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IMPROVING STUDENTS’ WRITING SKILL THROUGH TEACHER’S DIRECT FEEDBACK IN SMA N 1 JOGONALAN
The objective of this research is to improve the writing skill of students at grade XI of social program in SMA N 1 Jogonalan Klaten in the academic year 2010/2011 through teacher’s direct feedback. This study was action research consisting of two cycles. The participants of the research were the students of class XI IPS 3. The data of this research were qualitative and quantitative. The qualitative data were obtained by interviewing to the students and the collaborator, observing the class, and taking some photographs. The instruments were camera, interview guides, and a note book. Meanwhile, the quantitative data were obtained by assessing the students’ writing at the end of the cycle. Therefore, the quantitative data were in the form of students’ score. The qualitative data were analyzed through assembling the data, coding the data, comparing the data, building interpretations, and reporting the outcomes. Meanwhile, the quantitative data were scored by using a writing rubric to get gain scores from Cycle 1 to Cycle 2. To prove the scoring objectivity, it involved two raters. The inter-rater reliability was calculated through Pearson’s Product Moment correlation analysis. The coefficient of the inter-rater reliability of the two raters was 0.90. The result of the two cycles showed that the implementation of teacher’s direct feedback was successful to improve the students’ writing skill. The improvement was on all writing aspects. In the content aspect, all students made an improvement. In the organization aspect, the students were able to write a text by considering the parts of the spoof text. In the vocabulary aspect, many students used the simple words so the meaning was clear. In the language aspect, many students avoided fragment and inconsistent tenses in their writing. In the mechanic aspect, the students who considered the importance of capitalization and punctuation increased. Besides, the additional findings were that teacher’s direct feedback would improve the students’ writing skill in a short period and also teacher’s direct feedback would need a long time in the class with a low proficiency level. The finding was also supported by the students’ gain score from Cycle 1 to Cycle 2. The students’ gain score from Cycle 1 to Cycle 2 in the content aspect is 2.1; in the organization aspect is 1.07; in the vocabulary aspect is 1.34; in the language aspect is 0.61; and in the mechanic aspect is 1.04. From the result above, it can be concluded that teacher’s direct feedback can improve students’ writing skill.
Pendidikan Bahasa Inggris, Universitas Negeri Yogyakarta
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Bahasa dan Sastra Inggris