Teacher’s Feedback to Improve Students’ Writing Recount Text at First Semester Students of English Letters Department UIN Raden Mas Said Surakarta in 2024-2025
DOI:
https://doi.org/10.24269/dpp.v13i1.10730Abstract This research aims to improve the students’ writing skill through Teacher Feedback strategy at First Semester Students of English Letters Department UIN Raden Mas Said Surakarta in 2024-2025. The subjects of this research were 27 students of A class. This research used a cycle of Classroom Action Research, and it consisted of five meetings. The CAR cycle contents are Planning, Acting, Observing, and Reflecting. This research used two types of data, and they were qualitative and quantitative data. The qualitative data were obtained through observations during the teaching learning activities. Moreover, the quantitative data were the scores of the students’ writing recount text before the implementation of the Feedback (pre-test) and after the implementation of the Feedback (post-test). The students’ pre-test scores showed that the total was 1250. In this degree, the mean that the researcher gained in students’ pre-test score was 46.30. Furthermore, the students’ post-test scores showed the total was 2062. In this degree, the mean that the researcher gained in students’ post-test was 76.37. It can be seen that there was an improvement on students’ mean scores. Most of the students’ scores were increased from the pre-test and the post-test scores. It was from 29.63% (8 students) who passed the minimum score to 81.48% (22 students) of the 27 students. It can be seen that there was a significant improvement from the percentage before and after treatments. In short, applying Teacher Feedback strategy in teaching learning process can significantly improve the writing skills of the students.
References
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Bryman, A. (2016). Social Research Methods (5th ed.). Oxford University Press.
Clark J. S., Porath S., Thiele J., and Jobe M., (2020). Action Research. New Prairie Press.
Clark, R. P. (2020). Writing tools: 55 essential strategies for every writer (Updated ed.). Little, Brown and Company.
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Derewianka, B. (2011). A New Grammar Companion for Teachers. Primary English Teaching Association (PETA).
Dewi Cahyaningrum. (2021). A Case Study: Revealing The Result and Challenges of Accommodating Authentic Materialsand Schoology for TeachingWriting in Efl Context: Jurnal Dimensi Pendidikan dan Pembelajaran. Universitas Muhammadiyah Ponorogo, Vol 9No 2: Juli 2021: Halaman107-115
Duckor, B., & Holmberg, C. (2023). Feedback for continuous improvement in the classroom: New perspectives, practices, and possibilities. Corwin Press.
Graham, Steve, and Dolores Perin. (2020). Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. Carnegie Corporation of New York.
Guskey, T. R. (2003). How classroom assessments improve learning (pp. 2-15). Pearson.
Hattie, J., & Clarke, S. (2019). Visible learning feedback. Routledge.
Irons, A., & Elkington, S. (2021). Enhancing learning through formative assessment and feedback (2nd ed.). Routledge.
Jackson, H. (2021). Grammar and meaning: A structural approach (2nd ed.). Routledge.
Kardena, A. (2020). Teachers’ Feedback in Group Works of EFL Learning: Does it Influence Students’ Success? (Vol. 2). Retrieved from https://jurnal.uhn.ac.id/index.php/jetal/article/view/277
Kellogg, Ronald T. 2021. Training Writing Skills: A Cognitive Development Approach. Routledge.
Kemmis, S., & McTaggart, R. (2000). Participatory action research (pp. 567-607). In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.). Sage Publications.
Martin, J. R., & Rose, D. (2003). Working with Discourse: Meaning Beyond the Clause. Continuum.
Nelson, A. C. (2023). The new teacher’s guide to overcoming common challenges. Routledge.
Enfield, N.J. (2022). Language vs. Reality: Why Language is Good for Lawyers and Bad for Scientists. MIT Press.
Palupi, Risqi Ekanti Ayuningtyas, dkk. (2023). Improving the Students Writing Ability by Using Think Pair Shared Technique in Procedure Text at Akbara Polytechnic. Jurnal Ilmiah Multidisiplin Akbara Surakarta. Vol 2 No. 1. Politeknik Akbara
Rismawati. (2019). The 1st Bogor English Student and Teacher (BEST) Conference 2019. Vol 1, April 2019, pp. 95-100. Universitas Ibn Khaldun Bogor.
Savage, H., Ebbers, M., & Martin, R. M. (2020). The Meaning of Language (2nd ed.). Cambridge, MA: MIT Press. ISBN: 9780262535731.
Serravallo, J. (2015). The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers. Heinemann.
Stockemer, D. (2019). Quantitative Methods for the Social Sciences. A practical Introduction with Examples in SPSS and Stata. Springer.
Sword, H. (2022). Writing with pleasure. Princeton University Press.
Thompson, W. C. (Ed.) (2023). Philosophical foundations of education. Bloomsbury Academic.
Whitby G., & Hill L. (2022). Fast feedback: How one primary school abolished written marking. Bloomsbury Publishing.
Wihadi, M. & Martiana, I. (2015). The effect of teacher’s written feedbacks on IndonesianEFL learners’ recount writing competence. Indonesian EFL Journal, 1(1), 58-62
Wilson, Jeffrey R (2022). Academic Writing. Harvard University.
Yule G. 2010. The origins of language. In: The Study of Language. Cambridge University Press
Yulianawati, I. (2018). An Analysis of Students' Difficulties in Writing Recount Text (A Case Study at a Senior High School in Indramayu). Journal of English Language Education. English Focus. http://englishfocus.upstegal.ac.id/efj/ DOI:10.24905/efj.v2i1.51
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2025-01-13
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