ResearchOpen AccessPDF tersedia
2026•Hasil Penelitian dan Pengabdian
This study aimed to find out the effect of using indirect corrective feedback to eliminate grammatical errors in students' writing. This research was conducted at SMKN 1 Padang Panjang because most of students still encounter problems in mastering writing text especially grammatical aspect. Most of the students' writing was founded many of grammatical error. Then, the students still did not get the appropriate feedback of the teacher toward their errors. And, the teacher also did not give the spesific feedback or treatment to help the students in reducing the error. This research used pre-experiment research. The researcher used one-group pretest posttest design. To determine sample, the researcher used purposive sampling technique. The data got from the pre-test and post-test in experiment class. To analyze the data, the resercher used the normality test and homogeneity test by using SPSS Statistics20 and to test the hypothesis the researcher used t-test formula and consulted the result into t-table with level of significant a=0.05. From the result and accounting the post-test of experiment class,it was founded that using indirect corrective feedback in eliminate grammatical error had better result than without indirect coreective feedback. It can be seen by comparing the t-obtained (2) that higher than the t-table (1.706).
ThesisOpen AccessPDF tersedia
2020•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Yusna Hannum, 2315.112. “The Use of Indirect Corrective Feedback to Eliminate Grammatical Errors in Students’ Writing at the First Grade of SMKN 1 Padang Panjang”. A Thesis, English Education Section of Islamic Institute of Bukittinggi, 2020. This research was due to discover the use of indirect corrective feedback to eliminate grammatical errors in students’ writing. It has been done at SMKN 1 Padang Panjang. This research was due to several problems found in the field that were; the students still had low ability in grammartical aspect, the students did not get feedback toward the grammatical error, and the teacher did not give specific feedback to help the students to reduce the errors. The researcher used indirect corrective feedback to eliminate grammatical errors in students’ writing. This research was an experimental research. The researcher used a quantitave research design by using the pretest-posttest control group design.The population of this research was the tenth grade students at SMKN 1 Padang Panjang. The total sampling was 53 students from class X AKL1 and X AKL2. Class AKL2 was used as experimental class in which the treatment was given, while class AKL1 was used as control class. Purposive sampling technique was used as sampling technique in this reserach. The data was get through pretest and posttest to experimental and control groups.To analyze the data,the researcher used the normality and the homogeneity by using Spss aplication test and to test the Hypothesis the researcher used t-test formula and consulted the result into t- table with level of significance α = 0,05. From the result and accounting the pre-test and post-test scores of the experiment class, it was found that the t-obtained (-1.61) was lower than the t-table (1.645) with degree of freedom (df) = 52 and (α) = 0,05. So, the alternative hypothesis (H0) was accepted which means that there was no significant effect of Using Indirect Corrective Feedback to Eliminate Grammatical Error. Then, the calculation of post-test both classes: was experimental class and control class, it was obtained that the t-obtained was (0.57) which was lower than the t-table (1.96) with degree of freedom 27 + 26 – 2 = 51 and (α)= 0,025. So, the alternative hypothesis (Ha) was rejected and hyphotesis (H0) was accepted which means that there was no significant difference between using Indirect Corrective Feedback and without Using Indirect Corrective Feedback. Then t-obtained in post-test both classes were (0.57) which was lower than t-table (1.645) with df= 51 and (α)= 0,05. So, the alternative hypothesis (Ha) was rejected and hyphotesis (H0) was accepted which means that using Indirect Corrective Feedback was not better than without using Indirect Corrective Feedback in Writing Text. So, it can be concluded that the entire hypothesis were rejected. It is proved that using Indirect Corrective Feedback as a feedback cannot help the students in eliminating or reducing the grammatical errors in students’ writing for this case.
ThesisOpen AccessPDF tersedia
2020•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Monalisa Oktavialis. 2314.017. Analisis Corrective Feedback yang diberikan Guru terhadap Speaking Siswa Kelas XI SMAN X Koto Tahun Ajaran 2019/2020. Dalam kegiatan speaking guru memperbaiki kesalahan siswa mengunakan corrective feedback. Jenis-jenis corrective feedback adalah: Recast, Repetition, Clarification Request, Explicit Corrective Feedback, Metalinguistic Feedback dan Elicitation. Maka dari itu,tujuan dari penelitian ini adalah untuk menganalisis jenis-jenis corrective feedback yang diberikan oleh guru bahasa inggris untuk memperbaiki kesalahan siswa dalam speaking di SMAN 1 X KOTO. Desain dari penelitian ini adalah deskriptif kualitatif. Penelitian ini dilakukan di kelas XI.MIA.1 SMAN 1 X KOTO. Penelitian ini melibatkan keseluruhan siswa kelas tersebut sebagai narasumber pendukung untuk melengkapi data terkait penelitian ini. Sedangkan guru bahasa inggris kelas XI.MIA.1 adalah narasumber utama dari penelitian ini. Instrument dari penelitian ini adalah observasi, wawancara dan dokumentasi. Peneliti mewawancara guru dan murid serta mengambil bukti vidio ketika siswa sedang praktek speaking dan guru ketika memberikan koreksi kepada siswa. Temuan dari penelitian ini adalah, peneliti menemukan bahwa guru bahasa inggris kelas XI.MIA.1 mengunakan dua jenis corrective feedback untuk memperbaiki kesalahan siswa yang terjadi selama speaking. Guru mengunakan clarification request dan explicit corrective feedback untuk memperbaiki kesalahan siswa dan memberikan feedback diakhir pelajaran dengan mengaplikasikan corrective feedback. Kata Kunci: Corrective Feedback Dan Speaking Monalisa Oktavialis. 2314.017. An Analysis of Teacher’s Corrective Feedback in Students’ Speaking at The Eleventh Grade of Sman 1 X Koto in Academic Year 2019/2020 On speaking activity, teacher gave corrective feedback for treating students’ mistake. Kinds of corrective feedback are: Recast, Repetition, Clarification Request, Explicit Corrective Feedback, Metalinguistic Feedback and Elicitation. The Aim of this research was to analyze kinds of corrective feedback given by English teacher to treat Students’ mistake on Speaking at SMAN 1 X KOTO. The Design of this research was descriptive qualitative research. The Research was conducted at XI.MIA.1 of SMAN 1 X KOTO. This Research involved all member of students in the class as the supporting informant, the English Teacher of XI.MIA.1 as the key informant of this research. The instrumentation of this research were observation, interview and documentation. The observation was conducted by using observation sheet. Then, the interview was conducted for the students and English teacher. After that the researcher took documentation such as students’ speaking activity and the correction given by the teacher. The finding of this research is English teacher only gave two kinds of corrective feedback to treat student’s speaking. Teacher only applied clarification request and explicit corrective feedback to treat students’ mistake. Teacher gave corrective feedback at the end of speaking activity. Keywords: Corrective Feedback, Speaking
