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.
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