THE EFFECT OF GIVING FEEDBACK ON THE WRITING ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF SMPN 12 JEMBER IN THE 2004/2005 ACADEMIC YEAR

Abstract

Writing is considered as a difficult skill for junior high school students. Difficulties which students encountered in writing are the use of grammar, word choice, and mechanics. Giving feedback as a teaching technique can help students overcome their problem in writing English sentences. This research was conducted to find the effect of giving feedback on the writing achievement of the second year students of SMPN 12 Jember in the 2004/2005 academic year. The research used randomised control group post-test only design. The respondents of this research were the second year students of SMPN 12 Jember, consisting of 44 students (Experimental group) and 42 students (Control group) that were taken by lottery from the homogeneous population. In conducting the experiment, the experimental group received feedback in the form of shorthand of correcting code written in the margin or above the errors on their writing work, while the control group did not receive feedback. The results of writing test of both groups were compared to find out the mean difference between them. The t-test formula was used to analyze the data with the significance level of 5%. The result indicated that the t-test value was higher than that oft-table (2.770>2.000). It means that the alternative hypothesis which is formulated as " There is significant effect of giving feedback on writing achievement at SMPN 12 Jember in the 2004/2005 academic year'' was accepted. It could be concluded that there was a significant effect of giving feedback on writing achievement of the second year students of SMPN 12 Jember in the 2004/2005 academic year. Based on the research`s result, the English teachers are suggested to apply this technique in teaching writing.