Feedback-based improvement of grammatical accuracy of the eighth grade students of SMP Kanisius Pakem in writing skill.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
ABSTRACT
Baninda, Agustina Krisma. (2015). Feedback-Based Improvement of
Grammatical Accuracy of the Eighth Grade Students of SMP Kanisius Pakem in
Writing Skill. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Learning English is important for all students. Although Indonesia does
not use English as the first language, learning English is also important because
English is one of the compulsory subjects in junior high school and senior high
school. In the process of learning English, many students made a lot of
grammatical mistakes in their writing.
The research was meant to find out whether teacher’s feedback facilitated
grammatical accuracy in writing of the eighth grade students of SMP Kanisius
Pakem. In line with the problem formulation, the research was intended to assess
to what extent teacher’s feedback facilitated grammatical accuracy in writing of
the eighth grade students of SMP Kanisius Pakem.
The research was essentially Classroom Action Research (CAR), which
consisted of two cycles, each of which consisted of one meeting. The participants
were 17 students from 8A Disiplin class SMP Kanisius Pakem 2014/2015
academic year. The students were asked to write dialogues based on the pictures
and the situation given. The data were gathered from the students’ worksheet,
students’ reflection, teacher’s reflection, field notes, questionnaire, and interview.
The researcher used grammatical error analysis to analyze the students’
worksheet. The data analysis of teacher’s reflection was what went well and
wrong in each of cycles. In field notes, the data analysis was non-verbal
information report of the interaction between participants. The data analysis of the
students’ reflection, questionnaire, and interview were the students’ opinion after
receiving teacher’s feedback. The analysis of those data showed that the students
made fewer mistakes after receiving teacher’s feedback.
The result from the first cycle showed that the students made mistakes
such as double verbs and verb endings. However, the second cycle showed that
the students made fewer mistakes. By comparing the result of the first and second
cycle, the students made fewer mistakes after teacher’s feedback was given.
Before conducting the first cycle, the score average of the class was 68.7. Then,
after the second cycle was conducted, the score average of the class became 91.4.
It was concluded that the teacher’s feedback improved the students’ grammatical
accuracy in their writing. Therefore, it is suggested that English teachers give
feedback to the students’ writing products. The teacher’s feedback should be clear
to avoid misunderstanding and motivates the students so the students feel
motivated to make better writing product.
Keywords: Classroom Action Research, writing, teacher’s feedback
vii
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ABSTRAK
Baninda, Agustina Krisma. (2015). Feedback-Based Improvement of
Grammatical Accuracy of the Eighth Grade Students of SMP Kanisius Pakem in
Writing Skill. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Pembelajaran Bahasa Inggris sangat penting untuk seluruh murid.
Meskipun Indonesia tidak menggunakan Bahasa Inggris sebagai bahasa utama,
pembelajaran Bahasa Inggris juga penting karena Bahasa Inggris adalah salah
satu mata pelajaran wajib di sekolah menengah pertama dan sekolah menengah
atas. Dalam proses pembelajaran Bahasa Inggris, banyak murid yang membuat
kesalahan grammar di tulisan mereka.
Penelitian ini dimaksudkan untuk menemukan apakah koreksi guru
memfasilitasi keakuratan grammar di tulisan murid-murid kelas 8A SMP Kanisius
Pakem. Sehubungan dengan rumusan masalah, penelitian ini dimaksudkan untuk
menilai seberapakah koreksi guru memfasilitasi keakuratan penggunaan tata
bahasa di tulisan murid-murid kelas delapan SMP Kanisius Pakem.
Penelitian ini adalah Penelitian Tindakan Kelas yang terdiri dari dua
siklus, masing-masing siklus terdiri dari satu pertemuan. Peserta penelitian
berjumlah 17 murid dari kelas 8A Disiplin SMP Kanisius Pakem tahun ajaran
2014/2015. Murid-murid diminta untuk menulis beberapa percakapan sesuai
dengan gambar yang diberikan. Dalam siklus kedua, murid-murid diminta untuk
menulis beberapa percakapan berdasarkan situasi yang diberikan. Data
penelitian dikumpulkan dari lembar kerja siswa, refleksi siswa, refleksi guru,
pengamatan lapangan, kuesioner dan sesi tanya jawab. Peneliti menggunakan
analisa kesalahan tata bahasa dalam menganalisa lembar kerja siswa. Analisa
data dari refleksi guru adalah apa yang berjalan baik dan tidak baik di setiap
siklus. Dalam pengamatan lapangan, analisa datanya adalah laporan informasi
lisan dari interaksi antar murid. Analisa data dari refleksi siswa, kuesioner dan
tanya jawab adalah pendapat murid setelah mendapat koreksi guru. Analisa dari
data-data tersebut menunjukkan bahwa murid-murid membuat sedikit kesalahan
setelah menerima koreksi guru.
Hasil dari siklus pertama menunjukkan bahwa murid-murid membuat
kesalahan seperti kata kerja ganda dan akhiran kata kerja. Namun, hasil siklus
kedua menunjukkan bahwa murid-murid membuat sedikit kesalahan. Dengan
membandingkan hasil tersebut, murid-murid membuat sedikit kesalahan setelah
menerima koreksi guru. Sebelum siklus pertama, rata-rata kelas adalah 68,7.
Setelah siklus kedua, rata-rata kelas menjadi 91,4. Hal ini dapat disimpulkan
bahwa koreksi guru dapat memfasilitasi keakuratan tata bahasa di tulisan
mereka. Oleh sebab itu, hal ini disarankan kepada guru bahasa Inggris untuk
memberi koreksi pada tulisan siswa. Koreksi guru harus jelas untuk menghindari
kesalahpahaman dan memotivasi murid untuk membuat tulisan yang lebih baik.
Kata Kunci: Penelitian Tindakan Kelas, tulisan, koreksi guru
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FEEDBACK-BASED IMPROVEMENT OF GRAMMATICAL ACCURACY
OF THE EIGHTH STUDENTS OF SMP KANISIUS PAKEM IN WRITING
SKILL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Agustina Krisma Baninda
Student Number: 111214103
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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FEEDBACK-BASED IMPROVEMENT OF GRAMMATICAL
ACCURACY OF THE EIGHTH GRADE STUDENTS OF SMP KANISIUS
PAKEM IN WRITING SKILL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Agustina Krisma Baninda
Student Number: 111214103
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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Di dalam hidup ini, semua ada waktunya
Ada waktunya kita menabur
Ada juga waktu menuai
Mungkin dalam hidupmu badai datang menyerbu
Mungkin doamu bagai tak terjawab
Namun yakinlah tetap
Tuhan takkan terlambat
Juga tak akan lebih cepat
Semuanya…
Dia jadikan indah tepat pada waktuNya
Tuhan selalu dengar doamu
Tuhan tak pernah tinggalkanmu
PertolonganNya pasti kan tiba tepat pada waktuNya
Bagaikan kuncup mawar pada waktunya mekar
Percayalah…
Tuhan jadikan semua indah pada waktuNya
Hendaklah kita selalu dalam firmanNya
Percayalah kepada Tuhan
Nantikan Dia bekerja pada waktuNya
Tuhan takkan terlambat
Juga tak akan lebih cepat
Ajarlah kami setia selalu menanti waktuMu Tuhan
(1 Korintus 10 : 13 & Pengkothbah 3 : 11a)
This thesis is dedicated to my beloved parents,
Benedictus Bambang Suranto and Lidwina Sunindar
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 10 September 2015
The Writer
Agustina Krisma Baninda
111214103
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma:
Nama
Nomor Mahasiswa
: Agustina Krisma Baninda
:111214103
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
FEEDBACK-BASED IMPROVEMENT OF GRAMMATICAL
ACCURACY OF THE EIGHTH GRADE STUDENTS OF SMP KANISIUS
PAKEM IN WRITING SKILL
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikannya di internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin maupun royalty kepada saya selama tetap mencantumkan
nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 10 September 2015
Yang menyatakan,
Agustina Krisma Baninda
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ABSTRACT
Baninda, Agustina Krisma.
Feedback-Based Improvement of Grammatical
Accuracy of the Eighth Grade Students of SMP Kanisius Pakem in Writing Skill.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Learning English is important for all students. Although Indonesia does not
use English as the first language, learning English is also important because English
is one of the compulsory subjects in junior high school and senior high school. In the
process of learning English, many students made a lot of grammatical mistakes in
their writing.
The research was meant to find out whether teacher’s feedback facilitated
grammatical accuracy in writing of the eighth grade students of SMP Kanisius
Pakem. In line with the problem formulation, the research was intended to assess to
what extent teacher’s feedback facilitated grammatical accuracy in writing of the
eighth grade students of SMP Kanisius Pakem.
The research was essentially Classroom Action Research (CAR), which
consisted of two cycles, each of which consisted of one meeting. The participants
were 17 students from 8A Disiplin class SMP Kanisius Pakem 2014/2015 academic
year. The students were asked to write dialogues based on the pictures and the
situation given The data were gathered from the students’ worksheet, students’
reflection, teacher’s reflection, field notes, questionnaire, and interview The
researcher used grammatical error analysis to analyze the students’ worksheet The
data analysis of teacher’s reflection was what went well and wrong in each of cycles
In field notes, the data analysis was non-verbal information report of the interaction
between participants The data analysis of the students’ reflection, questionnaire, and
interview were the students’ opinion after receiving teacher’s feedback The analysis
of those data showed that the students made fewer mistakes after receiving teacher’s
feedback.
