THE EFFECTIVENESS OF USING PEER FEEDBACK ON STUDENTS’ WRITING SKILL IN MAN 1 TULUNGAGUNG ON ACADEMIC YEAR 2017/2018

ABSTRACT Risdiani, Ayuningtyas. Student Registered Number. 1723143021. 2018. The Effectiveness of Using Peer Feedback on Students’ Writing Skill in MAN 1 Tulungagung on Academic Year 2017/2018. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Arina Shofiya, M.Pd. Key Words: Peer Feedback, Writing Skill As writing process, approach has changed the way of teaching writing from students' final products to the process of writing. Later, one of technique which came in handly for teaching writing called as Peer Feedback. It has come to take an important part in writing instruction and known as a critical technique that contribute to students’ writing. In this research, the researcher tries to find out the effectiveness of using peer feedback on students’ writing skill in MAN 1 Tulungagung. By peer feedback technique, the students are expected able to maximizes their opportunity of sharing new ideas as well as understanding different perspectives on the writing process, so furthermore they can produce a good writing. This research is aimed at finding out whether there is a significant difference between students’ writing skill taught by using peer feedback and without using peer feedback. This research was classified as a quasi-experimental study. The population of this research were the eleventh grade students of MAN 1 Tulungagung in academic year 2017/2018. The sample of the research were 67 students from two classes, XI IIS 1 (35 students) as the experimental class and XI IIS 2 (32 students) as the control class. The experimental class was taught by using peer feedback whereas the control class was taught without using peer feedback. The data were obtained by using two essay writing tests: pre-test and post-test. The pre-test was given to both classes before the treatment and the post-test was given after the treatment. The data of the pre-test and post-test of both classes were analyzed by using statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested by using Independent-Samples of T-Test. The result of the research showed that there was a significant difference on the writing skill between the students taught by using peer feedback and without using peer feedback. It can be seen in the result of the hypothesis testing through Independent-Sample of T-Test. The significance value of 0.001 is less than the significance level of 0.05 (0.001 < 0.05), which means there was a significant difference between two means scores. Therefore, the alternative hypothesis is accepted and the null hypothesis is rejected. In other words, peer feedback is effective in teaching writing and it can be used as an alternative technique on writing analytical exposition text for students at MAN level, especially for eleventh grade students