The effect of error correction feedback on students’ ability in writing procedure text at MTs Hidayatul Insan Palangka Raya

Bahruddin, Bahruddin (2017) The effect of error correction feedback on students’ ability in writing procedure text at MTs Hidayatul Insan Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

The present research aimed at measuring the effect of error correction feedback on eighth grade students’ ability in writing procedure text at MTs HidayatulInsanPalangka Raya.
The present research used quantitative research with quasi-experimental design. The researcher designed the lesson plan, conducted the treatment, and observed the students’ scores by pre-test and post-test. The population of the study was all of the eighth grade students at MTs HidayatulInsanPalangka Raya. They were 45 students.The researcher took all students of two classes as the sample of the study. They were class (VII-A) which consisted of 22 students (given error correction feedback) and class (VII-B) which consisted of 23 students (without error correction feedback). Since its design was quasi experimental design, independent sample t test of SPSS calculation is used to measure the group scores. Based on the calculation of independent sample t test using SPSS statistic program, the result showed that t test of significance two-tailed is lower than alpha 0.05 (0.00 ≤ 0.05). It means the group who was given Error Correction Feedback has different effect with the group who was not given Error Correction Feedback on eighth students’ writing of procedure text at MTs HidayatulInsanPalangka Raya. To know whether experiment group who was given error correction has better effect or no on students’ writing of procedure text than control group who was not given error correction, it can be seen from the mean score of both group. Based on the Mean score of both group, it shows that the mean score of experiment group who was given error correction feedback is (77.25) higher (≥) than the mean score of control group who was not given error correction feedback (65.67).
In conclusion, students who were given error correction feedback on their writing of procedure text have better result than students who were not given error correction feedback on their writing of procedure text.

Penelitian ini bertujuan untuk mengukur dampak Error Correction Feedback terhadap kemampuan siswa kelas delapan dalam menulis teks prosedur di MTs Hidayatul Insan Palangka Raya.
Penelitian ini menggunakan penelitian kuantitatif dengan desain kuasi eksperimental. Peneliti merancang rencana pelajaran, memberi perlakuan, dan mengamati nilai siswa dengan pre-test dan post-test. Populasi penelitian iniadalah seluruh siswa kelas VIII MTs Hidayatul Insan Palangka Raya. Mereka berjumlah45 siswa. Peneliti mengambil semua siswa dari dua kelas sebagai sampel penelitian. Mereka kelas (VII-A) yang terdiri dari 22 siswa (diberi error correction feedback) dan kelas (VII-B) yang terdiri dari 23 siswa (tanpadiberi error correction feedback).
Karena disainnya adalah desain eksperimen kuasi, uji t hitung bebas perhitungan SPSS digunakan untuk mengukur skor kelompokdaripenelitianini. Berdasarkan perhitungan uji t sampel independen dengan menggunakan program statistik SPSS, hasil penelitian menunjukkan bahwa uji t signifikansi two tails lebih rendah dari alfa 0,05 (0,00 ≤ 0,05). Artinya kelompok yang diberi Error Correction Feedback memiliki efek yang berbeda dengan kelompok yang tidak diberi Error Correction Feedback pada teks prosedur di MTs Hidayatul Insan Palangka Raya. Untuk mengetahui apakah kelompok eksperimen yang diberi error correction feedback memiliki efek yang lebih baik atau tidak terhadap penulisan teks prosedur siswa daripada kelompok kontrol yang tidakdiberi error correction feedback, dapat dilihat dari skor rata-rata kedua kelompok. Berdasarkan rata-rata skor kedua kelompok, hal ini menunjukkan bahwa rata-rata skor kelompok eksperimen yang diberi feedback koreksi kesalahanatau error correction feedback adalah (77,25) lebih tinggi (≥) dibandingkan dengan rata-rata skor kelompok kontrol yang tidak diberi koreksi koreksi kesalahan (65,67).
Kesimpulannya, siswa yang diberi feedback koreksi kesalahan pada penulisan teks prosedur memiliki hasil yang lebih baik daripada siswa yang tidak diberi feedback koreksi kesalahan padapenulisan teks prosedurnya.

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