The result from the first cycle showed that the students made mistakes such as
double verbs and verb endings. However, the second cycle showed that the students
made fewer mistakes. By comparing the result of the first and second cycle, the
students made fewer mistakes after teacher’s feedback was given Before conducting
the first cycle, the score average of the class was 68.7. Then, after the second cycle
was conducted, the score average of the class became 91.4. It was concluded that the
teacher’s feedback improved the students’ grammatical accuracy in their writing
Therefore, it is suggested that English teachers give feedback to the students’ writing
products The teacher’s feedback should be clear to avoid misunderstanding and
motivates the students so the students feel motivated to make better writing product.
Keywords: Classroom Action Research, writing, teacher’s feedback
vii
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ABSTRAK
Baninda, Agustina Krisma.
Feedback-Based Improvement of Grammatical
Accuracy of the Eighth Grade Students of SMP Kanisius Pakem in Writing Skill.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Pembelajaran Bahasa Inggris sangat penting untuk seluruh murid. Meskipun
Indonesia tidak menggunakan Bahasa Inggris sebagai bahasa utama, pembelajaran
Bahasa Inggris juga penting karena Bahasa Inggris adalah salah satu mata
pelajaran wajib di sekolah menengah pertama dan sekolah menengah atas. Dalam
proses pembelajaran Bahasa Inggris, banyak murid yang membuat kesalahan
grammar di tulisan mereka.
Penelitian ini dimaksudkan untuk menemukan apakah koreksi guru
memfasilitasi keakuratan grammar di tulisan murid-murid kelas 8A SMP Kanisius
Pakem. Sehubungan dengan rumusan masalah, penelitian ini dimaksudkan untuk
menilai seberapakah koreksi guru memfasilitasi keakuratan penggunaan tata bahasa
di tulisan murid-murid kelas delapan SMP Kanisius Pakem.
Penelitian ini adalah Penelitian Tindakan Kelas yang terdiri dari dua siklus,
masing-masing siklus terdiri dari satu pertemuan. Peserta penelitian berjumlah 17
murid dari kelas 8A Disiplin SMP Kanisius Pakem tahun ajaran 2014/2015. Muridmurid diminta untuk menulis beberapa percakapan sesuai dengan gambar yang
diberikan. Dalam siklus kedua, murid-murid diminta untuk menulis beberapa
percakapan berdasarkan situasi yang diberikan. Data penelitian dikumpulkan dari
lembar kerja siswa, refleksi siswa, refleksi guru, pengamatan lapangan, kuesioner
dan sesi tanya jawab. Peneliti menggunakan analisa kesalahan tata bahasa dalam
menganalisa lembar kerja siswa. Analisa data dari refleksi guru adalah apa yang
berjalan baik dan tidak baik di setiap siklus. Dalam pengamatan lapangan, analisa
datanya adalah laporan informasi lisan dari interaksi antar murid. Analisa data dari
refleksi siswa, kuesioner dan tanya jawab adalah pendapat murid setelah mendapat
koreksi guru. Analisa dari data-data tersebut menunjukkan bahwa murid-murid
membuat sedikit kesalahan setelah menerima koreksi guru.
Hasil dari siklus pertama menunjukkan bahwa murid-murid membuat
kesalahan seperti kata kerja ganda dan akhiran kata kerja. Namun, hasil siklus kedua
menunjukkan bahwa murid-murid membuat sedikit kesalahan. Dengan
membandingkan hasil tersebut, murid-murid membuat sedikit kesalahan setelah
menerima koreksi guru. Sebelum siklus pertama, rata-rata kelas adalah 68,7. Setelah
siklus kedua, rata-rata kelas menjadi 91,4. Hal ini dapat disimpulkan bahwa koreksi
guru dapat memfasilitasi keakuratan tata bahasa di tulisan mereka. Oleh sebab itu,
hal ini disarankan kepada guru bahasa Inggris untuk memberi koreksi pada tulisan
siswa. Koreksi guru harus jelas untuk menghindari kesalahpahaman dan memotivasi
murid untuk membuat tulisan yang lebih baik.
Kata Kunci: Penelitian Tindakan Kelas, tulisan, koreksi guru
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ACKNOWLEDGEMENTS
First off all, I would like to give my deepest gratitude to my beloved Lord,
Jesus Christ for the guidance, blessing, and love during my life. He always helps me
when I did my thesis. I am nothing without Him.
I would like to thank my supervisor, Agustinus Hardi Prasetyo, S.Pd.,
M.A., for the feedback, patience, and encouragement during the process of writing
the thesis. I also thank to my academic advisor Fidelis Chosa Kastuhandani S.Pd.,
M.Hum., for his guidance during my study in PBI Sanata Dharma University. I
would also like to thank M.M. Rika Febriani, S.Pd. for the opportunity which is
given to me to conduct the research in her class in 8A Disiplin. My thankfulness also
goes to the students of 8A Disiplin SMP Kanisius Pakem from 2014/2015 academic
year for their cooperation during the process.
This thesis is dedicated to my beloved parents, Benedictus Bambang
Suranto and Lidwina Sunindar, and also my sister Lusia Devina Lisa Baninda. I
am also grateful to my beloved grandma Uti, Om Robert, Om John, and my
beloved uncle Father Marcellinus Roselawanto, Pr. I thank all of them for their
care, patient, support, and greatest love for me. I am very grateful to have my family.
I would like to thank all of my lecturers in PBI Sanata Dharma University,
PBI Secretariat Staff, Mbak Dhanniek, and all librarians’ staff in Sanata
Dharma University for their support and best services.
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I thank to all of my friends in PBI Santa Dharma, especially my best friends
Syusan, Chachong, Didii, Ell-ell, and Tante, for the support, jokes, and crazy
experiences during these 4 years. I also give my special thanks to Bundo Putri,
Ester, Chris, Nisa, and Fam6 for the wonderful friendship and their care during my
happiest and hardest days of my life. My gratitude also goes to Nengdud, Yayen, and
Masjud for their care, affection, laugh, and unforgettable moment during my last
semester. I am very happy to have all of my friends. May God always bless them.
Finally, my deepest thanks go to all of my friends and everyone who helped
and supported me in finishing my thesis but I could not mention here one by one.
May God always bless them.
Agustina Krisma Baninda
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................... i
APPROVAL PAGE ................................................................................................ ii
DEDICATION PAGE............................................................................................ iv
STATEMENT OF WORK’S ORIGINALITY ...................................................... v
LEMBAR PERSETUJUAN PUBLIKASI ............................................................ vi
ABSTRACT .......................................................................................................... vii
ABSTRAK............................................................................................................ viii
ACKNOWLEDGEMENTS ................................................................................... ix
TABLE OF CONTENTS ....................................................................................... xi
LIST OF TABLES ............................................................................................... xiv
LIST OF FIGURE ................................................................................................ xv
LIST OF APPENDICES...................................................................................... xvi
CHAPTER I. INTRODUCTION
A. Research Background .............................................................................
B. Research Problem ...................................................................................
C. Research Limitation ................................................................................
D. Research Objective .................................................................................
E. Research Benefits ...................................................................................
F. Definition of Terms .................................................................................
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ........................................................................................
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1. The Nature of Writing ......................................................................
2. Principles of Teaching Writing .......................................................
3. The Purposes of Writing .................................................................
4. Feedback ........................................................................................
a. Forms of feedback ......................................................................
b. Sources of feedback ...................................................................
5. The Purposes of Feedback ..............................................................
6. Grammar ........................................................................................
7. Classroom Action Research ............................................................
B. Theoretical Framework ......................................................................................
CHAPTER III. METHODOLOGY
A. Research Method ..................................................................................
B. Research Setting ...................................................................................
C. Research Participants ............................................................................
D. Instruments and Data Gathering Technique ..........................................
E. Data Analysis Technique ......................................................................
F. Research Procedure ...............................................................................
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. Data Presentation and Discussion on the Preliminary Study ..................
B. Data Presentation and Discussion on the First Cycle .............................
C. Data Presentation and Discussion on the Second Cycle .........................
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D. Research Results ..................................................................................
E. The Other Findings ...............................................................................
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ..........................................................................................
B. Recommendations ................................................................................
REFERENCES .....................................................................................................
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LIST OF TABLES
Table
Page
Table 4.1 The Result of Students' Writing Products in the Preliminary Study ..........
Table 4.2 The Result of Students' Writing Products in the Cycle 1 ..........................
Table 4.3 The Result of Students' Writing Products in the Cycle 2 ..........................
Table
The students’ improvement taken from the result of their
writing products ......................................................................................................
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LIST OF FIGURE
Figure
Page
Figure 3.1 The spiral model of action research (Kemmis and
McTaggart, 1988) ...................................................................................................
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LIST OF APPENDICES
Appendix
Page
APPENDIX 1. Teaching Materials of Preliminary Study ........................................
APPENDIX
Teacher’s Reflection of Preliminary Study ......................................
APPENDIX 3. Teaching Procedure of Preliminary Study .......................................
