corrective feedback in students english …eprints.ums.ac.id/62715/2/front pages.pdf6. bambang...

CORRECTIVE FEEDBACK IN STUDENTS’ ENGLISH COMPOSITION:

A CASE STUDY AT SMP MUHAMMADIYAH 7 SURAKARTA

RESEARCH PAPER

Submitted as Partial Fulfilment of Requirements for Getting Bachelor

Degree of Education in English Department

By:

NINDITYA EVA HAPSARI

A320140010

DEPARMENT OF ENGLISH EDUCATION

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2018

ii

APPROVAL



RESEARCH PAPER

By:

NINDITYA EVA HAPSARI

A320140010

Approved to be Examined by Consultant

School of Teacher Training and Education

Muhammadiyah University of Surakarta

Consultant,

Prof. Dr. Endang Fauziati, M.Hum

NIK. 274

iii

ACCEPTANCE



by:

Ninditya Eva Hapsari

A320140010

Accepted and Approved by the Board of Examiners

School of Teacher Training and Education

Muhammadiyah University of Surakarta

On May 2018

The Board of Examiners:

1. Prof. Dr. Endang Fauziati,

M.Hum

(Chair Person)

(…………………………..)

2. Dr. Maryadi, M.A.

(Member I)

(…………………………..)

3. Mauly Halwat Hikmat, Ph.D.

(Member II)

(…………………………..)

Dean

Prof. Dr. Harun Joko Prayitno, M. Hum.

NIP. 19650428 199303 1 001

iv

PRONOUNCEMENT

I, undersigned below,

Name : Ninditya Eva Hapsari

Student Number : A320140010

Program : Department of English Education

Research Title : CORRECTIVE FEEDBACK IN STUDENTS’

ENGLISH COMPOSITION: A CASE STUDY AT SMP

MUHAMMADIYAH 7 SURAKARTA

I truthfully testify that there is no plagiarism of literary work in this research paper

and this research paper I submitted is really a work of mine, except the written

references which is mentioned in the bibliography. Later, if it is proved that there

is any plagiarism in this research paper, I will be fully responsible.

Surakarta, 04 May 2018

The Researcher,

Ninditya Eva Hapsari

A320140010

v

MOTTOS

“Selagi masih ada nafas, masih ada harapan”

(Ninditya Hapsari)

“Sesuatu hal itu jangan dipikirin terus, tapi dilakukan”

(Afif Fernandhi)

“Kebahagian yang nyata adalah ketika kita saling berbagi”

(Gianni Fajri)

“Jangan banyak mengeluh karena hanya akan menambah kegelisahan,

perbanyaklah bersyukur, Alhamdulilah, itu yang mendatangkan kebahagiaan”

(Anonymous)

vi

DEDICATION

This research paper is dedicated to my family, my friend and all the people who

love me.

vii

ACKNOWLEDGEMENT

Assalamu’alaikum Wr. Wb.

Alhamdulillahhirabbil’alamin. Praise and gratitude to Allah SWT, because of his

blessings and guidance so that the writer could complete this research paper

entitled CORRECTIVE FEEDBACK IN STUDENTS’ ENGLISH

COMPOSITION: A CASE STUDY AT SMP MUHAMMADIYAH 7

SURAKARTA. This research paper is one qualify to complete the study in

Department of English Education at Muhammadiyah University of Surakarta.

This research can not be finished without others’ help and support. Therefore, the

researcher would like to thanks:

1. Prof. Dr. Harun Joko Prayitno, M.Hum., as the Dean of School of Teacher

Training and Education, Muhammadiyah University of Surakarta.

2. Mauly Halwat Hikmat, Ph.D., as the Chief of Department of English

Education, Muhammadiyah University of Surakarta.

3. Prof. Dr. Endang Fauziati, M.Hum,. as the supervisor of the researcher,

thanks for the guidance and motivation during doing this research paper.

