Improving Students’ Recount Text Writing Achievement by Using Corrective Feedback at the Tenth Grade of MA Al-Qodiri.

Bariroh, Rima Rohmatul (2020) Improving Students’ Recount Text Writing Achievement by Using Corrective Feedback at the Tenth Grade of MA Al-Qodiri. Undergraduate thesis, Institut Agama Islam Negeri Jember.

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Abstract

Key words: students’ writing achievement, corrective feedback This research is about improving students’ recount text writing acievement by using corrective feedback at the tenth grade of MA Al-Qodiri. The students of X IPA 2 had problem on writing. Based on an interview with the English teacher, the students’ writing achievement was still low which was percentage as 20% and the average score was 64,72. The students immediately wrote what they thought without regarding their writing was correct or not and wrote their assignment freely. They felt it was not necessary to consult their writing to the teacher. After discussing with the English teacher, we decided to implement corrective feedback strategy. Corrective feedback is one of appropriate strategies to improve students’ writing achievement. Corrective feedback could give a general mark or note for the students about their errors. Thus, in this research the researcher used corrective feedback strategy to improve the students’ writing achievement. The research questions in this research were, “How could corrective feedback improve the students’ recount text writing at the tenth grade of MA Al- Qodiri?” and “What aspects of writing do the students get improvement?. The objective of research was to describe how corrective feedback could improve the students’ recount text writing achievement at the tenth grade of MA Al-Qodiri. The approach used in this research was Classroom Action Research (CAR). The classroom action research design used in this research was a collaborative classroom action and research. The researcher conducted this research at X IPA 2 MA Al-Qodiri which consisted of 21 students. This research was conducted in one cycle. The cycle consisted of four steps: planning, acting, observing and reflecting. To collect the data, the researcher used the students’ writing test, interview, field note and document review. The test was utilized to find out the improvement of the students’ writing after the research was conducted. The result of the research showed that 71% had achieved the criteria of success. The criteria of success in this research was if the students reached the minimum score (75) are equal to or higher than 60% of total students in the research, thus it could be considered successful. The element of writing which got improvement since teaching and learning process was vocabulary, grammar (tenses), and mechanic. The researcher gave suggestion to the English teacher to implement corrective feedback in every writing assignment to help the students improve their writing achievement. The researcher also gave suggestion to the other researcher to conduct better research and emphasized more on the content and organization of writing achievement.

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