APPENDIX 4. Teaching Materials of First Cycle ...................................................
APPENDIX 5. Teacher’s Reflection of First Cycle .................................................
APPENDIX 6. Teaching Procedure of First Cycle ..................................................
APPENDIX 7. Teaching Materials of Second Cycle ...............................................
APPENDIX 8. Teacher’s Reflection of Second Cycle .............................................
APPENDIX 9. Teaching Procedure of Second Cycle ..............................................
APPENDIX 10. The Raw Data of Questionnaire.....................................................
APPENDIX 11. The Interview Transcript ...............................................................
APPENDIX
The Sample of Students’ Writing Products in
Preliminary Study ...................................................................................................
APPENDIX
The Sample of Students’ Writing Products in First Cycle ..............
APPENDIX
The Sample of Students’ Writing Products in Second Cycle ..........
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CHAPTER I
INTRODUCTION
In this chapter, the researcher presents the research background, the
research problem, the research objective, the research benefits, and definition of
terms used in the thesis.
A. Research Background
Learning English is important for all students. Learning English is
important for students in Indonesia, it is because English is one of the compulsory
subjects in both junior and senior high school. In this case, learning English is
significant for all students.
It involves the language skills in the learning English. They are speaking,
writing, reading, and listening. Writing skill in English will be mostly discussed in
this study. It will be the main discussion because the researcher found mistakes in
the students’ writing products. Writing is not only a tool for communication.
Zimmerman and Rodrigues (1992) state that writing is a way of thinking,
learning, and sharing ideas with others. It serves how the students learn, think, and
organize their knowledge or ideas. The students write the composition of their
ideas or opinions and communicate them to the readers.
In the context of EFL (English as a Foreign Language) in Indonesia,
writing has been measured as one of the difficult skills for the students to master.
According to Negari (2011), learning writing is difficult especially for those who
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are writing in a second or a foreign language in academic contexts. It is difficult
because the students still make a lot of mistakes in their writing. In learning
writing, the students must have knowledge of how the rules of combining words
to make a sentence. This basic understanding is known as grammar. EFL students
in Indonesia should have obtained the basic knowledge of grammar because they
learn it since they are in the elementary school.
In the process of writing, the students can improve their writing skill by
receiving feedback from the others. By receiving feedback, they will know
whether their writing is good or not. In this case, others’ opinion or feedback of
their writing is needed. Hyland and Hyland (2006) said that “feedback has long
been regarded as essential for the development of second language (L2) writing
skills, both for its potential for learning and for student motivation” (p. 83). By
receiving feedback from others, students can practice and revise the incorrect part
to the correct one.
Dinham’s research study (2008) tells about the powerful teacher feedback.
He finds that one of the most powerful forms of feedback, which is used by
effective teachers, is the one-to-one interview with a student. In this case, the
effective teacher provides answers to these questions; what can I do? what can’t I
do? how does my work compare with that of others? and how can I do better? In
addition, Wiggins (1998) said that feedback is actually different from guidance.
Feedback tells about what resulted from your action, whereas guidance tells about
how to improve the situation.
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Pertiwi's study (2003) shows that most students tend to respond positively
toward the feedback which has been provided by the teacher and they consider
that it is helpful for them to write better. She points out that the teacher’s feedback
is an important aspect for the students in helping them to make a better writing.
Moreover, she adds that it is also important to pay attention to the forms of
feedback given. In this case, the students show improvement in their writing after
receiving feedback from their teacher. Therefore, the teacher should give clear
feedback on the students’ writing.
The previous study from Negari (2011) shows that writing is one of the
important skills that the students must have. However, most of them still make a
lot of mistakes. Many students make grammatical errors on their writing products.
The mistake that the students do is about the minimum requirements. Actually,
that is the basic understanding of grammar that the students should know.
Therefore, the feedback is chosen in this study to solve the problem and achieve
students’ good writing products.
This thesis describes the action research in improving grammatical
accuracy in writing of the eighth grade students of SMP Kanisius Pakem. The
researcher is the pre-service teachers in SMP Kanisius Pakem. The researcher
taught one class during the Internship Program Course; 8A Disiplin. In the
learning English, the researcher found a problem. The problem was the 8A
Disiplin students made a lot of mistakes in their writing products. They made a lot
of mistakes in grammar such as double verbs in one sentence, wrong spelling of
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some words and wrong punctuation. Those mistakes that the students made were
the important things for the students to build their good writing.
The researcher wanted to improve the grammatical accuracy in writing of
the eighth grade students of SMP Kanisius Pakem. According to Hyland and
Hyland (2006), there are two sources of feedback. They are teacher feedback and
peer feedback. In this study, the type of feedback that was used by the researcher
was teacher’s feedback. The researcher chose to give written feedback to solve the
problem.
B. Research Problem
In relation to the background mentioned earlier, the problem is formulated
as follows: To what extent does the use of giving feedback facilitate grammatical
accuracy in writing of the eighth grade students of SMP Kanisius Pakem?
C. Research Limitation
The study tried to find out that the teacher’s feedback improved
grammatical accuracy in writing of the eighth grade students of SMP Kanisius
Pakem. The researcher focused on the students’ writing products of making
dialogues based on the topic that they learned. In addition, the researcher did not
only see the grade that the students got from their writing products. However, the
researcher also would see the students’ behavior change during the
implementation of teacher’s feedback. This research was limited for the eighth
graders of SMP Kanisius Pakem 2014/2015 academic year.
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D. Research Objective
In line with the problem limitation previously, the research was intended
to asses to what extent the teacher’s feedback facilitated grammatical accuracy in
writing of the eighth grade students’ of SMP Kanisius Pakem.
E. Research Benefits
This is educational research. The researcher wants to give the contribution
to the development of education through this study. There are some benefits
intended to the researcher, the teacher, and the students.
1. The researcher
By doing this research, the researcher can understand whether the
feedback by the teacher can improve students’ writing skill. It is expected that the
researcher can find out how far the utility of the feedback improve the students’
writing skill.
2. The teacher
The teacher can use the method to improve students’ writing skill. It is
expected that the teacher can help the students to solve their problems by applying
this teacher’s feedback.
3. The students
The students can improve their writing skill. It is expected that the
students can understand well about grammar in their writing. The students can
apply the knowledge for the next grade in ninth grade.
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F. Definition of Terms
This part presents several definitions in dealing with what the researcher
will mostly discuss in this research. The purpose is to make a clarification as well
as to avoid the misconception about the research.
1. Writing
As Sokolik (2003) says “writing is the mental work of inventing ideas,
thinking about how to express them, and organizing them into statements and
paragraphs that will be clear to a reader” (p. 88). It is clear that writing is a
process of delivering people thoughts or expression in a written form. Based on
Cohen (1990), there are five purposes of writing. This research focuses on the first
and second purposes of writing. They are imitate some model of writing by
copying some sentences and train the students in the use and manipulation of
linguistic and rhetorical forms.
2. Grammar
Thornbury (1999) claims that grammar is the study of what forms (or
structures) are possible in a language. It means that in a language, there are some
structures that are used to produce sentences. In this research, the items of
grammar that are included are words spelling, punctuation, verb endings, and
language transformation.
3. Accuracy
Nunan (1999) states that accuracy means using grammar accurately, for
example word order, verb endings and pronouns. In this research, the accuracy
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refers to produce the items of grammar such as words spelling, punctuation, verb
endings, and language transformation accurately.
4. Feedback
Feedback is defined as any form of response by a teacher to a students’
performance, attitude or behavior, at least where attitude or behavior impinges
upon performance (Dinham, 2008). Thus, feedback is a technique to give
information such as advices, suggestions, comments, and corrections which are
usually made by the teacher to observe the students’ writing products. In this
study, feedback is given from the teacher by using comments and correction to the
students’ writing products.
5. Classroom Action Research
According to Mills (2011), “action research is any systematic inquiry
conducted by teacher researchers, principals, school counselors, or other
stakeholders in the teaching/learning environment to gather information about
how their particular schools operate, how they teach, and how well their students
learn”. It is clear that action research can be done by people who want to solve the
problems by gathering the data and analyzing it. In this research, the term action
research and classroom action research (CAR) are interchangeable. Whenever the
researcher mentions the action research, it means classroom action research
(CAR), and vice versa.
6. Eighth Grade of Indonesian Junior High School
Junior High School (SMP) is the first level of high school. The average
age of the students is 12 – 13 years old. The students entering Junior High School
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are those who have graduated from Elementary School (SD). Junior High School
is divided into three grades; seventh grade, eighth grade, and ninth grade. The
eighth grade is the second grade in Junior High School. In this research, the
participants were 1 students from 8A of SMP Kanisius Pakem in the 2014/2015
academic year, which consists of
boys and 10 girls.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents the discussion on some theories,
which become the basis of the research. This chapter is divided into two major
parts which are the theoretical description and theoretical framework. The
theoretical description consists of the theories directly relevant to the topic, which
is discussed, in the research. The theoretical framework summarizes and
synthesizes all major relevant theories, which help the researcher to solve the
research problems.
A. Theoretical Description
The Nature of Writing
Cohen (1990) states that the product-focused approach is mostly
concerned with the final or finished product of the writing. It means that the
writing product-focused approach emphasizes on the quality of the final product
without noticing the stages that the students have to reach the final writing
product. On the other hand, Cohen (1990) states that writing refers to the process
in which the final expected product comes after a period of time.