4. Dr. Maryadi, M.A., as the second examiner who gives guidance, advice,

suggestion, and careful correction to improve the research paper.

5. Mauly Halwat Hikmat, Ph.D., as the third examiner who gives suggestion

and careful correction to improve the research paper.

6. Bambang Condro H, S.Pd., as the Headmaster of SMP Muhammadiyah 7

Surakarta who has accepted the researcher to takes the data in the school.

7. M.Sholikah Isnaini, S.Pd one of English teacher at SMP Muhammadiyah 7

Surakarta who has been helping the researcher during takes the data.

8. All lectures of Department of English Education who have taught and

shared their knowledge during the study.

9. My beloved family, my mother and my father who always support me and

teach me not to give up, my brother Adit and my sister Lia, you are best

siblings.

viii

10. My best friend Septri, thanks to always be there to me and remind do not

be panic to me.

11. My teaching squad of class A, Janah, Danik, Destie, Umil and all teaching

friends.

12. My friends in Class A 2014, Ifah, Gina, Astrek, Linda, Okta and all my

friends thank you for good memories.

13. My Senior High School friends Yuda, Imah, Adien, Ilut, Rifah thank you

for positive energy and stay receh guys.

14. All crew LPM Figur thank you for best experience for becoming campus’

journalist during 3 years.

15. All friends IKEMAS UMS where to study and to build organization from

the bottom until we could build this organization, thanks for always

understanding me.

Wassalamu’alaikum Wr. Wb.

ix



ABSTRAK

Ninditya Eva Hapsari. A320140010. CORRECTIVE FEEDBACK IN

STUDENTS’ ENGLISH COMPOSITION: A CASE STUDY AT SMP

MUHAMMADIYAH 7 SURAKARTA. Skripsi. Fakultas Keguruan dan Ilmu

Pendidikan. Universitas Muhammadiyah Surakarta. 2018. 41 Halaman

Tujuan penelitian ini adalah 1) Mengidentifikasi tipe umpan balik yang digunakan

oleh guru di SMP Muhammadiyah 7 Surakarta, 2) Menjelaskan tujuan dari umpan

balik yang digunakan guru. Penelitian ini menggunakan jenis penelitian deskriptif

kualitatif. Peneliti mengambil data dari 4 kelas Bahasa inggris yaitu kelas 7 dan 8,

setiap kelas diambil 5 siswa sebagai subjek.Teknik yang digunakan untuk

mengumpulkan data yaitu: wawancara, observasi, dan tugas siswa. Data yang

diambil dari hasil pekerjaan siswa yang sudah dikoreksi oleh guru. Data dianalisis

menggunakan teori dari Lyster & Ranta and Ferris. Hasil penelitian ini 1)

Ditemukan dua tipe umpan balik yaitu lisan dan tulis. Umpan balik lisan

ditemukan 3 tipe dari 6 tipe umpan balik yang terdiri dari metalinguistic (52%),

elicitation (36%) dan recast (12%) sedangkan umpan balik tulis ditemukan 2 tipe

umpan balik yang terdiri dari direct dan indirect. 2) Umpan balik dari guru

memiliki tujuan untuk siswa yaitu meningkatkan kemampuan siswa dalam

menulis, membantu siswa dalam menulis yang benar dan memotivasi siswa untuk

lebih baik dalam menulis.

Kata kunci: umpan balik, writing, tipe umpan balik

x



ABSTRACT

Ninditya Eva Hapsari. A320140010. CORRECTIVE FEEDBACK IN

STUDENTS’ ENGLISH COMPOSITION: A CASE STUDY AT SMP

MUHAMMADIYAH 7 SURAKARTA. Research Paper. School of Teacher

Training and Education Muhammadiyah University of Surakarta. 2018. 41 Pages

The aims of the research are 1) to identify the types of corrective feedback used

by teacher at SMP Muhammadiyah 7 Surakarta, 2) to explain the purpose of

corrective feedback used by teacher. In this research uses descriptive qualitative

research. The researcher took the data from 4 of English classes from 7 grade and

