A STUDY ON STUDENTS’ RESPONSE TOWARDS TEACHER’S HAND-WRITTEN COMMENTS IN WRITING CLASS

ISWANTO, ISWANTO (2008) A STUDY ON STUDENTS’ RESPONSE TOWARDS TEACHER’S HAND-WRITTEN COMMENTS IN WRITING CLASS. Other thesis, University of Muhammadiyah Malang.

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Abstract

Writing is one of the most difficult skills because in the academic writing students have to consider that to be able to write a composition well they must undergo several processes in which they are asked to write an outline, they have to develop the outline into sentences and paragraphs and the last is they need to revise the paragraphs as necessary. Before students revise the composition, the teacher gives comments on the students’ original composition which are mostly given in the form of hand-written comments. Based on this fact, a study on students’ response towards the teacher’s hand-written comments in writing class is conducted. There are three research questions which are going to be answered. They are: what types of the teacher’s hand-written comments on students essay composition are; what the students do in responding toward the teacher’s hand-written comments and whether the comments give any contribution to the improvement of the students’ composition. The object of this study is teacher hand-written comments on the students’ original composition and revision. The data of the study are two kinds. The first are the students’ written work, the original compositions and revisions then, the second are the teacher’s noting on the both students’ composition which are classified into the types of teacher’s comments. They are; comment on content and organization, comment on notation, end comment and error correction. From the result of data computation, it reveals that the occurrence of the teacher’s comments on content and organization are 9,8% or 79 times, comment on notation occurs 37 times or 4,6%, the occurrence of end comment is 3,1% or 25 times and error correction occurs 665 times or 82,5%. Meanwhile, from the analysis of data it can be identified that the students’ respond to the comments given by adding, substituting, rearranging and re-organizing sentences in the paragraph to make the idea clear. In line with the finding above, it can be concluded that the teacher’s comments contribute greatly to the improvement of the students’ composition especially in elaborating ideas in the content and organizing the paragraphs on their revision.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
Divisions: Faculty of Teacher Training and Education > Department of English
Depositing User: Anggit Aldila
Date Deposited: 09 May 2012 03:21
Last Modified: 09 May 2012 03:21
URI: http://eprints.umm.ac.id/id/eprint/4796

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