DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

The Implementation of Teacher’s Corrective Feedback (TECOF) Strategy to Improve Eleventh Graders’ Writing Skill. Undergraduate

Fahmy Imaniar

Abstrak


ABSTRACT

 

Imaniar, Fahmy. 2016. The Implementation of Teacher’s Corrective Feedback (TECOF) Strategy to Improve Eleventh Graders’ Writing Skill. Undergraduate Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Drs. Andi Muhtar, M.A., (II) Dr. Enny Irawati, M.Pd.

 

Keywords: writing skill, feedback, corrective feedback, TECOF, self-correction, composition

 

This study was conducted based on the problems encountered by the students of XI MIPA 6 class of SMAN 1 Gedangan. From the preliminary study, it was found that the students’ writing performance in personal letter was low or poor meaning that they find it difficult to write a composition of a personal letter in English with only little fulfillment of writing aspects. They did not use the correct grammar. Moreover, they found it hard to detect errors existing in their composition. The problems were due to the fact that the teacher did not give enough corrective feedback and enough chance to the students to revise their work. In addition, the students lacked knowledge of a good writing.

This study used Classroom Action Research (CAR) design. The subjects of this study were 34 students of XI MIPA 6 class of SMAN 1 Gedangan at the first semester of 2015/2016 academic year. The researcher acted out as the researcher-teacher while the English teacher was the observer. The data were obtained through the writing tasks, students’ questionnaire, interview, observation checklist, and field notes.

The result of this study showed that the implementation of TECOF strategy improved the students’ writing skill. The improvement can be seen from the finding that all the criteria of success set had been achieved. There were 85% of the students who achieved the first criteria of success. In addition, the students also had high positive response to the TECOF strategy. Furthermore, the students’ involvement in the teaching and learning process during the strategy implementation was also high.

The success of the strategy was determined by some practical steps that were done in three meetings. They are (1) Teacher explains the materials being taught and gives example, (2) Students do worksheet to strengthen their understanding toward the material, (3) Teacher gives topic and instruction, (4) Students write the first composition, (5) Teacher gives feedback on students first composition, (6) Students revise their first composition, (7) Teacher gives supplementary materials, (8) Teacher gives topic and instruction, (9) Students write the final composition, (10) Students do self-correction to their final composition, (11) Teacher supervises the students’ self-correction activity, (12) Students revise their final composition, (13) The final composition is given score.

Based on the findings, the implementation of TECOF strategy is needed to improve the students’ writing skills. Therefore, it is suggested that the English teacher to implement TECOF strategy as an alternative strategy in the teaching and learning process of writing. Future researchers are expected to do other research in different learning contexts or text types. They are also expected to make any innovation that can improve the result and give positive contribution to the development of science and practice in English Language Teaching (ELT).