using direct written corrective feedback to improve eighth grade students' spelling accuracy in ...

153 Pages·2016·4.79 MB·English

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
USING DIRECT WRITTEN CORRECTIVE FEEDBACK TO
IMPROVE EIGHTH GRADE STUDENTS’ SPELLING
ACCURACY IN SMPN 15 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Anisya Ayu Devinta Firdauzia
Student Number: 121214152

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
USING DIRECT WRITTEN CORRECTIVE FEEDBACK TO
IMPROVE EIGHTH GRADE STUDENTS’ SPELLING
ACCURACY IN SMPN 15 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Anisya Ayu Devinta Firdauzia
Student Number: 121214152

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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 June 2016
The Writer

Anisya Ayu Devinta Firdauzia
121214152

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Anisya Ayu Devinta Firdauzia
NIM : 121214152
Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
USING DIRECT WRITTEN CORRECTIVE FEEDBACK TO IMPROVE
EIGHTH GRADE STUDENTS’ SPELLING ACCURACY IN SMPN 15
YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain
untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan
royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat sebenarnya,
Dibuat di Yogyakarta
Pada tanggal: 10 Juni 2016
Yang menyatakan:

Anisya Ayu Devinta Firdauzia
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Firdauzia, Anisya Ayu Devinta. 2016. Using Direct Written Corrective Feedback to
Improve Eighth Grade Students‟ Spelling Accuracy in SMPN 15 Yogyakarta.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Writing is one of the productive skills in learning English that should be
mastered by students. However, while practicing teaching in SMPN 15 Yogyakarta,
the researcher found that many eighth grade students had a problem while they were
writing. They made a lot of erroneous spelling in writing English. This is fatal since
errors in spelling can affect its meaning.
The fact above brings to an analysis about how to solve the problem. The
researcher chose direct written corrective feedback as the strategy to solve the
problem faced by the students that is the students‟ spelling accuracy in writing
English. This research attempted to answer one research problem. The research
problem is: To what extent does the use of direct written corrective feedback improve
the eighth grade students‟ spelling accuracy in writing English? Thus, in line with the
problem formulation, the aim of this research is to assess to what extent the direct
written corrective feedback improved the eighth grade students‟ spelling accuracy in
writing English.
This research was essentially Classroom Action Research (CAR). The
researcher conducted two cycles. Each cycle consisted of one meeting. The
participants of the research were the students of VIII-H class SMPN 15 Yogyakarta
2015/2016 academic year. The data were gathered from the analysis of the students‟
drafts, the field notes, the questionnaire and also the transcription of the focus group.
The analysis was done by reducing or organizing the data, displaying the data, and
drawing the conclusion.
The result of the data analysis showed that the students made fewer mistakes
after receiving the direct written corrective feedback from the researcher. The direct
written corrective feedback helped the students to know their mistake and the correct
form of it. The students‟ error percentage of spelling accuracy also decreased. In the
preliminary study, the average was 38,5%. Meanwhile, the average of the students‟
error percentage in the first cycle was 10,2% and in the second cycle the average
became 3,2%. It could be concluded that the direct written corrective feedback helped
the students to improve their spelling accuracy in writing. Therefore, it is suggested
that English teachers give the direct written corrective feedback to the students‟
writing products. The direct written corrective feedback should be clear to avoid
misunderstanding by giving explanation and also suggestion in order to motivate the
students to make better writing products.

Keywords: Classroom Action Research, spelling accuracy, direct written corrective
feedback

