Bella, Awalia Haqqiya (2024) the analysis of teacher\'s written feedback on grammatical errors in efl writing class / Awalia Haqqiya Bella</p>. Diploma thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
This research aims to analyze teacher written feedback in improving students writing skills. Teacher feedback is focused on correcting students errors in grammar. This qualitative research used a descriptive analysis method with the subjects being 24 grade 7 students at Al-Ya lu Middle School. The results show that teachers provide two types of feedback to correct students grammatical errors direct and indirect feedback. Immediate correction is the most explicit feedback. The teacher immediately writes down the correction of the error. This shows the position of the fault as well as the correct shape of the fault. Meanwhile indirect corrections are in the form of symbols circles questions underlines and question marks. There are twelve types of grammar-related errors that students make. These things are related to subject-verb agreement nominal sentences types of words singular and plural spelling and word order translation capital letters at the beginning of sentences and nouns use of the nouns really and very gerund pronoun preposition. This research concludes that written feedback from teachers both direct and indirect is very productive in helping students correct their English grammar errors. The results of this study also prove what researchers found about the power of teacher feedback on student writing. Therefore it is highly recommended for teachers especially EFL teachers to apply written feedback to their students writing both direct and indirect feedback.
| Item Type: | Thesis (Diploma) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 08 Aug 2024 04:29 |
| Last Modified: | 09 Sep 2024 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/379928 |
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