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
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Hikmah Silfira (2316.109) “Students’ Perception on Teachers Indirect Feedback in English Classroom at Eighth Grade Students at SMP N 1 Bukittinggi.”, A Thesis, State Islamic Institute of Bukittinggi, 2022 This research background was triggered by problems of eighth-grade students’of SMP N 1 Bukittinggi. First, when learning writing , students are not enthusiastic in learning, this can be seen from students often going in and out of class. Second, when learning to write none of the students use a dictionary. Third, some students are enthusiastic in learning as evidenced by the seating position when studying. The purpose of this study was to describe the students perception on teachers indirect feedback in English classroom at eighth grade students at SMP N 1 Bukittinggi. This research used descriptive quantitative with the eighth-grade students as the research population. There were 64 students taken as the research sample selected through the total sampling technique. The data were collected through a questionnaire. The questionnaire is used to obtain data about students’ perception on teachers indirect feedback in writing. The type of questionnaire is a closed questionnaire that consists of 20 items. The result of the study showed that the highest aspect that was chosen in the questionnaire was positive perception (63.03%), and the lowest chosen aspect was negative perception (62.55%). Based on the data it can be concluded that positive perception is the highest perception in learning writing comprehension at the eight grade of SMP N 1 Bukittinggi. Keywords/phrases: perception, teachers feedback , indirect feedback.
ThesisOpen AccessPDF tersedia
2022•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Fauziah Putri, 2317049. “Error Analysis of Written Peer Feedback Strategy on Students’ Writing Task at Pondok Pesantren Darul Hadist Air Rau Kinali”. English Education Study Program. IAIN Bukittinggi, 2022. The background of the research was the problems faced by students in providing feedback on their students’ writing in the 11th grade of Madrasah Aliyah (MA) Pondok Pesantren Darul Hadist Air Rau Kinali. There were some problems that the researcher found. First, some students did some error in correcting their peers because their English is limited. Second, some students added prepositions to sentences that did not require them. The last, some students only code their peers’ writing without describing the mistakes in their students’ writing. The purpose of this research was to find out what types of errors were made in a written peer feedback strategy that was used by the eleventh grade students of Madrasah Aliyah (MA) Pondok Pesantren Darul Hadist Air Rau Kinali. In this research, the researcher used a qualitative descriptive method. The researcher used sampling technique in this research using total sampling. The samples in this research were the eleventh grade Madrasah Aliyah (MA) wich amounted to 18 students. The data was obtained through the students’ writing tasks, namely writing descriptive text. Researcher used this method to find out what types of errors are made by peers in providing feedback on their friends’ writings. From the results of the analysis, the researcher found the types of errors made by peers were four types. The error of misformation was thirty one, the error of ommision was eleventh, the error of misordering was four, and the error of addition was two. The most common type of error made by peers was an misformation error of thirty one. Keywords: Error Analysis, Writing, Peer Feedback.
