Paramitha, Venny Octavia (2024) The effect of teacher\'s indirect written corrective feedback on students\' writing accuracy / Venny Octavia Paramitha</p>. Diploma thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Teacher rsquo s written corrective feedback occurs when students rsquo writing is inaccurate. The principles of providing written corrective feedback are responding correcting and providing suggestions to the student rsquo s written work. There are many types of written corrective feedback including indirect written corrective feedback using codes. The present study examines the effect of indirect written corrective feedback on students rsquo writing accuracy. A pre-experimental design was used as the research design. Without any control group the question of the study was how effective is indirect written corrective feedback to improve students rsquo writing accuracy One of the senior high school students in Malang (N 31) in the 11th-grade class is the subject of the research. The researcher chose a convenience sampling system to conduct the study. The data were collected from writing pre-tests and post-tests. The writing tests were administered to check the students rsquo writing accuracy. There were 11 indirect written corrective feedback codes to correct the students rsquo writing performance. The inter-rater agreement was used to assess the students rsquo essays. SPSS 26 and Wilcoxon signed-ranks test were used to analyze the data. The result of the study is that indirect written corrective feedback could reduce students rsquo writing errors. The most used code was punctuation with 20 6%. On the other hand word order was the least used code with 0 5%. Another finding was the improvement of students rsquo writing scores which leads to the improvement of students rsquo writing accuracy. 27 students obtained increased scores on the tests. The other 2 students had impairment scores and the 2 remaining students obtained the same scores on the tests. The results of the Wilcoxon test analysis found the significance level of the writing tests which is 0.000 lower than 0.05. This means that the H0 is disapproved while the H1 is approved as there is a significant difference in the students rsquo writing accuracy before and after being given indirect written corrective feedback. It can be concluded that indirect written corrective feedback effectively improves students rsquo writing accuracy.
| Item Type: | Thesis (Diploma) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 02 Oct 2024 04:29 |
| Last Modified: | 09 Sep 2024 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/380068 |
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