WRITTEN CORRECTIVE FEEDBACK OF STUDENTS’
WRITING COMPOSITION THROUGH GOOGLE
CLASSROOM AT SMP NEGERI 17 SURABAYA
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Institusion
STKIP PGRI Sidoarjo
Author
Witjaksono, Hero
Subject
LB Theory and practice of education
Datestamp
2023-07-03 04:30:12
Abstract :
The objective of this study was to investigate the type of corrective feedback used by a teacher on students? writing. The subjects of the study were twelve students of tenth graders of a private junior high school in Surabaya based on some set criteria. The study used qualitative method. The sources of data collected in this study were the teacher?s written corrective feedback in language features which focused on three categories of errors: subject-verb errors, words choice, and sentence structure in students? descriptive text. The data gathered were processed by analyzing and interpreting the teacher?s written corrective feedback using Ellis?s typologies of corrective feedback (2009) namely: direct corrective feedback, indirect corrective feedback, and metalinguistic corrective feedback. The result of the study shows that the type of corrective used by SMPN 17 Surabaya teacher to correct students? descriptive writing was typology of corrective feedback proposed by Ellis (2009). The corrective feedback used by the teacher were 108 occurrences. The occurrences of direct corrective feedbacks were 41 (44,09%) subject verb errors, 18 (19,35%) word choices, and 34 (36,56%) sentence structures, while the indirect corrective feedback were 2 (15,38%) subject verb errors, 4 (30,77%) word choices, and 7 (53,85%) sentence structures, and metalinguistic on subject verb errors, word choices, and sentence structures used by the teacher were only 1 (33,33%) of each. The type of corrective feedback mostly used by the teacher in revising their students? grammatical errors is direct corrective feedback. Through direct corrective feedback, the students could understand their errors when the correct form had been offered.
The objective of this study was to investigate the type of corrective feedback used by a teacher on students? writing. The subjects of the study were twelve students of tenth graders of a private junior high school in Surabaya based on some set criteria. The study used qualitative method. The sources of data collected in this study were the teacher?s written corrective feedback in language features which focused on three categories of errors: subject-verb errors, words choice, and sentence structure in students? descriptive text. The data gathered were processed by analyzing and interpreting the teacher?s written corrective feedback using Ellis?s typologies of corrective feedback (2009) namely: direct corrective feedback, indirect corrective feedback, and metalinguistic corrective feedback. The result of the study shows that the type of corrective used by SMPN 17 Surabaya teacher to correct students? descriptive writing was typology of corrective feedback proposed by Ellis (2009). The corrective feedback used by the teacher were 108 occurrences. The occurrences of direct corrective feedbacks were 41 (44,09%) subject verb errors, 18 (19,35%) word choices, and 34 (36,56%) sentence structures, while the indirect corrective feedback were 2 (15,38%) subject verb errors, 4 (30,77%) word choices, and 7 (53,85%) sentence structures, and metalinguistic on subject verb errors, word choices, and sentence structures used by the teacher were only 1 (33,33%) of each. The type of corrective feedback mostly used by the teacher in revising their students? grammatical errors is direct corrective feedback. Through direct corrective feedback, the students could understand their errors when the correct form had been offered.
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