ThesisOpen AccessPDF tersedia
2021•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Sukma Khairani, NIM : 2517041 dengan judul skripsi : Kontribusi Pengunaan Aplikasi Answer Garden Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Simdig Kelas X Di SMK NEGERI 1 SIABU MANDAILING NATAL. Program Studi Pendidikan Teknik Informatika dan Komputer, IAIN Bukittinggi, 2021. Tujuan Penelitian ini adalah untuk mengetahui apakah ada kontribusi Penggunaan Aplikasi Answer garden terhadap hasil belajar siswa kelas X di SMK Negeri 1 Siabu Mandailing Natal. Answer garden adalah alat online (Website) gratis yang memungkinkan anda membuat Clound kata-kata dari pernyataan atau kalimat. Penulis meneliti ini karna penulis menemukan beberapa masalah di SMK Negeri 1 Siabu Mandailing Natal. Di mana masalahnya kurangnya antusias peserta didik saat daring karna Guru hanya menggunakan WhatsApp sebagai media pembelajaran, guru susah mengontrol dan mendapatkan fokus peserta didik, peserta didik melakukan hal lain saat pembelajarn daring berlansung seperti bermain game dan lain, dan Tumbuhnya rasa bosan peserta didik karena guru memberikan materi, menyuruh siswa membaca. Lalu memberikan tugas dengan deadline tertentu. Jenis Penelitian yang digunakan oleh penulis adalah korelasi dengan proses pengolahan data kuantitatif. Populasi yang di ambil adalah kelas X jurusan teknik kendaraan ringan otomotif dan pengambilan sampel di dilakukan dengan menggunakan teknik non-probability sampling yang teknik sampling jenuh yang berarti seluruh populasi menjadi sampel. Instrumen penelitian berupa angket dan telah diuji validitas dengan nilai rhitung > rtabel yang berarti valid dan uji reliabilitas 0,919>0,06 yang berarti reliabel. Hasil penelitian setelah diolah menggunakan SPSS diperoleh R2 adalah 0,726 yang berarti bahwa H1 diterima H0 ditolak yaitu “terdapat konstribusi penggunaan aplikasi answar garden sebesar 72,6% terhadap hasil siswa Kelas X pada mata pelajaran Simdig Di SMK N 1 Siabu Mandailing Natal”. Jadi, Penggunaan Aplikasi Answer garden pada masa pandemi COVID-19 efektiv digunakan sebagai feedback saat proses pembelajaran berlangsung dan memiliki konstribusi terhadap hasil belajar siswa.
ThesisOpen AccessPDF tersedia
2021•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Orin Anda Riska: 2317.007, “The Effectiveness of Peer Feedback in Teaching Writing Ability in the Eighth Grada of SMPN 3 Lubuk Sikaping”, A thesis, of English Education Department IAIN Bukittinggi, 2020/2021. This research was done because the researcher found several problems in students’ writing ability in the English learning process at SMPN 3 Lubuk Sikaping. The phenomenon was the teacher had used peer feedback in teaching writing ability but the students’ writing ability was still varieties: the writing ability of some of the students was high and of some others was not, although the theories stated that using peer feedback can help students to solve their problems in writing. Hence, this research was done to know whether the peer feedback is effective or not in teaching writing ability for eighth-grade students at SMPN 3 Lubuk Sikaping. The design of this research was descriptive quantitative. The data was gotten through a test. The total sample was 32 students of VIII.1 – VIII.4 classes. The researcher used simple random sampling in determining the sample because the population was more than 100. To analyze the data collected, the researcher used a rating scale table to see the level of effectiveness. The result is that peer feedback is effective in teaching writing ability. The test result showed that the mean score of the students’ writing ability gotten was 70. This score lies in the range 61% - 80%. It means, the peer feedback is effective in teaching writing ability in the eighth grade of SMPN 3 Lubuk Sikaping.
