following formula:
Where: 
= Mean
= Mean
= The
Sum of all Score
N = The
Number of Subject.
(Gay, et al, 2006)
3. To
find out the standard deviation will use the following formula: 
Where: 
SD = Standard deviation
SS = the sun square
N =
the total number of students
= The sum all square
(
= The sum square of the sum score.
= The sum square of the sum score.
(Gay, et al, 2006)
Finding out the significant different between
the pre-test and post-test by using this formula:
t = 
in which ss1 =
and ss2 = 
and ss2 =
Where =
t =
Test of significance
=
Mean score of experimental class
=
Mean score of control class
SS1 = The sum square of experimental class
SS2 = The sum square of control class
N1 = The total number of
experimental class
N2 = The total number of
control class
(Gay,
et al, 2006)
4.
Criteria of
testing hypothesis
The statistical hypothesis in this
research will:
Ho : µ1 > µ2
H1 : µ1< µ2
To test the hypothesis the research use one tail
test with 0.05 level significant for non independent sample. The formula of
degree of freedom (df) = N-1
a. If t-table > t-test, HO will accept.
H1 will reject. It means that teaching writing by using blog with peer review no
significant the students’ writing ability.
b. If t-table ≤ t-test. HO will reject and
H1 will accept. It means that there will significant in teaching
writing by using blog with peer review of the tenth year students of
Vocational High Scool DDI Parepare
before and after giving treatment.
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