It is better to say that writing is both a process and a product. This idea is
supported by Sokolik (2003). She states that “it is both a process and a product.
The writer imagines, organize, drafts, edits, reads, and rereads” (p. 88). She argues
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that the process of writing is often cyclical and sometimes disorderly and what the
readers see is a product.
This idea implies that both the process and the product of writing must be
equally useful. In other words, the process of writing should be as important as the
product of writing. In this case, the students must experience the process of
writing to increase the best quality of their final writing products.
2. Principles of Teaching Writing
Sokolik (2003) states that there are some principles that every teacher
should consider, whether it is a writing course, or a course in which writing will
play a part. The principles are understand your students’ reason for writing,
provide many opportunities for students to write, make feedback helpful and
meaningful, and clarify for yourself and for your students, how their writing will
be evaluated. The explanation of the principles as follows:
a. Understand your students’ reason for writing
Sokolik (2003) points out that if the teacher’s goals do not match with the
students’, it will give disappointment with the writing instruction. It is important
to understand and deliver goals to students so that the students can apply the skill
they learn in personal writing and other types or writing.
b. Provide many opportunities for students to write.
Sokolik (2003) says that writing can be improved with practice. The more
students practice their writing, the more they get improvement of their writing. As
Sokolik (2003) states “since writing is in part a physical activity, it is like other
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physical activities-it requires practice, and lots of it” (p. 92). In this case, the
students can practice to write anything without receiving grade from the teacher.
Therefore, “students will become more comfortable with the act of writing”
(Sokolik, 2003, p. 93).
c. Make feedback helpful and meaningful.
Sokolik (2003) argues that the teacher should give clear comment on the
students’ writing products. The teacher should use symbols or vocabulary that the
students can understand. Therefore, the teacher can take the time to discuss the
comment in class. In giving the comment, the teacher has to be careful because
“feedback should not entail “correcting” a student’s writing” (Sokolik, 2003, p.
93). Moreover, he states that the teacher can provide the summary comments that
make the students look for problems and correct them on their own.
d. Clarify for yourself, and for your students, how their writing will be
evaluated.
Based on Sokolik (2003), there are some questions which can help the
teacher to develop a rubric. The questions are how important is creativity, or
originality of ideas; how important is following a particular written format; how
important is grammatical accuracy; how important is it that the assignment
include recently taught material; and how important is accuracy in spelling and
punctuation. Sokolik (2003) states it will help the teacher to make a rubric when
the teacher answers these questions.
Those are the principles of teaching writing. In this study, the researcher
applied two principles of writing for the learning activities. Those principles were:
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provide many opportunities for students to write and make feedback helpful and
meaningful. In addition, the researcher applied the other principles of writing to
design the questionnaire and interview questions. Next, it will discuss about the
purposes of writing in the next part.
3. The Purposes of Writing
Writing tasks have different purposes which can influence the students
how and what they write (Raimes 1987b as cited in Cohen, 1990, p. 103).
According to Cohen (1990), there are five purposes of writing. First, imitate some
model of writing by copying some sentences. Second, train the students in the use
and manipulation of linguistic and rhetorical forms. For example, the students
have to change some sentences from present tense to past tense. Third, reinforce
some material that has been learned. Fourth, improve the writing fluency. Fifth
purpose would be that of authentic communication. In this research, the researcher
used two purposes of writing. Those purposes were imitate some model of writing
by copying some sentences and train the students in the use and manipulation of
linguistic and rhetorical forms. The next part will discuss the feedback; the form
and the sources of feedback.
4. Feedback
According to Lewis (2002), feedback is the way of teachers to give clear
description of the learners’ language and it is also a form of evaluation on their
own teaching. In this case, the teacher gives the feedback which can be formed
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like comment, suggestion, or correction. All the information that the students get
will help them to improve themselves to be better.
a. Forms of feedback
There are two forms of feedback; direct feedback and indirect feedback.
According to Hyland and Hyland (2006), direct feedback may take various forms.
It can be crossing out an unnecessary word, phrase, or morpheme; inserting a
missing word or morpheme; or writing the correct word or form near the
erroneous form. On the other hand, Hyland and Hyland (2006) state that indirect
feedback takes place when the teacher indicates that there is an error has been
made by the students. The teacher can give feedback such as an underline, circle,
code, or mark, but does not provide the correct form. In this case, the teacher
gives the students chance to solve the problem. Those two forms of feedback can
be applied in the students’ writing products. Giving correction is very useful for
them.
b. Sources of feedback
In giving feedback to the students, it can be from the teacher or the
students who have been divided in small groups or in pairs.
1) Teacher feedback
The teacher can give feedback in written or spoken form. Leki, Saito, and
Zhang say that students give more highly value on the teacher written feedback
rather than alternative form, such as peer feedback and oral feedback in writing
conferences (as cited in Hyland and Hyland 2006, p. 3).
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2) Peer feedback
Peer feedback can be given by the student’s partner. According to Hyland
and Hyland (2006), “peer review can be seen as a formative developmental
process that gives writers the opportunities to discuss their texts and discover
others’ interpretations of them” (p. 6). Those are about the form and sources of
feedback. The purposes of feedback will be presented in the next part.
5. The Purposes of Feedback
According to Lewis (2002), there are five purposes of feedback (p. 3-4).
The purposes are:
a. Feedback provides information for teachers and students.
Lewis (2002) states that the feedback by the teacher provides information
about the strength and weaknesses of the individual progress. It means that the
students can learn from the teacher’s feedback to improve their writing products.
b. Feedback provides students with advice about learning.
Lewis (2002) says that feedback describes the language use of the
students. In addition, the feedback can be made on the students’ learning process.
It gives the students information about the progress of their learning process.
c. Feedback provides students with language input.
According to Lewis (2002), feedback can be given to the students in
written or spoken form. The students can learn new vocabulary and grammar from
the teacher’s feedback.
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d. Feedback is a form of motivation.
Lewis (2002) points out that feedback can encourage the students to study
and use language in learning process. They will be enthusiastic in achieving
higher score than before.
e. Feedback can lead students towards autonomy.
Lewis (2002) argues that feedback can lead the students to find their own
mistakes. Moreover, the students can revise their work by themselves. It gives the
students chance to learn from mistakes. Those are the purpose of feedback which
was used for analyzing the data. After knowing the purposes of feedback, the next
part will discuss grammar.
6. Grammar
According to Nunan (2003), “grammar is generally thought to be a set of
rules specifying the correct ordering of words at the sentence level” (p. 154).
There are three principles of teaching grammar. The principles are integrate both
inductive and deductive methods into your teaching, use tasks that make clear the
relationship between grammatical form and communicative function, and focus on
development of procedural rather than declarative knowledge. The explanation of
the principles as follows:
a. Integrate both inductive and deductive methods into your teaching.
Nunan (2003) states in deductive teaching, “the teacher gives a
grammatical explanation or rule followed by a set of exercises designed to clarify
the grammatical point and help the learners master the point” (p. 158). It is clear
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that the teacher explains how the rule to the students and then gives them some
exercises to make sure that they get the point of the explanation. On the other
hand, Nunan (2003) says that “in inductive teaching, you present the learners with
samples of language and, through a process of guided discovery, get them to work
out the principle or rule for themselves” (p. 158).
b. Use tasks that make clear the relationship between grammatical form and
communicative function.
Nunan (2003) argues that “many grammar-based courses are relatively
ineffective because they teach grammar as an abstract system, present the
language as isolated sentences, and fail to give learners a proper context for the
grammar point” (p. 159).
c. Focus on development of procedural rather than declarative knowledge.
Nunan (2003) claims that the teacher should focus on the development of
procedural rather than declarative knowledge. Declarative knowledge means
knowing the language rules (Nunan, 2003). It means that the students know how
the language can be formed. On the other hand, procedural knowledge is being
able to use the knowledge for communication (Nunan, 2003). It means that the
students do not only know the rules of language but they also can apply it in either
oral or written way.
Those were the principles of grammar. The three principles of grammar
were used for designing the questionnaire and interview. Then, the next part will
discuss classroom action research that was used in this research.
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7. Classroom Action Research
According to Kemmis and McTaggart (1988), as cited by Burns (2010),
“action research typically involves four broad phases in a cycle of research. The
first cycle may become a continuing, or iterative, spiral of cycles which recur until
the action researcher has achieved a satisfactory outcome and feels it is time to
stop” (p. 7).
Kemmis and McTaggart (1988) claim that there are four steps in doing
action research. Those steps are planning, action, observation, and reflection.
a. Planning
In this step, the researcher identifies a problem and then develops an action
plan. It is used to solve the problem or improve the specific area of the research
context.
b. Action
After the researcher makes plan, she can carefully applies the plan or what
she is going to do in solving the problem.
c. Observation
This step involves the researcher in observing the effects of the action. The
researcher observes the condition and situation around the research setting and
then tries to analyze the data.
d. Reflection
In this step, the researcher reflects on what have done after knowing the
result from the data. Then, the researcher tries to make the next plan for the next
cycle.
