THE IMPLEMENTATION OF TEACHER CORRECTIVE FEEDBACK IN STUDENTS’ WRITING AT SENIOR HIGH SCHOOL

Ainiah, Nur (2012) THE IMPLEMENTATION OF TEACHER CORRECTIVE FEEDBACK IN STUDENTS’ WRITING AT SENIOR HIGH SCHOOL. undergraduate thesis, Universitas Muhammadiyah Gresik.

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Abstract

Besides using spoken language in the form of conversation as an oral production, people need communication also by using written language. To produce a good writing product, the students should follow various classroom activities involving some steps applied in writing process. The writer must be able to organize ideas, to construct the sentences, to use punctuation and spelling well, and to arrange their writing into cohesive and coherent paragraph. There are many techniques in teaching writing, one of them is teacher corrective feedback. Here, the researcher wants to know how the implementation of teacher corrective feedback in teaching narrative text at senior high school is. The purposes of this study are to describing 1.) the implementation of teacher corrective feedback technique to improve the students‟ ability in writing narrative text, 2.) the students‟ responses of the teaching writing using teacher corrective feedback, 3.) the problems faced by the teacher in giving corrective feedback. To achieve the objectives, the researcher uses descriptive qualitative as the design. The research was held in MA and SMA Yasmu Manyar. The research took 25 students from class X-C of MA Yasmu Manyar and 27 students from class X-3 of SMA Yasmu Manyar, and also the teachers from both classes as the subject of the study. The researcher collected the data from observation, interview and document. The result of this study showed that the teacher implements teacher corrective feedback by giving direct and indirect feedback. By using this technique, the students are capable to know their errors, the reason and how to correct it. The students give positive responses toward the implementation of teacher corrective feedback in teaching writing. They were motivated and interested in joining the classroom activity. In implementing this technique, the teacher faced some problems, they are (1.) the level of students‟ ability in writing is different one to another, (2.) the students‟ motivation was different one to another, (3.) the students‟ difficulties in mastering language features and component of writing. From this study, it can be concluded that teacher corrective feedback is an effective way in evaluating students‟ writing. By implementing this technique the students are able to do self-correction through indirect feedback from their teacher so it can accelerate teaching learning process. They learn about identifying their error, recognizing the reason why it was wrong and knowing how to correct it. This technique is very helpful for students in case of improving their writing ability. After conducting this study, the researcher would like to give suggestions to the teacher and the next researcher. For the teacher who wants to apply teacher corrective feedback on students‟ writing is recommended to be aware of the students‟ ability level. The teacher is advisable to manage the time well and give extra motivation to the students. Regarding to further research in this field, the next researcher is recommended to conduct the study about teacher corrective feedback in different focus such as different subject or different kinds of text because it will be very interesting for further research.

Item Type:	Thesis (undergraduate)
Uncontrolled Keywords:	implementation, teacher corrective feedback, narrative text, essay, students of senior high school.
Subjects:	English Education Education
Divisions:	Faculty of Teacher Training and Education > English Education Study Program
Depositing User:	Users 679 not found.
Date Deposited:	07 Dec 2020 05:10
Last Modified:	07 Dec 2020 05:10
URI:	http://eprints.umg.ac.id/id/eprint/4426

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