TEACHER’ WRITTEN CORRECTIVE FEEDBACK ON STUDENTS’ WRITING TASK AT STATE JUNIOR HIGH SCHOOL 1 DANAU KEMBAR

SISKA PERMATASARI SIREGAR, - (2018) TEACHER’ WRITTEN CORRECTIVE FEEDBACK ON STUDENTS’ WRITING TASK AT STATE JUNIOR HIGH SCHOOL 1 DANAU KEMBAR. Skripsi thesis, UIN Imam Bonjol Padang.

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Abstract

This research was conducted based on the problems statement about the types of corrective feedback used by the teacher on students’ writing task. The objective of this research is to get deeper information about the types of teacher’s written corrective feedback used on the students’ writing task and describe how teacher corrects students’ writing task at Junior High School 1 Danau Kembar. This study is descriptive qualitative. This study conducted to answer specific questions: (1) what types of written corrective feedback is mostly used by the English teacher in students' writing task? and (2) how does the teacher correct students’ writing task at Junior High School 1 Danau Kembar? The subject of this research is all of the English teacher and students at second grades and third grades at Junior High school 1 Danau Kembar which enlist in the year 2017 / 2018. Teachers’ feedback on students' writing seen from document analysis and questionnaire, to find out the type of teacher's feedback have found out by questionnaire, while to describe how does teacher correct students’ writing task will know from document analysis. The finding shows that teacher used 3 out of 6 types of corrective feed-back in eighth grade students’ writing.The kinds of corrective feedback were di-rect, indirect, focused and unfocused corrective feedback. And the corrective feedback which not found were metalinguistics, electronic and reformulation corrective feedback. Based on the research findings, the most dominant of teacher’s written corrective feedback used in students’ writing was direct corrective feedback. It was 84 data or 48 %. Meanwhile, the fewest types of corrective feedback was focused corrective feedback. It was 6 data or 11% only. Teacher also provided the indirect corrective feedback lower than direct corrective feedback. It was 35 data or 62%. Then, unfocused feedback in 11 data or 19%. This research focused in all the types of corrective feedback used by the English teacher. The teacher’s way to correct students’ writing task was making the circle, underline and comments on students’ mistakes.

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