THE INFLUENCE OF TEACHER’S WRITTEN FEEDBACK ON
GRAMMATICAL ACCURACY IN DESCRIPTIVE TEXTS WRITTEN
BY EIGHTH GRADERS OF SMP PANGUDI LUHUR I YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransisca Ariesta
Student Number: 131214035
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
i
THE INFLUENCE OF TEACHER’S WRITTEN FEEDBACK ON
GRAMMATICAL ACCURACY IN DESCRIPTIVE TEXTS WRITTEN
BY EIGHTH GRADERS OF SMP PANGUDI LUHUR I YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransisca Ariesta
Student Number: 131214035
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iv
THE STRUGGLE YOU’RE IN
TODAY IS DEVELOPING THE
STRENGTH YOU NEED FOR
TOMORROW
-Anonymous-
I dedicate this thesis to:
My parents, sister, brother, boyfriend, and friends who are always there
to accompany me
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
v
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, October 13, 2017
The Writer
Fransisca Ariesta
131214035
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIK
Yang bertanda tangan ini, saya mahasiswa Universitas Sanata Dharma :
Nama : Fransisca Ariesta
Nomor Mahasiswa : 131214035
Demi pembangunan ilmu pengetahuan, saya memberikan kepada perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul :
THE INFLUENCE OF TEACHER’S WRITTEN FEEDBACK
ON GRAMMATICAL ACCURACY IN DESCRIPTIVE TEXTS WRITTEN
BY EIGHTH GRADER OF SMP PANGUDI LUHUR I 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 izin dari saya
maupun memberikan royalti, kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 13 Oktober 2017
Yang menyatakan
Fransisca Ariesta
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ABSTRACT
Ariesta, Fransisca (2017). The Infuence of Teacher’s Written Feedback on
Grammatical Accuracy in Descriptive Texts Written by Eight Grader of SMP
Pangudi Luhur 1 Yogyakarta. Yogyakarta: Sanata Dharma University.
Writing is producing whole pieces of communication and developing
information. The product itself is known as text. Based on 2013 curriculum, junior
high school students must understand some types of texts as the basic competency
with grammar as one of the indicators. There are a lot of ways which can be used
to analyze the students‟ grammatical mistakes. One of the ways is teacher‟s
written feedback which was implemented in the 8th
grade students especially class
B in SMP Pangudi Luhur 1 Yogyakarta academic year of 2016/2017.
This research was conducted to answer two research questions i.e. how are
the 8th grader students‟s perceptions on the influence of teacher‟s written
feedback on grammatical accuracy in writing descriptive text? and to what extent
does the teacher‟s written feedback influence the grammatical accuracy in writing
descriptive text written by the 8th graders of SMP Pangudi Luhur 1 Yogyakarta?
The use of teacher‟s written feedback is expected to increase students‟
grammatical accuracy in writing, especially in descriptive text.
Classroom Action Research (CAR) was chosen as the methodology of this
research. There was one cycle which consisted of three meetings with different
topics of descriptive text. The students were asked to write a descriptive text in
each meeting. The writing product of descriptive texts were analyzed by
considering six aspects: simple present tense, word order, clause structure,
determiner and article, preposition, and punctuation. In addition, the researcher
employed questionnaires to obtain supportive data. The results of both data were
concluded to see the elevation of students‟ grammar accuracy in descriptive
writing and their perceptions about teacher‟s written feedback.
The results showed that the grammar accuracy in students‟ writing product
were increased after the written feedback were given by the teacher. The
elevations were focused to those six aspects which had been mentioned before.
From the questionnaires data, it could be concluded that the students had good
perception about teacher‟s written feedback in writing descriptive texts. Then, the
English teachers are suggested to employ teacher‟s written feedback in order to
increase students‟ grammatical accuracy.
Keywords : teacher‟s feedback, descriptive text, grammar accuracy
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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ABSTRAK
Ariesta, Fransisca (2017). The Infuence of Teacher’s Written Feedback on
Grammatical Accuracy in Descriptive Texts Written by Eight Grader of SMP
Pangudi Luhur 1 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.