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
ThesisOpen AccessPDF tersedia
2019•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRAK RIRI OKTAVIA, BP.2314.085. “Persepsi Siswa Terhadap Cara – Cara Guru Dalam Memberikan Umpan Balik Pada Tugas Tulisan Siswa Di Kelas 10 SMA 3 Bukittinggi” Penelitian ini dilakukan untuk mengetahui bagaimana persepsi siswa terhadap cara –cara guru memberikan umpan balik pada tugas tulisan siswa. penelitian ini dilatarbelakangi oleh beberapa permasalahan dilapangan dalam pemebelajaran bahasa inggris yaitu pertama ,siswa kesulitan dalam memperbaiki tugas tulisannya setelah diberikan umpan balik didalam kelas. siswa lupa dengan kesalahan yang sudah diperbaiki gurunya pada tugas sebelumnya. Kedua, siswa masih melakukan kesalahan yang sama setelah diperiksa oleh gurunya. Ketiga, guru hanya memberikan umpan balik pada pelajaran tertentu. Penelitian ini menggunakan penelitian deskriptif kuantitatif, data didapat melalui kuesioner. Populasi dalam penelitian ini adalah 350 siswa dari lokal MIPA 1-6,IPS 1-3, dan Bahasa 1 lokal. untuk menentukan sampel dari penelitian ini, peneliti menggunakan teknik purposive sampling, karena 1 lokal saja yang diajar oleh guru yang diberikan umpan balik yaitu lokal MIPA 5 yang terdiri dari 35 siswa. Berdasarkan hasil penelitian, peneliti menunjukkan bahwa persepsi siswa mengenai cara- cara guru memberikan umpan balik di dalam tugas menulis adalah guru sering merespon pekerjaan tulisan siswa dengan skor (27.43%). guru kadang-kadang merespon dengan skor( 27.27%). guru jarang merespon dengan skor(20.64%). guru tidak pernah merespon dengan skor(14%). guru selalu merespon denagn skor( 10.86%). Dari aspek koreksi pekerjaan tulisan siswa, guru jarang mengkoreksi dengan skor (32.86%). guru tidak pernah mengkoreksi dengan skor(27.08%). guru sering mengkoreksi dengan skor( 23.06%). guru kadang-kadang mengkoreksi dengan skor(21.26%) dan guru selalu mengkoreksi dengan skor(12%). Kata Kunci: Menulis, umpan balik, persepsi siswa . ABSTRACT RIRI OKTAVIA, BP.2314.085, “Students’ Perception on Teachers’ Ways in Giving Feedback on Students Writing Task at the Tenth Grade Of SMAN 3 Bukittinggi”. This research was done to know how was the students’ perceptions on teacher’s ways in giving feedback on students writing task. There were some of problems in the English learning process. Firstly, the students had problem in correcting their writing task after the teacher gave feedback in the class. The students forgot with the mistake that was corrected by the teacher in the previous task. Secondly, the students still did the same mistake after the teacher correcting their task. And thirdly, the teacher only gave feedback in the particularly lesson. This research used quantitative descriptive research. The data was taken through the questionnaires. The population in were 350 students of MIPA 1-6 Class, IPS 1-3 Class, language 1 Class. The researcher used purposive sampling. Because only one class that is taught by the teacher with giving feedback. It is class MIPA 5 which consist of 35 students. Based on the results of the research, the finding reveals that students perceptive in responding, that teacher often responds students writing task with highest mean score (27.43%). The teacher occasionally responds (27.27%). The teacher rarely responds (20.64%). The teacher never (14%). the teacher always responds (10.86%) In Conclusion, few of students said that the teacher often respond their writing. In correcting, that teacher rarely correction students writing task with highest mean score (32.86%). The teacher never correction (27.08%). The teacher often correction (23.06%). The teacher occasionally correction (21.26%). The teacher always correction (12%). So the conclude of the correction on writing task, few of students said that the teacher rarely to correction their writing. Key words: writing, feedback, students’ perception
ThesisOpen AccessPDF tersedia
2019•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Rahmi Putri, 2314.012, Students’ Perception of Their Recount Text Writing Experience and Teacher’s Feedback at Second Grade Students of MTsN 6 Agam. This research was aimed to know the students’ perceptions on their Recount text writing experience and teacher’s feedback at second grade students of MTsN 6 Agam. This research was done because the researcher found that the students had different perceptions toward their Recount text writing experience. Those perceptions were some of the students said they had bad experience when writing recount text because they felt confuse to develop their ideas, difficult to use English in their text and used the approriate vocabularies, also could not write their sentences correctly. Another students had different perceptions, the students said that they could write recount text easily and did not found any problem when writing the recount text. The students’ perceptions toward the teacher’s feedback were, some student said that they did not understand with the feedback that provided by the teacher, which the teacher gave written feedback by using some corrections symbols without any comments or explanations, which made the students difficult to understand those symbols. The students needed more explanation from the teacher in understanding their mistakes. But another students said that they understood with the feedback that provided by the teacher and said the feedback that provided by the teacher could increase their skill in learning recount text. This research was descriptive quantitative research. The total population was 247 students and the researcher used random sampling in determining the sample. The researcher took 20% from the total of population and the sample was 49 students from seven classes. The researcher used close questionnaire as the instrument and used 5 points of Likert Scale; Strong Agree, Agree, Moderate, Disagree, and Strong Disagree to measure the students’ perception. Based on the analysis of the data, it was found that the students’ perception on their Recount text writing experience was on good category with mean of total score was 73%. It means that almost all of the students had good perceptions on their Recount text exeprience. The students’ perception toward teacher’s feedback was also on good category with the mean of total score was 82%. It means that almost all of the students had good perceptions toward the teacher’s feedback. Keyword: Students’ Perception, Recount Text, Teacher’s Feedback.
