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Contact Name
Abdul Rasyid Ghazali
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abdulrghazali@umy.ac.id
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+6288806662623
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Kampus UMY, Jalan Brawijaya, Tamantirto, kasihan, Bantul
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INDONESIA
Prosiding International Conference on Sustainable Innovation (ICoSI)
ISSN : -     EISSN : 29621429     DOI : https://doi.org/10.18196/icosi.v3i1.37
The Prosiding International Conference on Sustainable Innovation provides a multidisciplinary platform for scholars, researchers, and practitioners to share innovative research and advancements in sustainability. The journal encompasses a broad scope, covering the following fields: Humanities and Social Sciences: Research on sustainable development policies, social innovation, governance, education, and cultural perspectives on sustainability. Agriculture: Sustainable farming practices, agroecology, food security, and climate-resilient agricultural technologies. Engineering: Green technology, sustainable infrastructure, renewable energy systems, and smart city innovations. Medical and Health Sciences: Public health sustainability, environmental health, biomedical advancements, and healthcare innovations for sustainable well-being. The journal welcomes empirical studies, theoretical frameworks, case studies, and literature reviews that contribute to sustainable solutions across these disciplines.
Arjuna Subject : Umum - Umum
Articles 61 Documents
Implementation of Form-Focused Written Feedback on Students' Academic Writing Wirantaka, Andi; Rosiah, Rosi; Baharun, Hazleena
Proceedings International Conference on Sustainable Innovation (ICoSI) Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/icosi.v6i1.157

Abstract

Academic writing skills are important, yet they present significant challenges due to their formal structure, linguistic accuracy, and the need for critical thinking. This research investigates the effectiveness of form-focused written feedback in improving students' academic writing skills. Using a quantitative experimental design, this study involved forty English department students at a university in Yogyakarta. Data were analyzed using a t-test after normality and homogeneity tests. The results revealed a statistically significant improvement in students' post-test scores relative to their pre-test scores on an academic writing test (p-value = 0.00 < 0.05), indicating the effectiveness of form-focused written feedback in enhancing academic writing skills. This study contributes new insights into the role of form-focused written feedback in academic writing at the university level, highlighting its value in fostering accuracy and students’ writing confidence.