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| dc.contributor.author | Melinda, Sindhy | |
| dc.date.accessioned | 2020-11-25T03:35:58Z | |
| dc.date.available | 2020-11-25T03:35:58Z | |
| dc.date.issued | 2020-06-15 | |
| dc.identifier.uri | http://repository.unisma.ac.id/handle/123456789/578 | |
| dc.description.abstract | This study is aimed at finding out whether there is a significant difference of the writing descriptive paragraph between the eighth grade students of SMP Nasional Malang who were taught by using peer corrective feedback and those who were taught by teacher corrective feedback. This study was classified as a quasi-experimental study adopted from Hatch and Farhady (1981). It involved 50 students which was divided into two groups, VIIIC class 25 students was as experimental group and VIIID class 25 students was as control group. The experimental group was taught by using peer corrective feedback whereas the control group was taught by using teacher corrective feedback. The correction was based on five categories of analytic scorings such as content, organization, vocabulary, grammar, and mechanics. The data were collected by means of paragraph writing test. Findings showed that teacher feedback correction by circling errors and describing the type of error with correction codes was better than peer correction for producing accurate revisions. The data were obtained by using two essay writing tests: pretest and posttest. The pretest was given to both groups before the treatment and the post-test was given after the treatment. The data of the pretest and post-test of both groups were analyzed by using descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested by using Independent-Samples of t-test. The result of the t-test of the comparative mean score between the pretest and post-test was 0.00% while the t-test of comparative mean score between the use of peer and teacher feedback was 20.1%. It indicates that the use of teacher corrective feedback can improve the students’ paragraph writing. However, students apparently felt that they learnt more from peer feedback rather than teacher feedback since they were involved in taking part for the correction directly, and it could lessen the time-consuming job for the teacher on the first and the final draft. | en_US |
| dc.language.iso | other | en_US |
| dc.publisher | Universitas Islam Malang | en_US |
| dc.subject | Peer Corrective Feedback | en_US |
| dc.subject | Descriptive Paragraph | en_US |
| dc.title | The Impact of Peer Corrective Feedback toward Descriptive Writing Quality of Junior High School Students | en_US |
| dc.type | Thesis | en_US |
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MT - English Education [140]
Koleksi Thesis Mahasiswa Prodi Pendidikan Bahasa Inggris