Perend, Youlanda (2021) The effect of using direct and indirect online written corrective feedbacks towards grammar performance in senior high school students' writing / Youlanda Perend</p>. Diploma thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Writing is one of the most difficult English skills for senior high school students. In producing a good paragraph there are some important steps that students need to do like prewriting drafting revising and editing. Grammar is one of the important parts and grammatical errors become the most common issue in writing. In improving students rsquo understanding in grammar performance written corrective feedback from the teacher is needed for students to produce good writing. Two types of written corrective feedback that are given for students in this study were direct and indirect written corrective feedback. The study aimed to investigate the effectiveness of using direct and indirect written corrective feedback toward grammar performance in senior high school students rsquo writing. The type of writing is based on KD 3.8 and 4.8 or Kurikulum 2013 which focused on report text. The design of this study is Quasi-Experimental in which there were two different groups as the first experimental group and the second experimental group without any control group. The two groups were given different types of WCF where the first experimental group was treated by the direct WCF and the second experimental group was treated by the indirect WCF during the treatments. The data were collected from the tenth graders of lintas minat class in SMAN 4 Malang that consisted of 30 students. The treatments were given four times after doing pre-test. After getting the treatments the students were given the post-test. The post-test scores were used to compare the progress of the two groups by using Independent Sample T-test. The finding of the study shows the level significance of 0.806 which is bigger than 0.05 (0.806 gt 0.05) between the two groups rsquo post-test scores. It means that there is no significant difference between the two groups rsquo post-test scores which used direct and indirect written corrective feedback. However The result showed that there is a significant difference between the pre-test and the post-test scores of grammar performance in writing report texts for the first experimental (direct WCF) group and the second experimental (indirect WCF ) group. It is because the level significance of the pre-test and the post-test scores for both groups is 0.000 which is less than 0.05 (0.000 lt 0.05. The level of significance indicates that both direct and indirect WCF can give a good effect on students rsquo understanding in grammar performance based on the improvement on students rsquo post-test scores. Even though both types of WCF gave good effects on students rsquo scores it will be better if we combine these two different types of WCF to improve students rsquo understanding of grammar in writing. During the process of learning providing students rsquo with the teacher rsquo s explicit and implicit errors feedback could make students realize and remember the errors so that they would not make the same errors on the next task.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | ?? ?? |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 13 Jul 2021 04:29 |
| Last Modified: | 09 Sep 2021 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/267407 |
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