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In 2006, Lodico, Spaulding, and Voegtle state that there are four
characteristics of action research (p. 290). Those characteristics are:
1) Action research is conducted in the pr
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ABSTRACT
Baninda, Agustina Krisma. (2015). Feedback-Based Improvement of
Grammatical Accuracy of the Eighth Grade Students of SMP Kanisius Pakem in
Writing Skill. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Learning English is important for all students. Although Indonesia does
not use English as the first language, learning English is also important because
English is one of the compulsory subjects in junior high school and senior high
school. In the process of learning English, many students made a lot of
grammatical mistakes in their writing.
The research was meant to find out whether teacher’s feedback facilitated
grammatical accuracy in writing of the eighth grade students of SMP Kanisius
Pakem. In line with the problem formulation, the research was intended to assess
to what extent teacher’s feedback facilitated grammatical accuracy in writing of
the eighth grade students of SMP Kanisius Pakem.
The research was essentially Classroom Action Research (CAR), which
consisted of two cycles, each of which consisted of one meeting. The participants
were 17 students from 8A Disiplin class SMP Kanisius Pakem 2014/2015
academic year. The students were asked to write dialogues based on the pictures
and the situation given. The data were gathered from the students’ worksheet,
students’ reflection, teacher’s reflection, field notes, questionnaire, and interview.
The researcher used grammatical error analysis to analyze the students’
worksheet. The data analysis of teacher’s reflection was what went well and
wrong in each of cycles. In field notes, the data analysis was non-verbal
information report of the interaction between participants. The data analysis of the
students’ reflection, questionnaire, and interview were the students’ opinion after
receiving teacher’s feedback. The analysis of those data showed that the students
made fewer mistakes after receiving teacher’s feedback.
The result from the first cycle showed that the students made mistakes
such as double verbs and verb endings. However, the second cycle showed that
the students made fewer mistakes. By comparing the result of the first and second
cycle, the students made fewer mistakes after teacher’s feedback was given.
Before conducting the first cycle, the score average of the class was 68.7. Then,
after the second cycle was conducted, the score average of the class became 91.4.
It was concluded that the teacher’s feedback improved the students’ grammatical
accuracy in their writing. Therefore, it is suggested that English teachers give
feedback to the students’ writing products. The teacher’s feedback should be clear
to avoid misunderstanding and motivates the students so the students feel
motivated to make better writing product.
Keywords: Classroom Action Research, writing, teacher’s feedback
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ABSTRAK
Baninda, Agustina Krisma. (2015). Feedback-Based Improvement of
Grammatical Accuracy of the Eighth Grade Students of SMP Kanisius Pakem in
Writing Skill. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Pembelajaran Bahasa Inggris sangat penting untuk seluruh murid.
Meskipun Indonesia tidak menggunakan Bahasa Inggris sebagai bahasa utama,
pembelajaran Bahasa Inggris juga penting karena Bahasa Inggris adalah salah
satu mata pelajaran wajib di sekolah menengah pertama dan sekolah menengah
atas. Dalam proses pembelajaran Bahasa Inggris, banyak murid yang membuat
kesalahan grammar di tulisan mereka.
Penelitian ini dimaksudkan untuk menemukan apakah koreksi guru
memfasilitasi keakuratan grammar di tulisan murid-murid kelas 8A SMP Kanisius
Pakem. Sehubungan dengan rumusan masalah, penelitian ini dimaksudkan untuk
menilai seberapakah koreksi guru memfasilitasi keakuratan penggunaan tata
bahasa di tulisan murid-murid kelas delapan SMP Kanisius Pakem.
Penelitian ini adalah Penelitian Tindakan Kelas yang terdiri dari dua
siklus, masing-masing siklus terdiri dari satu pertemuan. Peserta penelitian
berjumlah 17 murid dari kelas 8A Disiplin SMP Kanisius Pakem tahun ajaran
2014/2015. Murid-murid diminta untuk menulis beberapa percakapan sesuai
dengan gambar yang diberikan. Dalam siklus kedua, murid-murid diminta untuk
menulis beberapa percakapan berdasarkan situasi yang diberikan. Data
penelitian dikumpulkan dari lembar kerja siswa, refleksi siswa, refleksi guru,
pengamatan lapangan, kuesioner dan sesi tanya jawab. Peneliti menggunakan
analisa kesalahan tata bahasa dalam menganalisa lembar kerja siswa. Analisa
data dari refleksi guru adalah apa yang berjalan baik dan tidak baik di setiap
siklus. Dalam pengamatan lapangan, analisa datanya adalah laporan informasi
lisan dari interaksi antar murid. Analisa data dari refleksi siswa, kuesioner dan
tanya jawab adalah pendapat murid setelah mendapat koreksi guru. Analisa dari
data-data tersebut menunjukkan bahwa murid-murid membuat sedikit kesalahan
setelah menerima koreksi guru.
Hasil dari siklus pertama menunjukkan bahwa murid-murid membuat
kesalahan seperti kata kerja ganda dan akhiran kata kerja. Namun, hasil siklus
kedua menunjukkan bahwa murid-murid membuat sedikit kesalahan. Dengan
membandingkan hasil tersebut, murid-murid membuat sedikit kesalahan setelah
menerima koreksi guru. Sebelum siklus pertama, rata-rata kelas adalah 68,7.
Setelah siklus kedua, rata-rata kelas menjadi 91,4. Hal ini dapat disimpulkan
bahwa koreksi guru dapat memfasilitasi keakuratan tata bahasa di tulisan
mereka. Oleh sebab itu, hal ini disarankan kepada guru bahasa Inggris untuk
memberi koreksi pada tulisan siswa. Koreksi guru harus jelas untuk menghindari
kesalahpahaman dan memotivasi murid untuk membuat tulisan yang lebih baik.
Kata Kunci: Penelitian Tindakan Kelas, tulisan, koreksi guru
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FEEDBACK-BASED IMPROVEMENT OF GRAMMATICAL ACCURACY
OF THE EIGHTH STUDENTS OF SMP KANISIUS PAKEM IN WRITING
SKILL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Agustina Krisma Baninda
Student Number: 111214103
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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FEEDBACK-BASED IMPROVEMENT OF GRAMMATICAL
ACCURACY OF THE EIGHTH GRADE STUDENTS OF SMP KANISIUS
PAKEM IN WRITING SKILL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Agustina Krisma Baninda
Student Number: 111214103
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
i
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Di dalam hidup ini, semua ada waktunya
Ada waktunya kita menabur
Ada juga waktu menuai
Mungkin dalam hidupmu badai datang menyerbu
Mungkin doamu bagai tak terjawab
Namun yakinlah tetap
Tuhan takkan terlambat
Juga tak akan lebih cepat
Semuanya…
Dia jadikan indah tepat pada waktuNya
Tuhan selalu dengar doamu
Tuhan tak pernah tinggalkanmu
PertolonganNya pasti kan tiba tepat pada waktuNya
Bagaikan kuncup mawar pada waktunya mekar
Percayalah…
Tuhan jadikan semua indah pada waktuNya
Hendaklah kita selalu dalam firmanNya
Percayalah kepada Tuhan
Nantikan Dia bekerja pada waktuNya
Tuhan takkan terlambat
Juga tak akan lebih cepat
Ajarlah kami setia selalu menanti waktuMu Tuhan
(1 Korintus 10 : 13 & Pengkothbah 3 : 11a)
This thesis is dedicated to my beloved parents,
Benedictus Bambang Suranto and Lidwina Sunindar
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 10 September 2015
The Writer
Agustina Krisma Baninda
111214103
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma:
Nama
Nomor Mahasiswa
: Agustina Krisma Baninda
:111214103
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
FEEDBACK-BASED IMPROVEMENT OF GRAMMATICAL
ACCURACY OF THE EIGHTH GRADE STUDENTS OF SMP KANISIUS
PAKEM IN WRITING SKILL
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikannya di internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin maupun royalty kepada saya selama tetap mencantumkan
nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 10 September 2015
Yang menyatakan,
Agustina Krisma Baninda
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ABSTRACT
Baninda, Agustina Krisma.
Feedback-Based Improvement of Grammatical
Accuracy of the Eighth Grade Students of SMP Kanisius Pakem in Writing Skill.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Learning English is important for all students. Although Indonesia does not
use English as the first language, learning English is also important because English
is one of the compulsory subjects in junior high school and senior high school. In the
process of learning English, many students made a lot of grammatical mistakes in
their writing.
The research was meant to find out whether teacher’s feedback facilitated
grammatical accuracy in writing of the eighth grade students of SMP Kanisius
Pakem. In line with the problem formulation, the research was intended to assess to
what extent teacher’s feedback facilitated grammatical accuracy in writing of the
eighth grade students of SMP Kanisius Pakem.
The research was essentially Classroom Action Research (CAR), which
consisted of two cycles, each of which consisted of one meeting. The participants
were 17 students from 8A Disiplin class SMP Kanisius Pakem 2014/2015 academic
year. The students were asked to write dialogues based on the pictures and the
situation given The data were gathered from the students’ worksheet, students’
reflection, teacher’s reflection, field notes, questionnaire, and interview The
researcher used grammatical error analysis to analyze the students’ worksheet The
data analysis of teacher’s reflection was what went well and wrong in each of cycles
In field notes, the data analysis was non-verbal information report of the interaction
between participants The data analysis of the students’ reflection, questionnaire, and
interview were the students’ opinion after receiving teacher’s feedback The analysis
of those data showed that the students made fewer mistakes after receiving teacher’s
feedback.
