Peer Vs Teacher Corrective Feedback and Their Effect on Students’ Grammar Mastery

Wati, Nungki Cesar (2019) Peer Vs Teacher Corrective Feedback and Their Effect on Students’ Grammar Mastery. Undergraduate (S1) thesis, IAIN Kediri.

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Abstract

Feedback on final exams or many exercises is mostly neglected in the school in Indonesia where the students are just made aware of their score with no further feedback on their errors. Feedback will make students understand about their mistakes and will try to justify them. So that, feedback is very necessary in learning English, especially in grammar. In this study is aimed to find out the difference students’ grammar mastery that conduct peer feedback and get teacher feedback and which one between peer feedback and teacher feedback better improves students’ grammar mastery. This research was classified as a quasi-experimental study. The sample are 60 students from two groups, Class XI-PM Matahari (30 students) was as the teacher feedback group and Class XI-AKL 1 (30 students) was as the peer feedback group. The teacher feedback group was taught by using teacher feedback technique whereas the peer feedback group was taught by using peer feedback technique. The data were obtained by using two grammar tests in using passive voice; pre-test and post-test. The data of the pre-test and post-test of both groups were analyzed by using descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested by using ANCOVA (Analysis of Covariance). The result of this study indicates that both of feedback gives positive impact on students’ grammar mastery and both of feedback can improve students’ grammar mastery especially in using passive voice form. It can be seen from the result of the linier regression in each feedback that the value of the coefficient regression is possitive. Then, there is a difference on students’ grammar mastery who conduct peer feedback and get teacher feedback it can be seen that the result of corrected model is 0.214. It indicates that the result of ANCOVA rejected H₀. The last peer feedback better improves students’ grammar mastery than teacher feedback. It can be seen from the result of the linier regression that every one percents the students conduct peer feedback, the post test score increase 84.181. It is different with students who get teacher feedback that every one percents the students get teacher feedback, the post test score increase 56.276.

Item Type:	Thesis (Skripsi, Tesis, Disertasi) (Undergraduate (S1))
Subjects:	20 LANGUAGE, COMMUNICATION AND CULTURE (Ilmu Bahasa, Komunikasi dan Budaya) > 2004 Linguistics (Ilmu Bahasa) > 200401 Applied Linguistics and Educational Linguistics
Divisions:	Fakultas Tarbiyah > Jurusan Tadris Bahasa Inggris
Depositing User:	Muh Hamim
Date Deposited:	13 Feb 2024 07:04
Last Modified:	13 Feb 2024 07:04
URI:	https://etheses.iainkediri.ac.id:80/id/eprint/11910

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