THE EFFECT OF PEER ASSESSMENT TECHNIQUE TOWARD STUDENTS’ WRITING ABILITY AT CLASS VIII OF JUNIOR HIGH SCHOOL 1 LUBUK SIKAPING

NUR, HANIFAH (2018) THE EFFECT OF PEER ASSESSMENT TECHNIQUE TOWARD STUDENTS’ WRITING ABILITY AT CLASS VIII OF JUNIOR HIGH SCHOOL 1 LUBUK SIKAPING. Skripsi thesis, UIN IMAM BONJOL PADANG.

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Abstract

ABSTRACT Nurhanifah, 2017: The Effect of Peer Assessment Technique towards Students’ Writing ability at Grade VIII of Junior High School 1 Lubuk Sikaping This research is an attempt to prove the effect of peer assessment technique toward students’ writing skill on recount text at the eighth grade students of SMPN 1 Lubuk Sikaping in academic year 2017/2018. The implementation of this tecnique was believed to help the students in constructing their written text because the application of peer assessment technique assists the students to developing in written form. The type of this research was experimental research, where researcher used two classes in Junior High School 1 Lubuk Sikaping. The population of this research was all of the students at class eight. The researcher used class VIII.8 (30 students) as class of experiment to apply peer assessment technique and class VIII.9 (30 students) as control class which did not apply peer assessment technique. Both of the classes got same materials and also same time allocation during five times meeting. After teaching for five meetings, post-test was given to both of classes. Researcher used the test was students’ Writing test to both of classes. This research was analyzed by using statistical procedures. T-test was used to analyze the students’ post-test scores. The data was analyzed by using simple regression with 5% (0.05). The result of this research showed that mean scores of students’ writing in experiment class (75.43)is higher than the mean scores of students’ writing in control class (72.46). While, t-calculate (2.212) is also bigger than t-table (1.671). Moreover, each component of writing both of classes is also different. It can be seen from the comparison of students’ mean scores of post-test. Statistically, it is showed that teaching writing by using peer assessment technique gives significant difference on students’ writing ability. Based on the research finding, it can be concluded that the students’ writing ability was improved after implementing peer assessment technique. It proved that the mean score of students’ writing in post-test on experimental class was higher than the mean score of post-test control class. In other words the students who in experimental class have to master the writing skill consist of content, organization, vocabulary, language use and mechanics.

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