The result from the first cycle showed that the students made mistakes such as
double verbs and verb endings. However, the second cycle showed that the students
made fewer mistakes. By comparing the result of the first and second cycle, the
students made fewer mistakes after teacher’s feedback was given Before conducting
the first cycle, the score average of the class was 68.7. Then, after the second cycle
was conducted, the score average of the class became 91.4. It was concluded that the
teacher’s feedback improved the students’ grammatical accuracy in their writing
Therefore, it is suggested that English teachers give feedback to the students’ writing
products The teacher’s feedback should be clear to avoid misunderstanding and
motivates the students so the students feel motivated to make better writing product.
Keywords: Classroom Action Research, writing, teacher’s feedback
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ABSTRAK
Baninda, Agustina Krisma.
Feedback-Based Improvement of Grammatical
Accuracy of the Eighth Grade Students of SMP Kanisius Pakem in Writing Skill.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Pembelajaran Bahasa Inggris sangat penting untuk seluruh murid. Meskipun
Indonesia tidak menggunakan Bahasa Inggris sebagai bahasa utama, pembelajaran
Bahasa Inggris juga penting karena Bahasa Inggris adalah salah satu mata
pelajaran wajib di sekolah menengah pertama dan sekolah menengah atas. Dalam
proses pembelajaran Bahasa Inggris, banyak murid yang membuat kesalahan
grammar di tulisan mereka.
Penelitian ini dimaksudkan untuk menemukan apakah koreksi guru
memfasilitasi keakuratan grammar di tulisan murid-murid kelas 8A SMP Kanisius
Pakem. Sehubungan dengan rumusan masalah, penelitian ini dimaksudkan untuk
menilai seberapakah koreksi guru memfasilitasi keakuratan penggunaan tata bahasa
di tulisan murid-murid kelas delapan SMP Kanisius Pakem.
Penelitian ini adalah Penelitian Tindakan Kelas yang terdiri dari dua siklus,
masing-masing siklus terdiri dari satu pertemuan. Peserta penelitian berjumlah 17
murid dari kelas 8A Disiplin SMP Kanisius Pakem tahun ajaran 2014/2015. Muridmurid diminta untuk menulis beberapa percakapan sesuai dengan gambar yang
diberikan. Dalam siklus kedua, murid-murid diminta untuk menulis beberapa
percakapan berdasarkan situasi yang diberikan. Data penelitian dikumpulkan dari
lembar kerja siswa, refleksi siswa, refleksi guru, pengamatan lapangan, kuesioner
dan sesi tanya jawab. Peneliti menggunakan analisa kesalahan tata bahasa dalam
menganalisa lembar kerja siswa. Analisa data dari refleksi guru adalah apa yang
berjalan baik dan tidak baik di setiap siklus. Dalam pengamatan lapangan, analisa
datanya adalah laporan informasi lisan dari interaksi antar murid. Analisa data dari
refleksi siswa, kuesioner dan tanya jawab adalah pendapat murid setelah mendapat
koreksi guru. Analisa dari data-data tersebut menunjukkan bahwa murid-murid
membuat sedikit kesalahan setelah menerima koreksi guru.
Hasil dari siklus pertama menunjukkan bahwa murid-murid membuat
kesalahan seperti kata kerja ganda dan akhiran kata kerja. Namun, hasil siklus kedua
menunjukkan bahwa murid-murid membuat sedikit kesalahan. Dengan
membandingkan hasil tersebut, murid-murid membuat sedikit kesalahan setelah
menerima koreksi guru. Sebelum siklus pertama, rata-rata kelas adalah 68,7. Setelah
siklus kedua, rata-rata kelas menjadi 91,4. Hal ini dapat disimpulkan bahwa koreksi
guru dapat memfasilitasi keakuratan tata bahasa di tulisan mereka. Oleh sebab itu,
hal ini disarankan kepada guru bahasa Inggris untuk memberi koreksi pada tulisan
siswa. Koreksi guru harus jelas untuk menghindari kesalahpahaman dan memotivasi
murid untuk membuat tulisan yang lebih baik.
Kata Kunci: Penelitian Tindakan Kelas, tulisan, koreksi guru
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ACKNOWLEDGEMENTS
First off all, I would like to give my deepest gratitude to my beloved Lord,
Jesus Christ for the guidance, blessing, and love during my life. He always helps me
when I did my thesis. I am nothing without Him.
I would like to thank my supervisor, Agustinus Hardi Prasetyo, S.Pd.,
M.A., for the feedback, patience, and encouragement during the process of writing
the thesis. I also thank to my academic advisor Fidelis Chosa Kastuhandani S.Pd.,
M.Hum., for his guidance during my study in PBI Sanata Dharma University. I
would also like to thank M.M. Rika Febriani, S.Pd. for the opportunity which is
given to me to conduct the research in her class in 8A Disiplin. My thankfulness also
goes to the students of 8A Disiplin SMP Kanisius Pakem from 2014/2015 academic
year for their cooperation during the process.
This thesis is dedicated to my beloved parents, Benedictus Bambang
Suranto and Lidwina Sunindar, and also my sister Lusia Devina Lisa Baninda. I
am also grateful to my beloved grandma Uti, Om Robert, Om John, and my
beloved uncle Father Marcellinus Roselawanto, Pr. I thank all of them for their
care, patient, support, and greatest love for me. I am very grateful to have my family.
I would like to thank all of my lecturers in PBI Sanata Dharma University,
PBI Secretariat Staff, Mbak Dhanniek, and all librarians’ staff in Sanata
Dharma University for their support and best services.
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I thank to all of my friends in PBI Santa Dharma, especially my best friends
Syusan, Chachong, Didii, Ell-ell, and Tante, for the support, jokes, and crazy
experiences during these 4 years. I also give my special thanks to Bundo Putri,
Ester, Chris, Nisa, and Fam6 for the wonderful friendship and their care during my
happiest and hardest days of my life. My gratitude also goes to Nengdud, Yayen, and
Masjud for their care, affection, laugh, and unforgettable moment during my last
semester. I am very happy to have all of my friends. May God always bless them.
Finally, my deepest thanks go to all of my friends and everyone who helped
and supported me in finishing my thesis but I could not mention here one by one.
May God always bless them.
Agustina Krisma Baninda
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................... i
APPROVAL PAGE ................................................................................................ ii
DEDICATION PAGE............................................................................................ iv
STATEMENT OF WORK’S ORIGINALITY ...................................................... v
LEMBAR PERSETUJUAN PUBLIKASI ............................................................ vi
ABSTRACT .......................................................................................................... vii
ABSTRAK............................................................................................................ viii
ACKNOWLEDGEMENTS ................................................................................... ix
TABLE OF CONTENTS ....................................................................................... xi
LIST OF TABLES ............................................................................................... xiv
LIST OF FIGURE ................................................................................................ xv
LIST OF APPENDICES...................................................................................... xvi
CHAPTER I. INTRODUCTION
A. Research Background .............................................................................
B. Research Problem ...................................................................................
C. Research Limitation ................................................................................
D. Research Objective .................................................................................
E. Research Benefits ...................................................................................
F. Definition of Terms .................................................................................
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ........................................................................................
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1. The Nature of Writing ......................................................................
2. Principles of Teaching Writing .......................................................
3. The Purposes of Writing .................................................................
4. Feedback ........................................................................................
a. Forms of feedback ......................................................................
b. Sources of feedback ...................................................................
5. The Purposes of Feedback ..............................................................
6. Grammar ........................................................................................
7. Classroom Action Research ............................................................
B. Theoretical Framework ......................................................................................
CHAPTER III. METHODOLOGY
A. Research Method ..................................................................................
B. Research Setting ...................................................................................
C. Research Participants ............................................................................
D. Instruments and Data Gathering Technique ..........................................
E. Data Analysis Technique ......................................................................
F. Research Procedure ...............................................................................
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. Data Presentation and Discussion on the Preliminary Study ..................
B. Data Presentation and Discussion on the First Cycle .............................
C. Data Presentation and Discussion on the Second Cycle .........................
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D. Research Results ..................................................................................
E. The Other Findings ...............................................................................
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ..........................................................................................
B. Recommendations ................................................................................
REFERENCES .....................................................................................................
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LIST OF TABLES
Table
Page
Table 4.1 The Result of Students' Writing Products in the Preliminary Study ..........
Table 4.2 The Result of Students' Writing Products in the Cycle 1 ..........................
Table 4.3 The Result of Students' Writing Products in the Cycle 2 ..........................
Table
The students’ improvement taken from the result of their
writing products ......................................................................................................
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LIST OF FIGURE
Figure
Page
Figure 3.1 The spiral model of action research (Kemmis and
McTaggart, 1988) ...................................................................................................
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LIST OF APPENDICES
Appendix
Page
APPENDIX 1. Teaching Materials of Preliminary Study ........................................
APPENDIX
Teacher’s Reflection of Preliminary Study ......................................
APPENDIX 3. Teaching Procedure of Preliminary Study .......................................
APPENDIX 4. Teaching Materials of First Cycle ...................................................
