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All Journal Jurnal Pendidikan Bahasa Journal of Teaching and Learning in Elementary Education JEES: Journal of English Educational Study Jurnal Ilmiah Wahana Pendidikan Jurnal PADI (Pengabdian mAsyarakat Dosen Indonesia) Jurnal Pendidikan dan Pengabdian Masyarakat
Dina Merris Maya Sari
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : JEES: Journal of English Educational Study

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THE EFFECTS OF CORRECTIVE FEEDBACK TO THE STUDENTS’ GRAMMATICAL CONSTRUCTION ON PARAGRAPH WRITING CLASS Dina Merris Maya Sari
Journal of English Educational Study (JEES) Vol 2, No 2 (2019): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (49.169 KB) | DOI: 10.31932/jees.v2i2.520

Abstract

Writing is one of the most important skill to mastery English. But there are many students get difficulties in writing. They  worried when they make errors in their writing. To overcome this problem, the researcher uses corrective feedback. Here, corrective feedback is used to revise the students’ writing. It is hoped by this technique, the students can revise to make better and correct in writing. Based on the reason above, the objective of the study is “to know the effectiveness of using corrective feedback in paragraph writing class”. This research is experimental studies and the researcher uses quantitative research. In experimental quantitative research, there are two groups of students participated in the study, control and experimental group. The subject of this research is the students 2018 English Education Department. The data collection technique is by testing writing composition and the data analyze technique used t-test calculated by SPSS Statistic 17.0 to find out the difference between students’ pretest and posttest scores of experimental and control group. This result show that the experimental group which is taught by using corrective feedback get high scores than the control group which is not taught by using corrective feedback.
Co-Authors Amatul Firdausah Hanifah Nuha Makarim Jihan Rizka Febyanti Yudy Prasetyo