INDIRECT CORRECTIVE FEEDBACK ON WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVEL OF GRAMMATICAL SENSITIVITY

ZURAIDA, 12510174048 (2019) INDIRECT CORRECTIVE FEEDBACK ON WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVEL OF GRAMMATICAL SENSITIVITY. [ Thesis ]

Preview	Text (cover) cover.pdf Download (637kB) | Preview
Preview	Text (Abstrak) 12.ABSTRACT 3 bahasa.pdf Download (377kB) | Preview
Preview	Text (Daftar Isi) TABLE OF CONTENTS.pdf Download (139kB) | Preview
Preview	Text (Bab I) CHAPTER I-dikonversi.pdf Download (126kB) | Preview
Preview	Text (Bab II) CHAPTER II-dikonversi.pdf Download (335kB) | Preview
Preview	Text (Bab III) CHAPTER III.pdf Download (464kB) | Preview
Preview	Text (Bab IV) CHAPTER IV.pdf Download (467kB) | Preview
Preview	Text (Bab V) CHAPTER V.pdf Download (389kB) | Preview
Preview	Text (Bab VI) CHAPTER VI-dikonversi.pdf Download (95kB) | Preview
Preview	Text (Daftar Pustaka) REFERENCES.pdf Download (533kB) | Preview

Abstract

ABSTRACT Zuraida. Registered Student: 12510174048. 2019. Indirect Corrective Feedback on Writing Accuracy of Students across Different Level of Grammatical Sensitivity. Thesis. Tadris Bahasa Inggris. Magister Program. State Islamic Institute (IAIN) Tulungagung. Advisors: (1) Dr. Susanto, M.Pd; (2) Dr. Arina Shofiya, M.Pd. Keywords: indirect corrective feedback, grammatical sensitivity, writing accuracy. People tend to communicate with other either by oral or by written language. In addition to speaking, people usually have tendency to communicate their ideas, opinion, and views through writing. However, in English language learning context, particularly in Indonesia, writing is usually thought as the most challenging skill to be mastered as it can only be taught after introductory acquaintance with the elements of language. Which is why, the teacher, as the language facilitator, has to be able to provide the students with the strategy of teaching which can assist them to master the writing skill. A quasi-factorial design was aimed at investigating the effect of indirect corrective feedback on students’ writing accuracy viewed from the different level of students’ grammatical sensitivity. Thirty students of class XI IPA 2 of SMA Mambaus Sholihin Blitar were assigned to experimental control group, while twenty nine of the students of class XI IPS 2 were assigned to control group. The experimental group was exposed to the use of indirect corrective feedback, while control group was exposed to the use of direct corrective feedback. Both groups were given writing pre-test and post-test before and after being given treatment. They were also given grammatical sensitivity test before the treatment was given. The result of both tests, then were analyzed using descriptive and inferential statistic. Statistical computation called Independent T-Test and Two-way ANOVA were used to test the hypotheses. The result of study revealed that there was significance difference on writing accuracy between the experimental and control group. There was also significance difference on the score of writing accuracy of the students based on the different level of grammatical sensitivity. Students with high level of grammatical sensitivity got higher mean score than the students with low level of grammatical sensitivity level. Further, there was no interaction between indirect corrective feedback on writing accuracy and students’ level of grammatical sensitivity. To sum, indirect written corrective feedback was beneficial to improve the students’ writing accuracy. Accordingly, it is recommended to the English teacher to use indirect corrective feedback to assist the students’ learning on writing.

Actions (login required)

View Item