Improving students’ writing skill through facilitative error correction feedback (A classroom action research for the eleventh grade students of MA Nurul Huda Medini Gajah Demak in academic year 2011/2012)

Setyaningsih, Tri (2012) Improving students’ writing skill through facilitative error correction feedback (A classroom action research for the eleventh grade students of MA Nurul Huda Medini Gajah Demak in academic year 2011/2012). Skripsi Sarjana thesis, Universitas Muria Kudus.

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Abstrak

Based on writer’s experience at MA Nurul Huda Medini Gajah Demak, she found a problem that most of the students have difficultis in writing. They often find errors in their written task for example, the use of grammar and vocabulary. The writer got the data of students’ score from the teacher and mean score is 47.8. In MA Nurul Huda Medini Gajah Demak, the standard score of the students is 70. So, from the data the writer concludes that the writing skill of the eleventh grade students of MA Nurul Huda Medini Gajah Demak is not satisfactory yet. Because of the reason, the writer wants to improve the student’s writing skill by doing this research with using facilitative error correction feedback technique. Writing is one of the skills which must be taught to Senior High School students as one of the teaching and learning activities in English class. It is clearly noted in KTSP curriculum that the objective of teaching English in Senior High School does not only teach vocabulary and grammar or introduces a new dialog with a certain topic, but also impresses on discourse level. Most of the students felt that writing is boring because process of writing consuming time. In giving error correction feedback to the students, the teacher may use facilitative response. The teachers make response to help the students to discover their own ideas, and strategies to improve their writing skill. Facilitative remarks will challenge the students, asks them to reconsider some aspects of her paper. Facilitative response means that the responses given by the teacher are to help the students to discover their own ideas and strategies for improving their papers. The study is classroom action research, in which the writer collaborates with the teacher to do systematic inquiry in teaching learning environment to gather information about the ways of the particular school operation, how to teach, and how well the students learn. The data sources are event, informants, and documentation. The data are analyzed through are steps, namely reducing data, presenting data, and verifying the data. The study is conducted in following the four procedures, namely planning, acting, observing, and reflecting. The writer conducted classroom action research to solve the research problem. The research is conducted in MA Nurul Huda Medini Gajah Demak in the academic year 2011/2012, especially in XI A. The number of student in this research is 21 students. The writer uses analytical exposition text as object the research. The average score percentage of the students’ writing skill in analytical exposition text in cycle I is 43.1%. In cycle II, the average score percentage of the students’ writing skill in analytical exposition text is 60%. And in cycle III, the average score percentage of the students’ writing skill in analytical exposition text is 76.95%. So, there is an increasing of the average score percentage of the students’ writing skill in every cycle. Besides, the students and teacher’s activity are improved and the problem that faced by the teacher are decreased in every cycle. The teacher can use this technique to evaluate the students’ achievement of material given previously in form of written test. And then the teacher can reflect their ability and knowledge relating to the materials. If it is poor, the teacher can enforce them anymore. The students’ error appears clearly in writing, because it is a real practice of using language. For the students, they can actualize their knowledge directly in real practice of using language, and they know their error based on the teacher comment and correction, and finally they can revise it and understand the theory, that applied in the real condition. For the other researchers, who are interested in use of Facilitative Error Correction Feedback, this research may be useful as a reference.

Tipe dokumen: Skripsi (Skripsi Sarjana)
Additional Information: Advisor: (1) Drs. Muh. Syafei, M.Pd (2) Titis Sulistyowati, S.S, M.Pd
Uncontrolled Keywords: writing skill, facilitative error correction feedback
Subjects: Bahasa dan sastra > Bahasa Inggris
Divisions: Fakultas Keguruan & Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User: Users 1245 tidak ditemukan.
Tanggal Deposit: 29 Oct 2012 03:31
Last Modified: 29 Oct 2012 03:31
URI: http://eprints.umk.ac.id/id/eprint/429

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