6. Use the rhetorical forms and conventions of written discourse.
7. Appropriately accomplish the communicative functions of written texts according
to form and purpose. 8.
Convey links and connections between events. Communicate such relations as main ideas, supporting ideas, new information, given information, generalization
and exemplification. 9.
Distinguish between literal and implied meanings when writing. 10.
Correctly convey culturally specific references in the context of the written text. 11.
Develop and use a battery of writing strategies, such as accurately assessing the audience’s interpretation, using pre-writing devices, using paraphrases and
synonyms, soliciting peer and instructor feedback and using feedback, for revising and editing.
D. Review on the Related Study
According to the study by Hong 2004 “The Effect of Teacher’s Error Feedback on International Student’s Self-Correction Ability”, teacher’s feedback was the most significant
factors influencing student’s self-correction, compared to proficiency level and performance on the grammar test. It helps ESL learners’ self correct grammatical error.
E. Rationale
In learning a foreign language, students may think that writing is the most difficult language skill to be learned since it tends to attach more importance to correctness of every kind
word choice, punctuation, and text cohesion, for example. Tribble 1996:3 says that writing is
a language skill which is difficult to acquire. It is a process that occurs over a period of time, particularly if we take into account the sometimes extended periods of thinking that precede
creating an initial draft. The result of these difficulties is that students try to avoid writing and they do not try their best whenever they are asked to write. They always complained whenever
they were asked to write. They seemed to be discouraged to have writing lesson. In short, they tried to avoid it because they were afraid of making many errors in writing and got a bad score.
According to the teacher, the problem faced by the students was actually resulted from the lack of grammar mastery.
The condition of students’ grammar mastery is supported by the teacher statement, he says “Secara umum untuk grammar saat ini, terus terang, tidak mendapatkan perhatian yang
khusus sehingga belum mendapatkan hasil yang memuaskan, karena memang kita belum menemukan teknik yang sesuai untuk bagaimana anak agar dapat mengingat terus dan paham
tentang grammar.” Meanwhile, from the students themselves, they have problems with the grammar. They
said that they are still confused in some grammar points like the use of modal, the use of pronoun, and the use of past tense. As what has been said by some students “Saya masih
bingung mas untuk menggunakan tenses past sehingga masih salah dalam menuliskan kata kerja nya”. The other students say; “ Apalagi kalau disuruh menulis, kita pasti kesulitan dan banyak
salah nya di grammar”. However, writing is a basic language skill that must be learned by students. Therefore,
English teachers should find and use the ways that make writing lesson effective. It is very difficult for students to produce a good piece of writing since English is very difficult from
Indonesian. In addition, the teacher has not implemented method in teaching writing which can
facilitate the students actively correcting their own writing, so that students know what they have done wrong or right.
There is no doubt that writing is the most difficult skill for second language learners to master. The difficulty lies not only in generating and organizing ideas, but also translating these
ideas into readable text. In many cases, the students would need intervention from the teachers in terms of not only their writing instructions but also their comments on their submitted drafts
in order to identify their own strength and weaknesses, which, in the case of the latter, will make the students know how to go about improving themselves and become effective writers. Thus
feedback can be considered a pedagogical tool for the students’ writing improvement. Feedback is an essential aspect of any English language writing course. This is especially
true now with the predominance of the process approach to writing that requires some kind of second party feedback, usually the instructor, on student drafts. Kroll 2001 describes feedback
as one of the two components most central to any writing course with the other being the assignments the students are given. The goal of feedback is to teach skills that help students
improve their writing proficiency to the point where they are cognizant of what is expected of them as writers and are able to produce it with minimal errors and maximum clarity.
By considering the reason above, it can be concluded that teacher’s feedback can improve the students’ grammar mastery on writing.
CHAPTER III RESEARCH METHODOLOGY
A. Research Setting 1. The Place of the Research
This classroom action research was carried out in SMA Negeri 8 Surakarta. It is located at Jln. Sumbing VI 49, Mojosongo, Jebres Surakarta. SMA Negeri 8 Surakarta has three grades
of class, namely the tenth grade, the eleventh grade and the twelfth grade. Each grade consists of five classes and each class consists of 39 up to 40 students. Beside fifteen classrooms, the other
buildings are library, teacher office, headmaster office, administration office, computer room, language room and mosque.
SMA Negeri 8 Surakarta uses KTSP Kurikulum Tingkat Satuan Pelajaran curriculum as the basis of teaching and learning processes. Instructional processes are done in six days from
Monday up to Saturday. The students start to learn at 07.00 a.m. They finish the lesson at 01.30 p.m on Monday to Friday, except on Friday they learn from 7 a.m to 10.15 a.m. The students of
this school come from different social background but most of their parents work as merchant and factory employee.
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2. The Time of the Research
This research is conducted in 5 months from February 2010 to June 2010. It includes the pre research, action and activities after the action. It can be arranged as follow:
No. Activity
Time of research 1.
2. 3.
4. 5.
6. 7.
8. Pre research interview, and observe
English teaching Preparation of thesis proposal
Pre test Action 1
Post test 1 Action 2
Post test 2 Analyzing the result
February 2010
February to March 2010 April 2010
April 2010 May 2010
May 2010 May 2010
June to July 2010
B. Subject of The Research
The subject of the research was the students in the eleventh grade of Science Class of SMA Negeri 8 Surakarta. The eleventh grades are divided into four classes. They are class IPA 1
up to IPA 4. In this research, the writer chooses IPA 4. This class consists of 33 students, 17 boys and 16 girls.
C. The Method of The Research
