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bisa salah, kalau dikasih tau benarnya kan kita jadi tau seharusnya gimana. Jadi gak bingung miss.
” It‟s really necessary to be given correction, miss. When the errors were only crossed or circled, we did not know how they could be wrong. If
corrections were provided, we could know the right ones so that we were not confused, miss.
Meanwhile, in term of providing learners to correct errors, the researcher asked the students to write the correct form of their errors even though the researcher
had given the correction. It was done in order to make the students remembered the correct form of the errors and did not do the same mistakes. While rewriting the
correction of their errors, the students were very enthusiastic. They looked at the researcher‟s direct written corrective feedback earnestly. They even initiatively
revised their errors without being asked by the researcher in the second cycle. It meant that the students were aware of their mistakes and they wanted to remember
the correct form of their errors. Besides, the researcher also wrote some incorrect w
ords on the whiteboard. Those were taken from the students‟ example of errors. When the students were asked to correct the error words, they were so active and
could correct the error that their friend had made.
E. The Other Findings
From the research, the researcher also found other findings. They were the difficulties that were faced by the students in writing English. In the questionnaire, 23
students wrote that they faced difficulty in the spelling while they were writing PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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English. Besides spelling, there were 3 students who wrote that they also faced difficulty in grammar and there were also 3 students who wrote vocabulary as the
difficulty. Moreover, there were 2 students who also wrote vocabulary. It was also supported by the transcript of the focus group. Based on the transcript of the focus
group, 5 students said that they found difficulty in the spelling of English words. However, there was 1 student who said that she faced difficulty in grammar. Indeed,
in the students‟ writing products the researcher still found some grammatical mistakes. Besides grammar, 1 student said that he faced difficulty in English
vocabulary and 1 student also said that it was difficult for him to translate sentences from Indonesian to English translation.
Then, another finding found by the researcher was on the spelling errors made by the students. The researcher realized that the students misspelled all parts of
speech in English. What made the students write misspelled words was because the spelling of the words was different from their pronunciation. From the transcript of
the focus group which could be seen in the appendix 9 , the students said “Kita
bingung miss, cara bacanya kata-kata di bahasa Inggris sama tulisannya kok beda. Kalau di bahasa Indonesia kan tulisan sama bacanya sama
.” We‟re confused, miss. The pronunciation of English words is different from the written spelling.
Meanwhile, in Bahasa the spelling is the same as the pronunciation. Therefore, in order to make the students understand about the correct spelling of the words, their
attention needed to be drawn to their error and its correction. In addition, the students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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would probably never know about their mistakes if direct written corrective feedback was not provided.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