Menulis merupakan cara untuk berkomunikasi dan mengembangkan
informasi. Hasil dari produksi itu sendiri disebut sebagai teks. Berdasarkan
kurikulum 2013, siswa sekolah menengah pertama harus menguasai beberapa
jenis teks sebagai kompetensi dasar dengan tata Bahasa yang baik sebagai salah
satu indikator. Banyak sekali metode yang bisa digunakan untuk menganalisis tata
Bahasa para siswa, diantaranya adalah umpan balik guru secara tertulis. Umpan
balik guru secara tertulis ini digunakan di kelas 8 SMP Pangudi Luhur 1
Yogyakarta ditahun ajaran 2016/2017 khususnya di kelas 8B.
Penelitian ini dilakukan untuk menjawab dua rumusan masalah yaitu,
bagaimana persepsi siswa kelas 8 terhadap umpan balik guru secara tertulis dalam
ketelitian tata bahasa dalam menulis teks deskriptif dan seberapa besar umpan
balik guru secara tertulis mempengaruhi ketelitian tata bahasa dalam menulis teks
deskriptif pada siswa kelas 8 di SMP Pangudi Luhir 1 Yogyakarta. Penggunaan
dari umpan balik guru secara tertulis diharapkan dapat meningkatkan ketelitian
tata bahasa dalam menulis teks deskriptif
Penelitian ini menggunakan PTK sebagai metodologi penelitian. Penelitian
ini berfokus pada satu siklus yang terdiri dari tiga pertemuan dengan topik teks
diskriptif yang berbeda disetiap pertemuannya. Para siswa diminta untuk menulis
sebuah teks deskriptif disetiap pertemuan. Terdapat 24 siswa dari kelas 8B yang
menyelesaikan keseluruhan tugas menulis sebuah teks deskriptif tersebut. Hasil
dari tugas menulis teks deskriptif para siswa dianalisis dengan
mempertimbangkan enam unsur: simple present tense, urutan kata, struktur
klausa, kata penentu dan kata sandang, kata penentu letak, dan tanda baca.
Sebagai tambahan, data juga dihasilkan melalui angket. Hasil dari kedua data
tersebut disimpulkan untuk melihat kenaikan dari ketelitian tata bahasa dalam
menulis teks deskriptif dan persepsi mereka terhadap umpan balik guru secara
tertulis.
Berdasarkan hasil analisis tugas menulis para siswa, dapat dilihat adanya
peningkatan dari ketelitian tata bahasa setelah diberikan timbal balik secara
tertulis oleh guru. Kenaikan ini difokuskan oleh enam unsur seperti yang telah
disebutkan sebelumnya. Kenaikan ini juga dapat dilihat dari nilai para siswa. Data
hasil angket menunjukkan bahwa para siswa memiliki persepsi yang baik terhadap
timbal balik guru secara tertulis dalam menulis teks deskriptif. Kemudian guru
Bahasa Inggris disarankan untuk menggunakan timbal balik guru secara tertulis
untuk menganalisis level tata Bahasa siswa.
Kata Kunci : teacher‟s feedback, descriptive text, grammar accuracy
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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ACKNOWLEDGEMENTS
I dedicate my greatest and deepest gratitude to Jesus Christ and Holy
Mary for their blessing, love, and strength. Through Their grace, I could finish
this thesis.
My sincere appreciation also goes to my thesis advisor, Ibu Monica Ella
Harendita, M.Ed, for her great patience and encouragement in guiding me during
the process of making this thesis. I really appreciate the knowledge, time and
guidance she has shared with me.
My deepest appreciation goes to the headmaster and the extracurricular
coordinator in SMP Pangudi Luhur 1 Yogyakarta Br. Yosep Anton Utmiyadi
FIC, S.S. and Bapak Isidorus Sumardiyono, M.Si. for giving me a permission to
gather the data in SMP Pangudi Luhur 1 Yogyakarta. Not only the Headmaster
and the Extracurricular Coordinator, my deepest appreciation also goes to 8th
students especially 8B for becoming my research participants.
