THE EFFECTIVENESS OF PEER ASSESSMENT IN TEACHING WRITING ON PROCEDURE TEXT TO THE SECOND GRADE STUDENTS OF SOCIAL
PROGRAM AT SMAK ST. FRANSISKUS SAVERIUS RUTENG
IN THE ACADEMIC YEAR 2014/2015


HENDRIKUS DENI MAJUEnglish Study Program STKIP
NPM: 10.31.2076 St. Paulus Ruteng


Abstract:

This research is aimed at investigating the effectiveness of using peer assessment in teaching writing procedure text. The problem of this research is: Do the students who are taught by peer assessment have better achievement than the students who are not taught by peer assessment in writing procedure text?
This research was designed in quasi-experimental design. The population of this research was the eleventh grade students of social program at SMAK St. Fransiskus Saverius Ruteng which consisted of 175 students. In determining the sample of this research, the researcher made the homogeneity test. The result showed that the sample had the homogeneity. It was proved by the result of the test where Ft ≥ Fob = 1.84≥1.63. It meant that the two samples had the homogeneity. After that the researcher made a lottery. Based on the result of lottery, the grade XI social 2 was as the experimental group and the grade XI social 3 as the controlled group. The grade XI social 2 consisted of 30 students and the grade XI social 3 also consisted of 30 students.
The findings of the study indicate that peer assessment was effective in teaching writing procedure text. The result of the test, the experimental group that taught by using peer assessment got higher scores than the controlled group that taught by using conventional technique. It was obtained that the mean score of pre-test of experimental group was 44.33 and the controlled group got 42.66. In post-test, the mean score of experimental group was 71.33 meanwhile the controlled group got 55.16. After that, the data of pre-test and post-test were analyzed by using t-test. From the t-test analysis, the value of t_ob was 4.69 with degree of freedom was 58. Then the value was compared with the value of t_cv at significance level 1 % and 5 %. The value of t_cv was 2.66 for the significance 1% and 2.00 for the significance 5%. The result showed that (4.69> 2.66 for 1% level of significance and 4.69> 2.00 for 5% level of significance).
Based on this result, the researcher concluded that the students who are taught by peer assessment have better achievement than the students who are not taught by peer assessment. In other words, peer assessment is more effective in teaching writing procedure text to the second grade students of social program at SMAK St. Fransiskus Saverius Ruteng in the academic year 2014/2015.

Key words: Peer Assessment, Writing Skill and Procedure Text