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TEACHER’S DIRECT WRITTEN CORRECTIVE FEEDBACK ON STUDENTS’ WRITING DESCRIPTIVE TEXT

Ahlan, Ahlan (2020) TEACHER’S DIRECT WRITTEN CORRECTIVE FEEDBACK ON STUDENTS’ WRITING DESCRIPTIVE TEXT. Masters (S2) thesis, University of Muhammadiyah Malang.

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Abstract

The teaching of writing in EFL students was being an interesting issue to be study. Writing was called as a difficult skill compared to other language skills. In the writing process, students were asked to be able to organize idea or sentence, so that the readers understanded the messages from writers. Many articles discussed about students’ writing ability and the result finding showed that most of the students’ score were below the standard score. In order to enhance students ability to write, the researcher was trying to implement a direct written corrective feedback on students writing. This study aimed to prove the magnitude impact of direct written corrective feedback on students’ writing descriptive text. The study was conducted in tenth grade of SMK Muhammadiyah 2 Malang as the sample of the study. Class X of BDB as control group and X of OTKP as experimental group. The study used a quasi-experimental research design. The quasi-experimental design was one of quantitave research methods in order to gain the numerical data. The data was collected by distributing writing test to the students. the students were asked to write a text about description of object. After the data was collected, the researcher analyze the data by using t-test calculation from SPSS 26 version to compare the mean score from experimental and control group. The research finding from the statistical data analysis of independent sample t-test showed that the significance (2-tailed) value was .097 >.05. It meant that the teaching of writing with the guiding of teacher’ direct written corrective feedback did not show better performance on students’ writing descriptive text compared to the students who have not given direct written corrective feedback. Eventhough, students’ mean score of post-test of experimental group (72,423) was higher than control group (71,143). It didn’t mean that the teacher’s direct written corrective feedback has better impact on students’ writing descriptive text.

Item Type: Thesis (Masters (S2))
Student ID: 201720560211026
Thesis Advisors: Bayu H. Wicaksono, M.Ed, Ph.D (0728117401), Dr. Fardini Sabilah, M.Pd (0723127001)
Keywords: Students’ Writing, Descriptive Text, Direct Written Feedback
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Postgraduate > Master of English Language Education (88103)
Depositing User: 201720560211026
Date Deposited: 07 Feb 2020 08:09
Last Modified: 07 Feb 2020 08:09
URI : http://eprints.umm.ac.id/id/eprint/59084

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