The Effect Of Peer Correction And Teacher Written Feedback On The Paragraph Writing Ability At The Third Semester Students Of English Study Program Of STAIN Palangka Raya

Shinta Ari, Herdiana (2014) The Effect Of Peer Correction And Teacher Written Feedback On The Paragraph Writing Ability At The Third Semester Students Of English Study Program Of STAIN Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

The main purpose of the study are (a) to measure the effect of peer correction on students’ paragraph writing ability, (b) to measure the effect of teacher written feedback on students’ paragraph writing ability and (c) to measure the effect of peer correction and teacher written feedback on students’ paragraph writing ability.
The type of study was counterbalanced design and the researcher used quantitative approach in finding out the answer of the problems of study. The sample of the study was all the C class students of the third semester students of English Study Program of STAIN Palangka Raya with the total number was 16 students. The sample of study is determined using population research. The subject was given pre-test before treatment. Then the student of experiment class was taught by using peer correction and teacher written feedback techniques. Finally, the writer gave post-test to experiment class.The writer used SPSS 17.0 calculation to testInter Rater Coefficient and Correlation to test reliability of the study, Kolmogorov-Smirnov to test normality, Levene’s test to test homogeneity and two ways repeated-measured ANOVA to test hypotheses.
The result of testing reliability, it was found that the rvalue (0.988) was higher than rtable (0.622), it meant that the instrument of this research could be used as the instrumentation of the study. Then the result of testing normality found dvaluewas lower than dtable (0.147< 0.327), it could be concluded that the data was in normal distribution. The result of testing homogeneity showed the significant value (0.583) was higher than significance level α= 0.05, it could be concluded that the data were homogeneous. The result of two ways repeated-measured ANOVA with SPSS 17.0calculation the result of first hypothesis, it was found that the value of (Fvalue) (20.058) was higher than Ftableat the level of df =0.1 was 4.54. It was interpreted that alternative hypothesis (ha) stating that peer correction gave effect on the students’ score of writingparagraph was accepted and null hypothesis (ho) was rejected. The result of second hypothesis, it was found that the value of (Fvalue) (11.396) was higher than Ftableat the level of df =0.1 was 4.54. It was interpreted that alternative hypothesis (ha) stating that teacher written feedback gave effect on the students’ score of writingparagraph was accepted and null hypothesis (ho) was rejected. The result of third hypothesis, it was found that the value of (Fvalue) (22.781) was higher than Ftableat the level of df =0.1 was 4.54. It was interpreted that alternative hypothesis (ha) stating that teacher written feedback gave effect on the students’ score of writingparagraph was accepted and null hypothesis (ho) was rejected. It meant that both of peer correction and teacher written feedbacktechniques gave effect on the students’ paragraph writing ability at the third semester students of English study program of STAIN Palangka Raya.

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