cooperative learning
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE THROUGH COOPERATIVE LEARNING TO IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT
(A Quasi-Experimental Research of Eleventh Graders at one of Senior High School in Bandung)
A Research Proposal
By
Nuraeni
0902545
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2013
CHAPTER 1
INTRODUCTION
This chapter outlines the background of this research, research questions, aims of the research, significance of the research, research methodology, clarification of terms, and organization of the paper.
1.1 Background
There are four basic skills in mastering English; listening, speaking, reading, and writing. From those four basic skills, writing is assumed as the most difficult basic to be mastered. According to Alwasilah (2001),writing is the most difficult skill to be acquired by students and to be taught by teachers. Writing skill becomes one of important skills that need to be mastered by the students. Alwasilah and Alwasilah (2005:134) state in their book that writing has been proved as language activity that help students to create the logical competence, that is ability to solve problem through complex linguistic and cognitive ability such as organizing, structuring, and revising. The ability for coping all problems above that cause writing becomes the difficult skill for students and teacher. Alwasilah (2001) also states that students face a problem finding ideas to write, do not know what to do if they want to start writing. And many students feel frustrated when they could not find the appropriate word (Cimcoz, 1987 in Sulystyawati, 2002:12).
The reasons why writing is considered as the most difficult skill are caused of its characteristics and methods. The characteristic, writing is considered as a complex skill. Writing is not only an activity transferring spoken language to written one, but it is a mechanism of flow of
(A Quasi-Experimental Research of Eleventh Graders at one of Senior High School in Bandung)
A Research Proposal
By
Nuraeni
0902545
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2013
CHAPTER 1
INTRODUCTION
This chapter outlines the background of this research, research questions, aims of the research, significance of the research, research methodology, clarification of terms, and organization of the paper.
1.1 Background
There are four basic skills in mastering English; listening, speaking, reading, and writing. From those four basic skills, writing is assumed as the most difficult basic to be mastered. According to Alwasilah (2001),writing is the most difficult skill to be acquired by students and to be taught by teachers. Writing skill becomes one of important skills that need to be mastered by the students. Alwasilah and Alwasilah (2005:134) state in their book that writing has been proved as language activity that help students to create the logical competence, that is ability to solve problem through complex linguistic and cognitive ability such as organizing, structuring, and revising. The ability for coping all problems above that cause writing becomes the difficult skill for students and teacher. Alwasilah (2001) also states that students face a problem finding ideas to write, do not know what to do if they want to start writing. And many students feel frustrated when they could not find the appropriate word (Cimcoz, 1987 in Sulystyawati, 2002:12).
The reasons why writing is considered as the most difficult skill are caused of its characteristics and methods. The characteristic, writing is considered as a complex skill. Writing is not only an activity transferring spoken language to written one, but it is a mechanism of flow of
References: Aliaga, and Gunderson. (2000). Introduction to Quantitative research.Retrieved on April 07, 2013 from www.sagepub.com/upm-data/9733_036046Ch1.pdf. Alwasilah, A.C. (2001). Language Culture and Education: A Potrait of Contempora Indonesia. Bandung: CV Andira. Alwasilah, A.C and Alwasilah, S.S Amaliah, Rizki. (2011). The Effectiveness of Peer Feedback in Improving Writing Skill of First Grade Students in Junior High School in Writing Descriptive Text.Unpublished. Barwick, John. (1999). Targeting Text: Narrative, Poetry, Drama. (p.4). Glebe: Blake Education. Dheram, P.K. (1995). Feedback as A Two-Bullockcart: A Case Study of Teaching Writing. Retrieved on May 08, 2011, from http://203.72.145.166/elt/files/49-2-6.pdf. Hatch, and Farhady. (1982). Research Design and Statistics for Applied Linguistics. Rowley, Mass: Newbury House. Hyland, Ken. (2005). Second Language Writing. Cambridge University Press: 1-275. Keh, C.L. (1989). Feedback in Writing Process: A Model and Methods for Implementation.(p.294). 203.72.145.166/ELT/files/44-4-5.pdf. Kumar, Rajendra. (2011). Research Methodology. New Delhi: APH Publishing. Lenggogeni, Putri. (2011). The Use of Peer Feedback Technique in Improving Students’ Narrative Writing.Unpublished. Ships. (2004). What Are Cooperative and Collaborative Learning? Retrievedon April 06, 2013, from http://www.thirteen.org/edonline/concept2class/coopcollab/index.html Williams, J.G Zeqiri, Luiza. (2011). The Role of Peer Feedback in Developing Better Writing Skills.Tetovo: Versita. Retrieved on April 06, 2013 from http://www.seeu.edu.mk/en/~l.zeqiri.