THE EFFECT OF WRITTEN CODED INDIRECT CORRECTIVE FEEDBACK ON STUDENTS' QUALITY IN WRITING RECOUNT TEXT

LAILA HIDAYANA MUFIDA, 17203163067 (2020) THE EFFECT OF WRITTEN CODED INDIRECT CORRECTIVE FEEDBACK ON STUDENTS' QUALITY IN WRITING RECOUNT TEXT. [ Skripsi ]

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Abstract

ABSTRACT Mufida, Laila Hidayana. Student Registered Number. 17203163067. 2020. The Effect of Written Coded Indirect Corrective Feedback on Students’ Quality in Writing Recount Text. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Sukarsono, M.Pd. Keywords: effect, written coded indirect corrective feedback, writing recount text. In the context of teaching learning English especially in Indonesia, writing has the tendency to be the most difficult skill compare with other skills. Writing only can be mastered by the students after they understand well about all of the aspects of language. Therefore, the students still often make errors in writing. In this situation, the teacher as the facilitator of teaching learning writing should deliver the technique specifically to correct the students’ work in which it can help them to master writing well. However, Written Coded Indirect Corrective Feedback is one of the techniques that can be used in correcting the students’ work. It is given to the students in correcting their writing work by circling, highlighting, and giving the code in the location of error without showing its correct form directly. The research question of this study is “Is there any significant difference score on students’ writing quality of recount text before and after being taught by using Written Coded Indirect Corrective Feedback of 10th graders at MA Darul Hikmah Tawangsari Tulungagung?” Accordingly, the objective of this study is to find out whether there is any the significant difference score on the students’ writing quality of recount text before and after being taught by using Written Coded Indirect Corrective Feedback. This study used quantitative approach with pre-experimental design which involved one group pre-test and post-test. The population of this research was 10th grade students at MA Darul Hikmah Tawangsari Tulungagung in academic year 2019/2020. The sample of this research was X-Social B class which consisted of 26 students and it was selected by purposive sampling technique. The research instrument is writing test about recount text. The stages carried out by the researcher was pre-test, treatment, and post-test. In analyzing the data, the researcher used Paired Sample T-test with SPSS 16.0 version. The results of this study indicated that there is significant difference score on students' writing quality of recount text before and after being taught by Written Coded Indirect Corrective Feedback. The mean score of students before giving treatment is 24.519. Meanwhile, the mean score of students after giving treatment is 28.635. From the result of stastistical calculation, it showed that P-value (two- tailed) is 0,000 and it was divided by 2 because the researcher used one tailed test 0,000 / 2 = 0. Because 0 is smaller than the significance level (α)= 0,005, so the null hypothesis (H0) is rejected. In conclusion, Written Coded Indirect Corrective Feedback is effective to teach students in writing recount text. Accordingly, this technique of feedback is recommended for English teachers to assist the students’ learning on writing

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