ThesisOpen AccessPDF tersedia
2018•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Nurpianti: 2314.056, “Teachers’ Strategies in Giving Feedback on Students’ Speaking Performance in 11th grade of Senior High School in SMAN 1 Canduang”. A thesis, State Islamic Institute Bukittinggi (IAIN), 2018. This research was done because the researcher found several problems in teaching and learning speaking at school. The problems that the researcher found: Due to this phenomenon, the researcher wants to know about Teachers’ strategies in giving feedback on students speaking performance eleventh grade in SMAN 1 Canduang. The design of this research as descriptive qualitative. The informant of the research were the English teacher and the students at the eleventh grade in SMAN 1 Canduang. The researcher focused to class eleventh grade majoring in social 2. While techniques of data collection were observation and interview. The findings reveals that is teachers strategy in giving feedback on students speaking performance: feedback on the content, feedback on form, feedback during oral work, feedback during accuracy work, feedback during fluency work. Key word: Feedback, Speaking, Teachers strategy.
ThesisOpen AccessPDF tersedia
2017•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Nenti, 2312.049. The Study of Students’ Perception on Lecturers’ Feedback in Writing Class at State Islamic Institute of Bukittinggi Academic Year 2016/2017. A Thesis. State Islamic Institute of Bukittinggi, 2017. This research was aimed to know the students’ perception toward lecturers’ feedback on writing class, especially feedback during written work. This research was done at State Islamic Institute of Bukittinggi in academic year 2016/2017. This research was conducted because the reseacher found that the students’ had negative indication view towards lecturers’ feedback on writing class. The feedback which was given by the lecturers cannot make them motivated in learning. Then, the feedback which was conveyed by the lecturers made the students confused even though they still kept attention while lecturers gave the feedback. This research was a quantitative research with descriptive technique. The population of this research was the English Department Student in Fifth semester. The data were gotten through random sampling because the population of this research was more than 100 people. The total respondent of this research is 32 students. The data collected by using questionnaire which consisted of 32 items. To answer the questionnaire the researcher provides five options; always, often, sometimes, seldom, and never. In analyzing the data, percentage was used for each statement, and mean score for each indicator (responding, correcting, training students, involving students, finishing the feedback process, and burning the midnight oil). Based on the finding, it was found that the percentage of students’ perception toward lecturers feedback during written work in responding is few of the students said that the lecturers often give feedback on their writing, with the higest mean score (37.33%). Half of students said that the lecturers sometimes give feedback correcting on their writing, with the higest mean score (40.62%). Few of the students said that the lecturers often give feedback training students on their writing, with the highest mean score (34.38%). Half of the students said that the lecturers always give feedback involving students on their writing, with the higest mean score (46.88%). Few of the students said that the lecturers always finishing the feedback process with the highest mean score (34.38%). Lastly, few of students said that the lecturers always give feedback burning the midnightoil, with the highest mean score (32.99%).
