### The Effectiveness of Giving Corrective Feedback on the Second Graders’ Writings at MTsN Malang III

*Anik Indriati*

#### Abstrak

**ABSTRACT**

Indriati, Anik. 2013. The Effectiveness of Giving Corrective Feedback on the Second Graders’ Writings at MTsN Malang III. Sarjana’s Thesis. English Department, Faculty of Letters. State University of Malang. Advisor: Suharyadi, S.Pd., M.Pd

**Key words**: effectiveness, corrective feedback, writing

Writing is an important skill to be mastered by the students. However, most students find a bunch of difficulties to write especially in English. Thus, there is a tendency for students to make errors. Therefore, there is a term of giving corrective feedback to the students’ writings.

Hence, this study is aimed to provide empirical evidence of the effectiveness of giving corrective feedback on the students’ writings, especially in writing a recount text. Corrective feedback is defined as a direct correction that refers to the providing of correct forms or structures for students’ sentences.

Furthermore, this study was based on pre-experimental design. It cannot be defined as a real experimental design since there is only one group of students who is given the treatment. It does not have any other group as a comparison. One group of students is chosen, given a pretest and a treatment. In the end of the treatments, it is given a posttest. A chosen group of this study was 24 students of Language Class of MTsN Malang III. The data were collected through the pretest and posttest. Moreover, the result of posttest is compared to the result of pretest using statistics in order to draw the conclusion. The students’ writings, which were statistically compared, were not only in the aspects of how many errors they had made, but also the total scores they had gained based on the scoring rubrics made by the researcher.

Based on data analysis using Paired Sample T-test in SPSS, the results of this study show that: first, direct corrective feedback has significant effect in decreasing the mean number of errors in students’ writing works, and second, direct corrective feedback has significant effect in increasing the mean score of students’ writings in recount texts. In brief, it can be concluded that giving direct corrective feedback generally can help students in writing a recount text.

Based on the results of this study, the teachers are expected to be able to choose the most appropriate method in giving feedback to the students’ writings. Direct corrective feedback can be an alternative option. Furthermore, future researchers are expected to do research in the whole semester with the other type of texts. Therefore, it will help the students not only in a certain text type, but also in the other text types. Besides, they are also suggested to use another class as the comparison on the result of the treatment.