Improving Secondary School Students‟ Recount Text Writing Achievement through Instagram-mediated Peer Feedback at MAN 1 Jember In Academic Year 2021/2022

Firdaus, Tiya Anisyah (2022) Improving Secondary School Students‟ Recount Text Writing Achievement through Instagram-mediated Peer Feedback at MAN 1 Jember In Academic Year 2021/2022. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Tiya Anisyah Firdaus, 2022: Improving Secondary School Students’ Recount Text
Writing Achievement through Instagram-mediated Peer Feedback at MAN 1
Jember In Academic year 2021/2022
Keywords: writing skil, Iinstagram-mediated, Peer Feedback

In this digital age, the use of social media Instagram to facilitate language learning gains significant momentum, particularly in teaching writing. Some teachers have witnessed that their students are frequently worried about the prospect of writing in English. The preliminary observation of the present study shows that there was one class which had scores below minimum criteria of mastery learning of writing recount text. Thus, the class requires more attention because the majority of students‟ achievement in that class was lower than the other classes.
From the preliminary study, the present study attempts to improve students‟ recount writing achievement through Instagram mediated peer-feedback. Peer feedback itself is a process feedback or commenting given by one student to another student. The researcher argues that peer feedback given via Instagram could improve the secondary school students‟ recount text writing achievement as it was considered the new learning design which helped both teacher and students in teaching learning process in class.
The design of this research was classroom action research. This action research aims to describe the process and the improvement of the students‟ ability in writing and the quality or achievement of the teaching-learning process of students‟ ability in writing. There were several steps in classroom action research. That includes planning, action, observation, and reflection.
Based on the result of students‟ average score, it could be concluded that cycle one was successful. The students‟ average score improved the students‟ writing skills after implementing peer feedback via Instagram method. The percentage of students who got the minimum score was 76,1%. Although it was successful, the researcher decided to conduct cycle two in order to make sure whether cycle two was consistent with cycle one. The results of writing tests in cycle two showed that Instagram mediated peer-feedback was successful too and the percentage of students who got the minimum score improved 78,7%. Based on the data analysis, the researcher concluded that the implementation of Peer Feedback via Instagram method could improve the students‟ writing skills.

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