I would like to express my great thanks to Bapak Priyatno Ardi, S.Pd.,
M.Hum. who gave me some journals during my thesis process. My special thanks
also goes to Anselmus Apri Hariadi, S.Pd., Marcelina Karina, S.Pd and other
seniors in PBI for giving me inspiration in writing the thesis. My special thanks
also goes to Cornelia Liris, S.Pd., Martha Giovanni A.P, S.Pd., and Astrid
Pramuningtyas, S.Pd., Inggit Rositasari, S.Pd. for being my proofreaders.
My deepest gratitude goes to my beloved parents, Bapak Wildan Efendi
and Ibu Maria Yulita R.P. for their prayer, support, and endless love in my life,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
especially during the thesis writing process. My deepest thanks also go to my
beloved little sister, Angelia Gesti Williana and my lovely little brother,
Yocephus Tri Juniarta. I thank them since they are my reason for writing this
thesis. It is a great blessing to have family like them in my life.
I would like to dedicate my appreciation to my beloved grandmothers
Perpetua Marliyah, Juwarni, and Marmi for their prayer and never ending
advices. I also thank them for taking care of me like their own daughter since I
was a little girl. My deepest thanks also go to my uncles and my aunties Ignatius
Lilik Sukeri, Kabul Wiyanto, Vincentia Aminah, Lucia Udiasih, and
Fransiska Diah, S.E for their encouragement through the college time specially
through writing this thesis.
My best thanks are delivered to my dearest person, Antonius Agus
Wijaya, S.Pd. for his love, patience, understanding, encouragement, loyalty, time
and everything which he has been given for me. I thank him for always be there
when I need him. Not only him, my best thanks are also delivered to my best
friends called Alpha Team, My twin sister Capella Yuna, my cat and dog friend
Angela Sona, S.Pd., my Toa friend Angela Yonara, and the most beautiful
friend above all Eukharistia. I thank them for the friendship, drama, happiness,
love, and time we ever had, you guys mean a lot for me.
Special thanks go to all of my friends in the English Language Education
Study Program especially small B class of 2013 for the friendship, togetherness,
and the learning process. Special big thanks also go to all of my friends in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
Proposal Seminar until Thesis class such as Mbak Deta, Diva, Lia, Kharis,
Indrajit, Angga, Leo, Novan, Justice, and Mbak Merly.
Let me also thank everyone whom I could not mention one by one, start
form my family, colleague, and friend. I thank them for their encouragement and
help through this thesis writing process.
Fransisca Ariesta
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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TABLE OF CONTENTS
Page
TITLE PAGE ........................................................................................................... i
APPROVAL PAGE ............................................... Error! Bookmark not defined.
STATEMENT OF WORK‟S ORIGINALITY ....................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ....................................................... vi
ABSTRACT .......................................................................................................... vii
ABSTRAK ............................................................................................................. viii
ACKNOWLEDGEMENTS ................................................................................... ix
TABLE OF CONTENTS ...................................................................................... xii
LIST OF FIGURES ............................................................................................. xiv
LIST OF TABLES ................................................................................................ xv
LIST OF APPENDICES ...................................................................................... xvi
CHAPTER I. INTRODUCTION
A. Research Background ............................................................................... 1
B. Research Question .................................................................................... 4
C. Research Significance .............................................................................. 4
D. Definition of Terms .................................................................................. 5
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ............................................................................ 9
1. Written Feedback .................................................................................. 9
2. Grammar ............................................................................................. 11
3. Writing ................................................................................................ 14
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xiii
4. Descriptive Text .................................................................................. 14
5. Writing Assessment ............................................................................ 15
B. Theoretical Framework .......................................................................... 16
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method .................................................................................... 19
B. Research Setting ..................................................................................... 23
C. Research Participants ............................................................................. 24
D. Instruments and Data Gathering Technique ........................................... 24
E. Data Analysis Technique ........................................................................ 26
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. Students‟ Perceptions on the Influence of Teacher‟s Written Feedback to