8 grade, each classes is taken 5 students as the subject. The technique used to

collect data namely; interview, observation, and student’s work. Data were taken

from student’s work that have been corrected by the teacher. The data were

analysed using the theories from Lyster & Ranta and Ferris. The result 1) show

that there are two types of corrective feedback, it was oral feedback and written

feedback. The type of oral feedback found are 3 types from 6 types of corrective

feedback, it consists metalinguistic (52%), elicitation (36%) and recast (12%)

while written feedback found are 2 types of corrective feedback, it consists direct

and indirect feedback. 2) teacher’s corrective feedback has purpose to improve

students’ ability on writing, helping students to correct write and motivating

students to be better on writing.

Key Words: Corrective feedback, writing, types of corrective feedback

xi

TABLE OF CONTENTS

TITLE PAGE .................................................................................................... i

APPROVAL ...................................................................................................... ii

ACCEPTANCE ............................................................................................... iii

PRONOUNCEMENT ..................................................................................... iv

MOTTO ............................................................................................................. v

DEDICATION ................................................................................................. vi

ACKNOWLEDGEMENT ............................................................................. vii

ABSTRAK ....................................................................................................... ix

ABSTRACT ...................................................................................................... x

TABLE OF CONTENT .................................................................................. xi

LIST OF TABLE .......................................................................................... xiii

LIST OF IMAGE ........................................................................................... xiv

LIST OF APPENDICES ................................................................................ xv

CHAPTER I: INTRODUCTION

A. Background of the Study ........................................................ 1

B. Problem Statement .................................................................. 3

C. Limitation of the Study ........................................................... 3

D. Objectives of the Study ........................................................... 3

E. Benefits of the Study .............................................................. 4

CHAPTER II: UNDERLYING THEORY

A. Previous Study ....................................................................... 5

B. Underlying Theory .................................................................. 9

1. Corrective Feedback ......................................................... 9

a. The Notion of Corrective Feedback .......................... 9

b. Types of Oral Corrective Feedback ......................... 10

c. Types of Written Corrective Feedback .................... 11

d. Function of Corrective Feedback ............................ 12

2. Writing Skill ................................................................... 13

a. The Notion of Corrective Feedback ........................ 13

xii

b. Macro Skill and Macro Skill of Writing.................. 14

CHAPTER III: RESEARCH METHOD

A. Research Type .................................................................... 15

B. Research Setting ................................................................. 15

C. Research Object .................................................................. 16

D. Research Subject ................................................................ 16

E. Data and Data Source ......................................................... 16

F. Technique of Collecting Data ............................................. 17

G. Technique of Data Analysis ............................................... 17

H. Credibility Data .................................................................. 18

CHAPTER IV: RESEARCH FINDING AND DISCUSSION

A. Research Finding ................................................................ 19

1. Types of Corrective Feedback Used by the Teacher .... 19

2. Purpose of Corrective Feedback ................................... 27

B. Discussion .......................................................................... 29

CHAPTER V: CONCLUSION, PEDAGOGICAL IMPLICATION, AND

SUGGESTION

A. Conclusion .......................................................................... 32

B. Pedagogical Implication ..................................................... 32

C. Suggestion

1. For Teacher .................................................................... 33

2. For Other Researcher ..................................................... 33

BIBLIOGRAPHY ........................................................................................... 34

APPENDICES ................................................................................................. 36

xiii

LIST OF TABLE

Table 1: Dominant of Oral Feedback ............................................................... 27

Table 2: Dominant of Written Feedback ........................................................... 27

xiv

LIST OF IMAGE

Image 1: Data of Written Feedback .................................................................. 24




xv

LIST OF APPENDICES

Appendix 1 ........................................................................................................ 36

Appendix 2 ........................................................................................................ 40

Appendix 3 ........................................................................................................ 58

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