Open AccessTHE EFFECTIVENESS OF WRITTEN CORRECTIVE FEEDBACK IN TEACHING WRITING CAUSE EFFECT AT THE ELEVENTH GRADE OF SMA NEGERI 1 GROGOL KEDIRI
Author(s) -
Ratna Dewi Pamungkas,
Agus Amroni
Publication year - 2021
Publication title -
jurnal pendidikan bahasa inggris proficiency
Language(s) - English
Resource type - Journals
eISSN - 2775-0450
pISSN - 2716-4950
DOI - 10.32503/proficiency.v2i2.1385
Subject(s) - mathematics education , corrective feedback , eleventh , class (philosophy) , vocabulary , sma* , significant difference , psychology , value (mathematics) , computer science , mathematics , statistics , linguistics , artificial intelligence , physics , philosophy , algorithm , acoustics
This article aims to know the Effectiveness of Written Corrective Feedback in Teaching Writing Cause Effect at the Eleventh Grade of SMAN 1 Grogol Kediri. This research was quantitative experimental design, more specifically uses true experimental by posttest only controls class design to analyze the data. The data were analyzed and interpreted by means of SPSS 23.0 version. The study reveals that the effectiveness of written corrective feedback has a significant effect on students’ writing achievement in term of content of the text: content, organization, vocabulary, language use and mechanic. The result of students’ writing score from control class and experimental class demonstrated a significant difference. It is found that the experimental class outperformed the control class in writing achievement with t = 9.021, df = 66 and P = .000 and 95% Confidence Interval ranging from 9.138 to 14.332. From the sig. (2-tailed) we can see the P is lower than 5% (0.000 < 0.005). So, it can be concluded that the value is significant in 5% significant level. Thus, the significance different between the mean value of both class is found.