Prayogo, Emakariza Jannah Dewi (2018) The effect of explicit and implicit corrective feedback on the eleventh grade students' conditional sentences / Emakariza Jannah Dewi Prayogo. Diploma thesis, Universitas Negeri Malang.
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iv SUMMARY Prayogo Emakariza Jannah Dewi. 2018. The Effect of Explicit and Implicit Corrective Feedback on the Eleventh Grade Students Conditional Sentences. Sarjana s Thesis English Department Faculty of Letters Universitas Negeri Malang. Advisors (I) Dr. Sintha Tresnadewi M.Pd. (II) Nur Hayati S.Pd. M.Ed. Key Words grammar explicit corrective feedback implicit corrective feedback conditional sentences Grammar is an important part of English. Unfortunately teachers sometimes forget that students need to not only learn it but also practice it so the students could understand grammar concepts more easily. In this case students often make some mistakes in practicing their grammar. Corrective feedback helps them correct their mistakes. There are two kinds of corrective feedback explicit corrective feedback and implicit corrective feedback. In explicit corrective feedback besides showing the students mistakes the teacher also gives correction of students mistakes while in the implicit corrective feedback the teacher only shows the students mistakes. This study is aimed at investigating the difference between the effects of explicit and implicit corrective feedback on the eleventh graders conditional sentences. This study used a quasi-experimental design. The data were taken from 26 students of Lintas Minat Class in SMA Negeri 1 Kepanjen. The class was chosen by the school. The researcher chose this school since SMA Negeri 1 Kepanjen is the best senior high school in Kabupaten Malang. The students were grouped into two groups that were given different treatments. One group was given explicit corrective feedback while the other group was given implicit corrective feedback as the treatment. Pretest treatment and posttest were given to the two groups. The data collected in this study were in the form of students grammar scores. The results of the posttest of the two groups were compared using statistics in order to draw the conclusion. Based on the data analysis using Mann-Whitney U it was found that explicit corrective feedback gave more significant effect than that from implicit corrective feedback on students conditional sentences. The results showed that the mean score resulting from explicit corrective feedback was higher than that from implicit corrective feedback. It was 65.3846 compared to 44.2308. The hypothesis testing by using Mann-Whitney U was done and the calculated value in column Asymp. Sig. (2-tailed) was .029. It is lower than .05 which means the students scores when they were given explicit corrective feedback significantly higher than when they were given implicit corrective feedback. It can be concluded that the students who were given explicit corrective feedback achieved better in grammar. Based on the result of the study it is suggested that future researchers involve more respondents make the duration of the study a bit longer and give more treatments. The last is it is better for the future researchers to use more scopes of the material not only one. For the English teachers they are expected to be able to choose the most appropriate method in giving corrective feedback to students task particularly in grammar.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | ?? ?? |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 30 Oct 2018 04:29 |
| Last Modified: | 09 Sep 2018 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/10462 |
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