The Effect of Direct Written Corrective Feedback to Improve Second Grade Students’ Writing Ability

Safrudin Sahmadan


Abstract This research was aimed to probe and verify the effectiveness of direct written corrective feedback on students' writing ability. The design of this research was quasi-experimental wherein there is no randomization in sampling. The samples in this research were taken from the 50 second grade students of MA. Khairudin in academic year 2019/2020 consists of two classes. The method used in collecting and analyzing data is writing test in form of picture sequence. The data analyzed by using descriptive statistic through SPSS 20 program. The result revealed that direct written corrective feedback affect significantly on students' writing performance showed by the Z-score -5.525, Sig .000 < .05, and the Mean in Gain-score for experimental and control group 59.3240 and 19.0755 with the Mean difference 40.24849. Thus, it could be concluded that there was statistically significant difference in effectiveness among direct corrective feedback and conventional learning.

Keywords: Written Corrective Feedback, Direct Written Corrective Feedback, Writing Ability

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