APPENDIX 5. Teacher’s Reflection of First Cycle .................................................
APPENDIX 6. Teaching Procedure of First Cycle ..................................................
APPENDIX 7. Teaching Materials of Second Cycle ...............................................
APPENDIX 8. Teacher’s Reflection of Second Cycle .............................................
APPENDIX 9. Teaching Procedure of Second Cycle ..............................................
APPENDIX 10. The Raw Data of Questionnaire.....................................................
APPENDIX 11. The Interview Transcript ...............................................................
APPENDIX
The Sample of Students’ Writing Products in
Preliminary Study ...................................................................................................
APPENDIX
The Sample of Students’ Writing Products in First Cycle ..............
APPENDIX
The Sample of Students’ Writing Products in Second Cycle ..........
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CHAPTER I
INTRODUCTION
In this chapter, the researcher presents the research background, the
research problem, the research objective, the research benefits, and definition of
terms used in the thesis.
A. Research Background
Learning English is important for all students. Learning English is
important for students in Indonesia, it is because English is one of the compulsory
subjects in both junior and senior high school. In this case, learning English is
significant for all students.
It involves the language skills in the learning English. They are speaking,
writing, reading, and listening. Writing skill in English will be mostly discussed in
this study. It will be the main discussion because the researcher found mistakes in
the students’ writing products. Writing is not only a tool for communication.
Zimmerman and Rodrigues (1992) state that writing is a way of thinking,
learning, and sharing ideas with others. It serves how the students learn, think, and
organize their knowledge or ideas. The students write the composition of their
ideas or opinions and communicate them to the readers.
In the context of EFL (English as a Foreign Language) in Indonesia,
writing has been measured as one of the difficult skills for the students to master.
According to Negari (2011), learning writing is difficult especially for those who
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are writing in a second or a foreign language in academic contexts. It is difficult
because the students still make a lot of mistakes in their writing. In learning
writing, the students must have knowledge of how the rules of combining words
to make a sentence. This basic understanding is known as grammar. EFL students
in Indonesia should have obtained the basic knowledge of grammar because they
learn it since they are in the elementary school.
In the process of writing, the students can improve their writing skill by
receiving feedback from the others. By receiving feedback, they will know
whether their writing is good or not. In this case, others’ opinion or feedback of
their writing is needed. Hyland and Hyland (2006) said that “feedback has long
been regarded as essential for the development of second language (L2) writing
skills, both for its potential for learning and for student motivation” (p. 83). By
receiving feedback from others, students can practice and revise the incorrect part
to the correct one.
Dinham’s research study (2008) tells about the powerful teacher feedback.
He finds that one of the most powerful forms of feedback, which is used by
effective teachers, is the one-to-one interview with a student. In this case, the
effective teacher provides answers to these questions; what can I do? what can’t I
do? how does my work compare with that of others? and how can I do better? In
addition, Wiggins (1998) said that feedback is actually different from guidance.
Feedback tells about what resulted from your action, whereas guidance tells about
how to improve the situation.
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Pertiwi's study (2003) shows that most students tend to respond positively
toward the feedback which has been provided by the teacher and they consider
that it is helpful for them to write better. She points out that the teacher’s feedback
is an important aspect for the students in helping them to make a better writing.
Moreover, she adds that it is also important to pay attention to the forms of
feedback given. In this case, the students show improvement in their writing after
receiving feedback from their teacher. Therefore, the teacher should give clear
feedback on the students’ writing.
The previous study from Negari (2011) shows that writing is one of the
important skills that the students must have. However, most of them still make a
lot of mistakes. Many students make grammatical errors on their writing products.
The mistake that the students do is about the minimum requirements. Actually,
that is the basic understanding of grammar that the students should know.
Therefore, the feedback is chosen in this study to solve the problem and achieve
students’ good writing products.
This thesis describes the action research in improving grammatical
accuracy in writing of the eighth grade students of SMP Kanisius Pakem. The
researcher is the pre-service teachers in SMP Kanisius Pakem. The researcher
taught one class during the Internship Program Course; 8A Disiplin. In the
learning English, the researcher found a problem. The problem was the 8A
Disiplin students made a lot of mistakes in their writing products. They made a lot
of mistakes in grammar such as double verbs in one sentence, wrong spelling of
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some words and wrong punctuation. Those mistakes that the students made were
the important things for the students to build their good writing.
The researcher wanted to improve the grammatical accuracy in writing of
the eighth grade students of SMP Kanisius Pakem. According to Hyland and
Hyland (2006), there are two sources of feedback. They are teacher feedback and
peer feedback. In this study, the type of feedback that was used by the researcher
was teacher’s feedback. The researcher chose to give written feedback to solve the
problem.
B. Research Problem
In relation to the background mentioned earlier, the problem is formulated
as follows: To what extent does the use of giving feedback facilitate grammatical
accuracy in writing of the eighth grade students of SMP Kanisius Pakem?
C. Research Limitation
The study tried to find out that the teacher’s feedback improved
grammatical accuracy in writing of the eighth grade students of SMP Kanisius
Pakem. The researcher focused on the students’ writing products of making
dialogues based on the topic that they learned. In addition, the researcher did not
only see the grade that the students got from their writing products. However, the
researcher also would see the students’ behavior change during the
implementation of teacher’s feedback. This research was limited for the eighth
graders of SMP Kanisius Pakem 2014/2015 academic year.
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D. Research Objective
In line with the problem limitation previously, the research was intended
to asses to what extent the teacher’s feedback facilitated grammatical accuracy in
writing of the eighth grade students’ of SMP Kanisius Pakem.
E. Research Benefits
This is educational research. The researcher wants to give the contribution
to the development of education through this study. There are some benefits
intended to the researcher, the teacher, and the students.
1. The researcher
By doing this research, the researcher can understand whether the
feedback by the teacher can improve students’ writing skill. It is expected that the
researcher can find out how far the utility of the feedback improve the students’
writing skill.
2. The teacher
The teacher can use the method to improve students’ writing skill. It is
expected that the teacher can help the students to solve their problems by applying
this teacher’s feedback.
3. The students
The students can improve their writing skill. It is expected that the
students can understand well about grammar in their writing. The students can
apply the knowledge for the next grade in ninth grade.
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F. Definition of Terms
This part presents several definitions in dealing with what the researcher
will mostly discuss in this research. The purpose is to make a clarification as well
as to avoid the misconception about the research.
1. Writing
As Sokolik (2003) says “writing is the mental work of inventing ideas,
thinking about how to express them, and organizing them into statements and
paragraphs that will be clear to a reader” (p. 88). It is clear that writing is a
process of delivering people thoughts or expression in a written form. Based on
Cohen (1990), there are five purposes of writing. This research focuses on the first
and second purposes of writing. They are imitate some model of writing by
copying some sentences and train the students in the use and manipulation of
linguistic and rhetorical forms.
2. Grammar
Thornbury (1999) claims that grammar is the study of what forms (or
structures) are possible in a language. It means that in a language, there are some
structures that are used to produce sentences. In this research, the items of
grammar that are included are words spelling, punctuation, verb endings, and
language transformation.
3. Accuracy
Nunan (1999) states that accuracy means using grammar accurately, for
example word order, verb endings and pronouns. In this research, the accuracy
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refers to produce the items of grammar such as words spelling, punctuation, verb
endings, and language transformation accurately.
4. Feedback
Feedback is defined as any form of response by a teacher to a students’
performance, attitude or behavior, at least where attitude or behavior impinges
upon performance (Dinham, 2008). Thus, feedback is a technique to give
information such as advices, suggestions, comments, and corrections which are
usually made by the teacher to observe the students’ writing products. In this
study, feedback is given from the teacher by using comments and correction to the
students’ writing products.
5. Classroom Action Research
According to Mills (2011), “action research is any systematic inquiry
conducted by teacher researchers, principals, school counselors, or other
stakeholders in the teaching/learning environment to gather information about
how their particular schools operate, how they teach, and how well their students
learn”. It is clear that action research can be done by people who want to solve the
problems by gathering the data and analyzing it. In this research, the term action
research and classroom action research (CAR) are interchangeable. Whenever the
researcher mentions the action research, it means classroom action research
(CAR), and vice versa.
6. Eighth Grade of Indonesian Junior High School
Junior High School (SMP) is the first level of high school. The average
age of the students is 12 – 13 years old. The students entering Junior High School
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are those who have graduated from Elementary School (SD). Junior High School
is divided into three grades; seventh grade, eighth grade, and ninth grade. The
eighth grade is the second grade in Junior High School. In this research, the
participants were 1 students from 8A of SMP Kanisius Pakem in the 2014/2015
academic year, which consists of
boys and 10 girls.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents the discussion on some theories,
which become the basis of the research. This chapter is divided into two major
parts which are the theoretical description and theoretical framework. The
theoretical description consists of the theories directly relevant to the topic, which
is discussed, in the research. The theoretical framework summarizes and
synthesizes all major relevant theories, which help the researcher to solve the
research problems.
A. Theoretical Description
The Nature of Writing
Cohen (1990) states that the product-focused approach is mostly
concerned with the final or finished product of the writing. It means that the
writing product-focused approach emphasizes on the quality of the final product
without noticing the stages that the students have to reach the final writing
product. On the other hand, Cohen (1990) states that writing refers to the process
in which the final expected product comes after a period of time.
