EFFECT OF PEER AND PAIR FEEDBACK ON STUDENTS’ RECOUNT WRITING ACHIEVEMENT

Abstract

This experimental study investigates the effect of peer and pair feedback on students’ recount writing achievement. The subjects of the study consisted of the first semester students of Hotel Management Program in Surabaya. Twenty-six students who were assigned in the Experimental Group received peer feedback treatment while twenty-four students who were assigned in the Control Group received pair feedback treatment. The research used quantitative method with quasi-experiment design. The instruments used in this study were recount writing pre-test and post-test. The data gathered were processed with t-test using SPSS. The result of data analysis showed that there was no statistically significant difference between the writing achievement of the Experimental Group and Control Group as the p value is 0.18˃0.5. The main reason of the result was that all of the students have the same level of writing ability. The participants, however, revealed improvement in their writing skill. In the Experimental Group, the mean score increased 9.18% (6.92 points) which could be seen from the pre-test average mean score 75.42 that reached up to 82.16 for the post-test average mean score. In the Control Group, the mean score increased 9.56% (7.33 points) which could be seen from the pre-test average mean score 76.67 that reached up to 84 for the post-test average mean score.