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Firdauzia, Anisya Ayu Devinta. 2016. Using Direct Written Corrective Feedback to
Improve Eighth Grade Students’ Spelling Accuracy in SMPN 15 Yogyakarta.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Menulis adalah salah satu keterampilan produktif dalam belajar Bahasa
Inggris yang harus dikuasai oleh murid-murid. Namun, pada saat praktek mengajar di
SMPN 15 Yogyakarta, peneliti menemukan bahwa banyak murid kelas delapan
mengalami kesulitan ketika mereka menulis. Mereka membuat banyak kesalahan
dalam penulisan ejaan bahasa Inggris. Hal ini fatal karena kesalahan dalam penulisan
ejaan kata dapat mempengaruhi maknanya.
Fakta di atas menuntun pada sebuah analisis tentang bagaimana memecahkan
masalah tersebut. Peneliti memilih direct written corrective feedback sebagai strategi
untuk mengatasi masalah yang dihadapi oleh murid-murid, yaitu ketepatan murid-
murid dalam menulis ejaan bahasa Inggris. Penelitian ini mencoba untuk menjawab
satu rumusan masalah. Rumusan masalah tersebut adalah sejauh mana penggunaan
direct written corrective feedback dalam meningkatkan ketepatan murid-murid kelas
delapan dalam menulis ejaan bahasa Inggris. Maka, sehubungan dengan rumusan
masalah tersebut, tujuan dari penelitian ini adalah untuk menilai sejauh mana
penggunaan direct written corrective feedback dalam meningkatkan ketepatan murid-
murid kelas delapan dalam menulis ejaan bahasa Inggris.
Penelitian ini adalah Penelitian Tindakan Kelas. Peneliti melaksanakan dua
siklus. Setiap siklus terdiri dari satu pertemuan. Peserta penelitian ini adalah murid-
murid dari kelas VIII-H SMPN 15 Yogyakarta tahun ajaran 2015/2016. Data
penelitian dikumpulkan dari hasil analisa dari karangan murid, pengamatan di
lapangan, kuesioner, dan rekaman focus group. Analisa dilakukan dengan
mengurangi atau mengorganisir data, menampilkan data dan menarik kesimpulan.
Hasil dari analisa data menunjukkan bahwa murid-murid membuat sedikit
kesalahan setelah menerima direct written corrective feedback dari peneliti. Direct
written corrective feedback membantu murid-murid untuk mengetahui kesalahan
mereka dan bentuk yang benar dari kesalahan tersebut. Presentase kesalahan murid
dalam menulis ejaan juga berkurang. Pada studi awal, rata-rata presentase 38,5%.
Sementara itu, rata-rata kesalahan murid dalam menulis ejaan pada siklus pertama
10,2% dan pada siklus kedua rata-ratanya menjadi 3,2%. Hal ini dapat disimpulkan
bahwa direct written corrective feedback membantu murid-murid untuk
meningkatkan ketepatan mereka dalam menulis ejaan. Oleh sebab itu, hal ini
disarankan kepada guru bahasa Inggris untuk memberikan direct written corrective
feedback pada karangan murid secara jelas untuk menghindari kesalahpahaman
dengan cara memberi penjelasan dan juga saran supaya memotivasi murid-murid
untuk membuat karangan-karangan yang lebih baik.
Kata Kunci: Penelitian Tindakan Kelas, ketepatan menulis ejaan, direct written
corrective feedback
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would like to give my deepest gratitude to Allah SWT for the
blessing, love, guidance, and grace for I had accomplished this thesis. He always
helps and gives me strength to keep struggling in doing this research. I realized that I
am nothing and I cannot finish my thesis without Him.
I would like to thank my advisor, Agustinus Hardi Prasetyo, S.Pd., M.A.,
for the feedback, patience, and encouragement during the process of writing this
thesis. I would also like to thank my academic advisor, Laurentia Sumarni S.Pd.,
M.Trans.St., for her guidance during my study in PBI Sanata Dharma University.
My special thanks also go to Siti Maftukah, S.Pd. for the opportunity given to me to
conduct the research in her class. I also thank the students of VIII H SMPN 15
Yogyakarta 2015/2016 academic year for their cooperation during the process of the
research.
This thesis is dedicated to my beloved parents, Triyana Putra, S.E. and Dra.
Endang Triningsih, M.Pd., also my lovely brother, Arifin Praditya Putra. I thank
them for supporting me in finishing this thesis. I also owe many thanks to a very
special person of my life, Adib Fauzan Rahman, for his love, patience, and
motivation during these years. Millions of thanks also go to Patricia Vania who was
willing to be my proofreader. I thank her for the corrections, comments, and
suggestions for my thesis. My gratitude also goes to all of my friends in PBI Sanata
Dharma University, especially the students of class F for the jokes, affections and
unforgettable moments during my study in Sanata Dharma University. In addition, I
would like to thank my best friends, Vicky Anugerah Trihantari and Nuansha
Thufaila for always being there for me. I am very grateful to have them in my life.
Finally, my sincere gratitude goes to all people who are not mentioned here
for all the help and the reader for reading my thesis. May God bless them.
Anisya Ayu Devinta Firdauzia
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TABLE OF CONTENTS
TITLE PAGE ................................................................................................................ i
APPROVAL PAGE ..................................................................................................... ii
STATEMENT OF WORK‟S ORIGINALITY ........................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ............................................................. v
ABSTRACT ................................................................................................................ vi
ABSTRAK ................................................................................................................... vii
ACKNOWLEDGEMENTS ...................................................................................... viii
TABLE OF CONTENTS ............................................................................................ ix
LIST OF TABLES ...................................................................................................... xi
LIST OF FIGURES.................................................................................................... xii
LIST OF APPENDICES ........................................................................................... xiii

CHAPTER I. INTRODUCTION
A. Research Background ................................................................................ 1
B. Research Problem ...................................................................................... 5
C. Problem Limitation ................................................................................... 5
D. Research Objective .................................................................................... 5
E. Research Benefits ...................................................................................... 5
F. Definition of Terms ................................................................................... 6

CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ........................................................................... 10
1. Writing ................................................................................................ 10
a. The Nature of Writing.................................................................... 10
b. Teaching Writing ........................................................................... 11
2. Spelling Accuracy .............................................................................. 13
3. Direct Written Corrective Feedback ................................................... 14
a. Definition of Direct Written Corrective Feedback ........................ 14
b. Purposes of Written Corrective Feedback ..................................... 15
c. Advantages of Direct Written Corrective Feedback ...................... 15
B. Theoretical Framework ........................................................................... 17
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