It is better to say that writing is both a process and a product. This idea is
supported by Sokolik (2003). She states that “it is both a process and a product.
The writer imagines, organize, drafts, edits, reads, and rereads” (p. 88). She argues
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that the process of writing is often cyclical and sometimes disorderly and what the
readers see is a product.
This idea implies that both the process and the product of writing must be
equally useful. In other words, the process of writing should be as important as the
product of writing. In this case, the students must experience the process of
writing to increase the best quality of their final writing products.
2. Principles of Teaching Writing
Sokolik (2003) states that there are some principles that every teacher
should consider, whether it is a writing course, or a course in which writing will
play a part. The principles are understand your students’ reason for writing,
provide many opportunities for students to write, make feedback helpful and
meaningful, and clarify for yourself and for your students, how their writing will
be evaluated. The explanation of the principles as follows:
a. Understand your students’ reason for writing
Sokolik (2003) points out that if the teacher’s goals do not match with the
students’, it will give disappointment with the writing instruction. It is important
to understand and deliver goals to students so that the students can apply the skill
they learn in personal writing and other types or writing.
b. Provide many opportunities for students to write.
Sokolik (2003) says that writing can be improved with practice. The more
students practice their writing, the more they get improvement of their writing. As
Sokolik (2003) states “since writing is in part a physical activity, it is like other
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physical activities-it requires practice, and lots of it” (p. 92). In this case, the
students can practice to write anything without receiving grade from the teacher.
Therefore, “students will become more comfortable with the act of writing”
(Sokolik, 2003, p. 93).
c. Make feedback helpful and meaningful.
Sokolik (2003) argues that the teacher should give clear comment on the
students’ writing products. The teacher should use symbols or vocabulary that the
students can understand. Therefore, the teacher can take the time to discuss the
comment in class. In giving the comment, the teacher has to be careful because
“feedback should not entail “correcting” a student’s writing” (Sokolik, 2003, p.
93). Moreover, he states that the teacher can provide the summary comments that
make the students look for problems and correct them on their own.
d. Clarify for yourself, and for your students, how their writing will be
evaluated.
Based on Sokolik (2003), there are some questions which can help the
teacher to develop a rubric. The questions are how important is creativity, or
originality of ideas; how important is following a particular written format; how
important is grammatical accuracy; how important is it that the assignment
include recently taught material; and how important is accuracy in spelling and
punctuation. Sokolik (2003) states it will help the teacher to make a rubric when
the teacher answers these questions.
Those are the principles of teaching writing. In this study, the researcher
applied two principles of writing for the learning activities. Those principles were:
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provide many opportunities for students to write and make feedback helpful and
meaningful. In addition, the researcher applied the other principles of writing to
design the questionnaire and interview questions. Next, it will discuss about the
purposes of writing in the next part.
3. The Purposes of Writing
Writing tasks have different purposes which can influence the students
how and what they write (Raimes 1987b as cited in Cohen, 1990, p. 103).
According to Cohen (1990), there are five purposes of writing. First, imitate some
model of writing by copying some sentences. Second, train the students in the use
and manipulation of linguistic and rhetorical forms. For example, the students
have to change some sentences from present tense to past tense. Third, reinforce
some material that has been learned. Fourth, improve the writing fluency. Fifth
purpose would be that of authentic communication. In this research, the researcher
used two purposes of writing. Those purposes were imitate some model of writing
by copying some sentences and train the students in the use and manipulation of
linguistic and rhetorical forms. The next part will discuss the feedback; the form
and the sources of feedback.
4. Feedback
According to Lewis (2002), feedback is the way of teachers to give clear
description of the learners’ language and it is also a form of evaluation on their
own teaching. In this case, the teacher gives the feedback which can be formed
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like comment, suggestion, or correction. All the information that the students get
will help them to improve themselves to be better.
a. Forms of feedback
There are two forms of feedback; direct feedback and indirect feedback.
According to Hyland and Hyland (2006), direct feedback may take various forms.
It can be crossing out an unnecessary word, phrase, or morpheme; inserting a
missing word or morpheme; or writing the correct word or form near the
erroneous form. On the other hand, Hyland and Hyland (2006) state that indirect
feedback takes place when the teacher indicates that there is an error has been
made by the students. The teacher can give feedback such as an underline, circle,
code, or mark, but does not provide the correct form. In this case, the teacher
gives the students chance to solve the problem. Those two forms of feedback can
be applied in the students’ writing products. Giving correction is very useful for
them.
b. Sources of feedback
In giving feedback to the students, it can be from the teacher or the
students who have been divided in small groups or in pairs.
1) Teacher feedback
The teacher can give feedback in written or spoken form. Leki, Saito, and
Zhang say that students give more highly value on the teacher written feedback
rather than alternative form, such as peer feedback and oral feedback in writing
conferences (as cited in Hyland and Hyland 2006, p. 3).
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2) Peer feedback
Peer feedback can be given by the student’s partner. According to Hyland
and Hyland (2006), “peer review can be seen as a formative developmental
process that gives writers the opportunities to discuss their texts and discover
others’ interpretations of them” (p. 6). Those are about the form and sources of
feedback. The purposes of feedback will be presented in the next part.
5. The Purposes of Feedback
According to Lewis (2002), there are five purposes of feedback (p. 3-4).
The purposes are:
a. Feedback provides information for teachers and students.
Lewis (2002) states that the feedback by the teacher provides information
about the strength and weaknesses of the individual progress. It means that the
students can learn from the teacher’s feedback to improve their writing products.
b. Feedback provides students with advice about learning.
Lewis (2002) says that feedback describes the language use of the
students. In addition, the feedback can be made on the students’ learning process.
It gives the students information about the progress of their learning process.
c. Feedback provides students with language input.
According to Lewis (2002), feedback can be given to the students in
written or spoken form. The students can learn new vocabulary and grammar from
the teacher’s feedback.
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d. Feedback is a form of motivation.
Lewis (2002) points out that feedback can encourage the students to study
and use language in learning process. They will be enthusiastic in achieving
higher score than before.
e. Feedback can lead students towards autonomy.
Lewis (2002) argues that feedback can lead the students to find their own
mistakes. Moreover, the students can revise their work by themselves. It gives the
students chance to learn from mistakes. Those are the purpose of feedback which
was used for analyzing the data. After knowing the purposes of feedback, the next
part will discuss grammar.
6. Grammar
According to Nunan (2003), “grammar is generally thought to be a set of
rules specifying the correct ordering of words at the sentence level” (p. 154).
There are three principles of teaching grammar. The principles are integrate both
inductive and deductive methods into your teaching, use tasks that make clear the
relationship between grammatical form and communicative function, and focus on
development of procedural rather than declarative knowledge. The explanation of
the principles as follows:
a. Integrate both inductive and deductive methods into your teaching.
Nunan (2003) states in deductive teaching, “the teacher gives a
grammatical explanation or rule followed by a set of exercises designed to clarify
the grammatical point and help the learners master the point” (p. 158). It is clear
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that the teacher explains how the rule to the students and then gives them some
exercises to make sure that they get the point of the explanation. On the other
hand, Nunan (2003) says that “in inductive teaching, you present the learners with
samples of language and, through a process of guided discovery, get them to work
out the principle or rule for themselves” (p. 158).
b. Use tasks that make clear the relationship between grammatical form and
communicative function.
Nunan (2003) argues that “many grammar-based courses are relatively
ineffective because they teach grammar as an abstract system, present the
language as isolated sentences, and fail to give learners a proper context for the
grammar point” (p. 159).
c. Focus on development of procedural rather than declarative knowledge.
Nunan (2003) claims that the teacher should focus on the development of
procedural rather than declarative knowledge. Declarative knowledge means
knowing the language rules (Nunan, 2003). It means that the students know how
the language can be formed. On the other hand, procedural knowledge is being
able to use the knowledge for communication (Nunan, 2003). It means that the
students do not only know the rules of language but they also can apply it in either
oral or written way.
Those were the principles of grammar. The three principles of grammar
were used for designing the questionnaire and interview. Then, the next part will
discuss classroom action research that was used in this research.
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7. Classroom Action Research
According to Kemmis and McTaggart (1988), as cited by Burns (2010),
“action research typically involves four broad phases in a cycle of research. The
first cycle may become a continuing, or iterative, spiral of cycles which recur until
the action researcher has achieved a satisfactory outcome and feels it is time to
stop” (p. 7).
Kemmis and McTaggart (1988) claim that there are four steps in doing
action research. Those steps are planning, action, observation, and reflection.
a. Planning
In this step, the researcher identifies a problem and then develops an action
plan. It is used to solve the problem or improve the specific area of the research
context.
b. Action
After the researcher makes plan, she can carefully applies the plan or what
she is going to do in solving the problem.
c. Observation
This step involves the researcher in observing the effects of the action. The
researcher observes the condition and situation around the research setting and
then tries to analyze the data.
d. Reflection
In this step, the researcher reflects on what have done after knowing the
result from the data. Then, the researcher tries to make the next plan for the next
cycle.
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In 2006, Lodico, Spaulding, and Voegtle state that there are four
characteristics of action research (p. 290). Those characteristics are:
1) Action research is conducted in the pr