Effectiveness of Indirect Written Corrective Feedback in Teaching Senior High School Students’ Writing Skill

Wahyuni, Endang S. (2020) Effectiveness of Indirect Written Corrective Feedback in Teaching Senior High School Students’ Writing Skill. Undergraduate (S1) thesis, IAIN Kediri.

	Text 932209116 prabab.pdf Download (984kB)
	Text 932209116 bab1.pdf Download (422kB)
	Text 932209116 bab2.pdf Download (523kB)
	Text 932209116 bab3.pdf Download (316kB)
	Text 932209116 bab4.pdf Restricted to Registered users only Download (362kB)
	Text 932209116 bab5.pdf Download (301kB)
	Text 932209116 DP.pdf Download (307kB)
	Text 932209116 lamp.pdf Restricted to Registered users only Download (5MB)

Abstract

Providing written corrective feedback has proven to be beneficial in teaching writing skill. However, different types of feedback may result different effectiveness on students’ writing. This research deals with the effectiveness of indirect written corrective feedback in teaching senior high school students’ writing skill. The objective of the study was to investigate whether or not there is significant difference on writing skill between students who got indirect written corrective feedback and students who did not get indirect written corrective feedback. By involving 60 tenth grade students of MAN 2 Kediri academic year 2019/2020, this research conducted a quasi-experimental research. The 30 students of experimental group were taught using indirect written corrective feedback and 30 students of control group were taught using another type of feedback, direct written corrective feedback. The data were collected through pre-test and post-test of writing recount text. Then, ANCOVA was utilized to analyze the data using SPSS 20. The descriptive statistics show that the experimental group gained 12.57 points from 68 (pre-test) to 80.57 (post-test). While, the control group gained 6.63 points from 68.20 (pre-test) to 74.83 (post-test). Since the data of this research were normally distributed (0.195 > 0.05) and (0.190 > 0.05); the variance of the data is homogeny (0.147 > 0.05) and (0.289 > 0.05); there is no interaction between covariate (pre-test) and dependent variable (0.499 > 0.05); and there is linier relationship between covariate (pre-test) and dependent variable (0.00 < 0.05), ANCOVA can be conducted to test the hypothesis. Then, the result of ANCOVA showed that the significance value is lower than α (0.000 < 0.05). It indicates that the researcher has enough evidence to reject the null hypothesis (H0) and accept the alternative hypothesis (H1). It means that there is significant difference on writing skill between students who got indirect written corrective feedback and students who did not get indirect written corrective feedback. Therefore, it can be concluded that indirect written corrective feedback is effective in teaching senior high school students’ writing skill.

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:	02 Mar 2021 06:52
Last Modified:	02 Mar 2021 06:52
URI:	https://etheses.iainkediri.ac.id:80/id/eprint/2190

Actions (login required)

View Item