APPLYING PEER TEACHING TECHNIQUE TO IMPROVE STUDENTS’ GRAMMAR ACHIEVEMENT
DOI:
https://doi.org/10.54367/kairos.v5i2.1448Abstract
This study was aimed to improve the students’ grammar achievement, especially in using conditional sentences by applying peer teaching technique. The subject of the study was the third semester students of English Education Study Program in academic year 2017/ 2018. This study was conducted by applying Classroom Action Research (CAR) which had been conducted in two cycles and each cycle consisted of three meetings. The instruments of collecting data were quantitative data (grammar test and questionnaire) and qualitative data (observation checklist and fieldnotes). The results of the test showed that the mean score of pre test was 15, formative test was 35 and post test was 63. The result of observation checklist and fieldnotes showed that the students were interested in teaching and learning conditional sentences by applying peer teaching technique. These indicated that there was a significant improvement of the students’ grammar achievement by applying peer teaching technique.References
Boes, Susan R. and Grubbs, Natalie. 2009. The Effects of the Peer Tutoring Program. GSCA Journal 2009, Volume 16 No.1
Boud, D., Cohen, R., and Sampson, J. 2001. Peer Learning in Higher Education: Learning from and with Each Other. London: Kogan Page
Burns, Anne. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.
Collerson, John. 1994. English Grammar: A Functional Approach. UK: Primary English Teaching Assosiation
Comhort, Paul and Mahon, John James. 2012. The Effect of Peer Tutoring on academic achievement. Journal of Applied Research in Higher Education Vol.6 No.1, 2014
Duran, David. 2010. Cooperative Interactions in Peer Tutoring: Patterns and Sequences in Paired Writing. Middle Grades Research Journal, Volume 5(1), 2010, pp. 47-60
Gordon, Edward E. 2005. Peer Tutoring: A Teacher’s Resource Guide.
Harmer, Jeremy. 2003. The Practice of English Language Teaching: Third Edition. Cambridge: The Prentice Hall Regents
Kemmis, Stephen & Mc Taggart, Robin. 1988. The Action Research Planner. Victoria: Deakin University Press
Leech, Geoffrey and Svartvik, Jan. 1975. A Communicative Grammar of English. UK: Longman
Mengping, T. 2014. Mathematics Synchronous Peer Tutoring System for Students with Learning Disabilities. Journal of Educational Technology & Society, 17(1), 115-127.
Murray, H.A. Explorations in Personality. New York: Oxford University Pressy
Penny, Ur. 2000. A Course in Language Teaching Practice and Theory. London: Cambridge Teacher Training and Development
Puchner, L. 2003. Children teaching for learning: what happens when children teach others in the classroom? Teaching and Teacher Education. A paper prepared for the Annual Meeting of the American Educational Research Association, April 21-25, 2003, Chicago, Illinois
Slavin, R.E. 1996. Research on cooperative learning achievement: What we know, what we need to know. Contemporary Educational Psychology, 21 (1), 43-69.
Wallace, Michael J. 2006. Action Research for Language Teachers. Cambridge: Cambridge University Press.
Topping, K.J. 1996. The Effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education 32: 321-345.
