THE EFFECT OF DIRECT WRITTEN CORRECTIVE FEEDBACK ON STUDENTS’ WRITING QUALITY IN RECOUNT TEXT

Desak Gede Desita Pramesti Cahyani (Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar)
I Dewa Gede Rat Dwiyana Putra (Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar)
I Putu Andre Suhardiana (Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar)

JEES: Journal of English Educational Study
Vol 9, No 2 (2026): November Edition

This study explores the impact of direct written corrective feedback on the writing quality of eighth-grade students. Using a quasi-experimental non-equivalent control group design, 76 students from SMP Negeri 3 Sukawati were divided into an experimental group (VIII.A, 38 students) receiving direct feedback, and a control group (VIII.E, 38 students) receiving indirect feedback. The research employed a writing test as a pre-test and post-test instrument, following a sequence of pre-test, treatment, and post-test data collection. Statistical analysis, specifically an independent sample t-test with a significance level of p = 0.05, revealed a significant difference (t (74) = 2.335, p-value = .022 < p = 0.05) in writing quality between the two groups. This suggests that direct written corrective feedback was more effective than indirect feedback for eighth-grade students at SMP Negeri 3 Sukawati, particularly in improving recount text writing.