ACTION RESEARCH ON IMPROVING GRADE 10 STUDENTS WRITING SKILL THROGH PEER FEEDBACK. THE CASE OF BATU SECONDARY SCHOOL

Abstract

This study was conducted to improve grade 10B students writing skill through peer feedback in English classroom in Batu Secondary School of Batu Town Administration. The research design employed in this study was action research that is to get the exact status of the students and by implementing action research for seven consecutive weeks to improve students’ writing skill through peer feedback. The participants of the study were grade 10B students, M 27and F 19 total number of the students were 46. The class was selected by simple random method. Qualitative data was used to collect data from respondents. The class was selected purposively from 24 sections in the school. Peer feedback was not practiced before the practical action was implemented in a class room. The researcher used Patrick’s 2007 balanced model. The model states as follow: Identification of the problem, Sensitizing, Strategizing, Implementing, Validating and Reporting. In actual classroom implementation the practitioner has provided different activities from grade 10 students textbook and acted as a regular teacher in each writing class. While the practitioner thought writing, he maintained a diary on the challenges that faced and the technique to solve it. After implementing practicing the action in practical class, he gathered data from participants of the study. The instruments used to generate data were students’ reflective writing, focus group discussion and researchers’ diary. Categorized data were thematically analyzed qualitatively in narrative from. The researcher finding showed the peer feedback helped to improve students’ writing skill. Although some challenges influenced to implement the method properly in writing section, the peer feedback relatively alternative method to improve students’ writing skill. The conclusions of the study were students assured that the method was important to improve writing skill, by getting chance to share idea, give and receive comment without fear. Time allotment, Lack of awareness was constraints to implement and improve writing skill. The researcher recommended that ELT teacher’ should promote and practice the method, should create meaningful environment, motivate learners, allot time appropriately and should orient learners.