DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

The Effect of Coded and Non-Coded Correction Feedback on The Quality of Students' Writing

Desak Made Indah Dewanti

Abstrak


ABSTRAK

 

Dewanti, Desak Made Indah. 2016. The Effect of Coded and Non-Coded Correction Feedback on the Quality of Students’ Writing. Thesis, English Language Teaching, Graduate Program of State University of Malang. Advisors: (I) Prof. Ali Saukah, M.A., Ph.D., (II) Dr. Ekaning Dewanti Laksmi, M.Pd., M.A.  

 

Keywords: corrective feedback, coded-correction feedback, non-coded correction feedback, quality of writing

Written corrective feedback (WCF), which is also known as grammar correction or written error correction, has been studied in L2 writing classrooms over the years. Corrective feedback may take different forms of teacher’s response to students’ texts that contain errors. The effectiveness of each form of feedback strategy had been investigated through a number of experimental or classroom research. From the previous findings of studies, both Coded Correction Feedback (CCF) and Non-Coded Correction Feedback (NCCF) are considered effective to be given to students’ writing. However, several gaps regarding the previous research about written corrective feedback had been identified, which covered components of students’ writing quality, the focus, the method and the subjects. This study aims at investigating different effects of Coded-Correction Feedback (CCF) and Non-Coded Correction Feedback (NCCF), on senior high school students’ writing quality.

 The design used in this study was repeated measure design. In this case, each participant received both kinds of correction feedback: Coded Correction Feedback (CCF) and Non-Coded Correction Feedback (NCCF). The effect of both feedback were estimated by comparing each participant’s score in a writing composition after receiving CCF with that same participant’s score in another writing composition after receiving NCCF. This study was conducted in SMA Negeri 1 Singaraja which involved 53 students from eleventh grade. The instruments used in this study are writing tasks (2 compositions/texts) and the scoring rubric to assess the quality of the students’ writing.

  From the statistical point of view, the result of this study showed that the different kinds of written corrective feedback (CCF and NCCF) given make the quality of senior high school students’ writing significantly different. The obtained significance value tobtained = 3.137 was higher than tcritical = 2.308 (Df = 52 and α = 0.052-tailed). The mean score of the writing after being given CCF feedback was 82.58, while the mean score of the writings after being given NCCF feedback was 80.80. From the practical view, the research finding indicated that the different kinds of written corrective feedback (CCF and NCCF) given make the quality of senior high school students’ writing significantly different in terms of language use.

In conclusion, the results of the research show that the different kinds of written corrective feedback (CCF and NCCF) given make the quality of senior high school students’ writing significantly different. English teachers may be aware of the importance of corrective feedback and can employ Coded-Correction Feedback for checking their students’ writing composition.