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Conclusions CONCLUSIONS AND RECOMMENDATIONS

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions of the research. There are two parts that are presented in this chapter. The first part presents the conclusions drawn from the research findings. The second one presents the recommendation for English teacher and other researchers.

A. Conclusions

The research is aimed at assessing to what extent the use of direct written corrective feedback improved eighth grade students‟ spelling accuracy in SMPN 15 Yogyakarta. The researcher then drew some conclusions based on the research findings and data analysis. First, the direct written corrective feedback helped the students to know and understand their mistakes. They did not only know their mistakes but also the correct form of the errors from the researcher‟s correction. Moreover, the students became more aware of their errors, especially in their spelling accuracy while writing. They tried not to make the same mistakes again as they could learn from their mistakes and remember the correct form of the errors. In addition, the students felt motivated after receiving the direct written corrective feedback from the researcher, especially after the researcher also added comments and suggestions to the students‟ writing products. Besides, the students also felt happy receiving the direct written corrective PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 72 feedback from the researcher as they could know their mistakes and they were not confused anymore of the correct form of the errors. Second, the direct written corrective feedback improved the eighth grade students‟ spelling accuracy in their writing. This could be seen from the average of error percentage in the students‟ spelling accuracy from the preliminary study until the second cycle. Based on the result, the students‟ error percentage decreased. The average of the students‟ error percentage of their spelling accuracy in their preliminary study was 38,5 . However, after the implementation of direct written corrective feedback from teacher, the average of the error percentage in the first cycle decreased into 10,2 . Then, in the second cycle the average became 3,2 . Besides that, the students also made good changes in their behavior during the implementation of direct written corrective feedback. Therefore, it could be concluded that the use of direct written corrective feedback could improve the students‟ spelling accuracy in their writing.

B. Recommendations

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