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SKRIPSI THE EFFECTIVENESS OF INDIRECT CORRECTIVE FEEDBACK TO IMPROVE THE STUDENTS’ WRITING SKILLS OF THE EIGHTH GRADERS OF SMP NEGERI 3 MUNTILAN

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ABSTRACT
Fediany, Rindi (2022). The Effectiveness of Using Indirect Corrective Feedback to Improve Students’ Writing Skill of the 8th Graders of SMP Negeri 3 Muntilan. An Undergraduate Thesis. Faculty of Education and Teachers Training, Universitas Tidar. Consultant 1 Dr. Sri Sarwanti, M.Hum., Consultant 2 Paulina Besty Fortinasari, M.Hum.
Keywords: Indirect Corrective Feedback, Writing Skill, EFL
In ELT, giving feedback is one of the most crucial responsibilities of writing teachers. A good teacher should provide students with the effective corrective feedback as it is challenging for students to revise their own written work. However, based on preliminary observations at SMPN 3 Muntilan, the writer discovered that the students had difficulty in improving their writing skill because they rarely received corrective feedback from the teacher.
Established on the problem faced by the students of SMPN 3 Muntilan, this study is intended to investigate the effectiveness of indirect corrective feedback treatment to improve the writing skill of the students at SMPN 3 Muntilan.
This study used a quasi-experimental method. The data were collected through pre-test and post-test, involving 30 students from the experimental class and 30 students from the control class who were chosen through purposive sampling technique. The data were analyzed using SPSS 25 through independent sample t-test, one-way ANOVA, and also Cohen’s Effect Size.
In reliance on the findings and discussion, it can be resumed that the mean score of the experimental class remarkably increased by 28.6 points, from 49.63 to 78.30. Meanwhile, the control class’s mean scores gained 26.27 points, from 48.17 to 74.43. Furthermore, the Sig. value of the t-test (0.008) showed that there was a significant difference in the students’ writing skill after the implementation of indirect corrective feedback treatment. The result of the one-way ANOVA also revealed that the treatment was effective to improve the students’ writing skill. It can be seen from the Sig. (0.008) which was lower than α (0.05). In addition, the Cohen’s d showed that the effect size of the treatment was medium (0.71).
In conclusion, there was a significant difference in the students’ writing skill before and after receiving indirect corrective feedback treatment. It indicates that the treatment was effective in improving the students’ writing skill.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS FED T 2023

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2023

Deskripsi Fisik

XII;96HAL;29.5CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_KEGURUAN_DAN_ILMU_PENDIDIKAN

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