Rijianah, Rijianah (2012) THE EFFECTIVENESS OF ERROR CORRECTION FEEDBACK IN IMPROVING STUDENTS’ WRITING SKILL AT MA KANJENG SEPUH SIDAYU. undergraduate thesis, Universitas Muhammadiyah Gresik.
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Abstract
Writing is often considered as difficult skill by the student, in addition other language skills. Generally the students‟ difficulties can be classified in two categories: (1)lack of vocabulary and grammar mastery, (2)the difficulties of developing idea about what they want to write. As a result, student make many errors in their writing project. Therefore, mistakes are evidence of learning and must be viewed positively. As foreign language teacher should accept learners‟ error as a naturally phenomenon to the process of second language learning. Therefore, effective learning requires feedback, learning often takes place best when students have opportunities to express ideas and get feedback from their teachers or peers. But for feedback to the most helpful to learners, it must consist of more than the provision of correct answers. Feedback ought to be analytical, to be suggestive, and to come at the time when students are interested in it. And then there must be time for students to reflect on the feedback they receive, to make adjustments and to try again. This study was descriptive qualitative research. The researcher described and analyzed the existing phenomena during the teaching learning process. The subject of this study were the English teacher and the students of second grade at MA Kanjeng Sepuh Sidayu. The instrument of this research was the researcher herself who used observation form, depth interview and open-ended questionnaire. The questionnaire result showed that most of the students gave positive responses to error correction feedback. Depth interview to the teacher and students showed that the effectiveness of error correction feedback toward students writing skill are it could reduce student error day by day and it also train the students to take self correction in their writing, which are these two things play important role in improving students writing. Error correction is important for writing. However teacher should not dominate the error correction process. Teacher should give students to self correction. If teachers and students both understand the purpose of certain correction, feedback is more likely to be productive.
| Item Type: | Thesis (undergraduate) |
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| Uncontrolled Keywords: | Effectiveness, error correction feedback, extended text. |
| Subjects: | English Education |
| Divisions: | Faculty of Teacher Training and Education > English Education Study Program |
| Depositing User: | Users 679 not found. |
| Date Deposited: | 03 Dec 2020 07:27 |
| Last Modified: | 03 Dec 2020 07:27 |
| URI: | http://eprints.umg.ac.id/id/eprint/4367 |
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