Grammatical Accuracy in Writing Descriptive Texts ....................................... 29
B. The Influence of Teachers‟ Written Feedback to Students‟ Writing in
Descriptive Texts .............................................................................................. 39
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ............................................................................................ 54
B. Recommendations .................................................................................. 55
REFERENCES ...................................................................................................... 57
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LIST OF FIGURES
Page
Figure 2. 1: Theoretical Framework...................................................................... 16
Figure 3. 1: Action Reflection Cycle .................................................................... 21
Figure 4. 1: Students‟ Good Perception on the Influence of Teacher‟s Written
Feedback to Grammatical Accuracy in Writing Descriptive Texts ............. 28
Figure 4.2: The Number of Students‟ Mistakes …………………..……...…...... 42
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LIST OF TABLES
Page
Table 3. 1: Writing Assessment ............................................................................ 27
Table 4. 1: The Questions Related to Writing....................................................... 29
Table 4. 2: The Questions Related to Grammar .................................................... 31
Table 4. 3: The Questions Related to Feedback in Grammar .............................. 33
Table 4. 4 The Average Score of 24 Students‟ Descriptive Texts ........................38
Table 4. 5: The Results of Paired Sample T-test .................................................. 40
Table 4. 6: The Students‟ Pre-test Writing and the Analysis in
Simple Present Tense .................................................................................... 44
Table 4. 7: The Students‟ Post-test Writing and the Analysis in
Simple Present Tense .................................................................................... 44
Table 4. 8: Students‟ Pre-test writing and the Analysis in Word Order ............... 45
Table 4. 9: Students‟ Post-test writing and the Analysis in Word Order .............. 46
Table 4. 10: Students‟ Pre-test writing and the Analysis in Clause Structure ...... 47
Table 4. 11: Students‟ Post-test writing and the Analysis in Clause Structure ..... 47
Table 4. 12: Students‟ Pre-test writing and the Analysis in
Determiner and Article .................................................................................. 48
Table 4. 13: Students‟ Post-test writing and the Analysis in
Determiner and Article .................................................................................. 48
Table 4. 14: Students‟ Pre-test writing and the Analysis in Punctuation .............. 49
Table 4. 15: Students‟ Post-test writing and the Analysis in Punctuation ............ 50
Table 4. 16: Students‟ Pre-test writing and the Analysis in Preposition ............... 50
Table 4. 17: Students‟ Post-test writing and the Analysis in Preposition ............. 51
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LIST OF APPENDICES
Appendices Page
Appendix 1. The Letter of Inquiry to Conduct the Research…….........................59
Appendix 2. The Lesson Plan for the Whole Three Meetings……............…..….61
Appendix 3. Questionnaires………………………….......................…………....70
Appendix 4. The Result of Students‟ Descriptive Texts..................……..............73
Appendix 5. The Student‟s Improvement in Each Aspect of Grammar…............80
Appendix 6. The Student‟s Mistakes in Each Aspect of Grammar..…………....87
Appendix 7. The Result of the Observation…………………………............…...90
Appendix 8. The Result of the Questionnaires…….…………..…........………...93
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1
CHAPTER I
INTRODUCTION
This chapter is divided into four major parts, namely research background,
research question, research significance, and definition of terms.
A. Research Background
As Torild and Helga (1994) argue, there are four skills in learning English
namely writing, reading, speaking, and listening. As writing is one of four skills in
learning English, it can be inferred that including writing in English as the core
competency within 2013 curriculum in Indonesia is indeed important.
Raimes (1983) states that writing is producing whole pieces of
communication and developing information, ideas or arguments for a particular
reader or a group of readers. Writing does not only deal with the arrangement of
writing content, but also deals with standard forms of grammar, vocabulary, and
organization as well. As a result, one of the products in producing whole pieces of
communication and developing information is a text.
As stated in 2013 curriculum, eighth grader students must be able to
understand some kinds of texts such as descriptive text as the basic competence.
According to McMurrey and Campman (1983), a descriptive text is a text which
describes something in detail to give information about a thing, a place, or a
person to the readers. The goal of a descriptive text is to enable the readers to
visualize a person, a place, or a thing as detailed as possible which includes the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
use of appropriate senses such as sight. However, the other senses such as smell,
hearing, touch, and taste play an important role in description as well (as cited in
Hanafitria, 2009, p. 12). Therefore, the students can avoid any misconception and
misunderstanding by writing in detail. This is the reason why writing descriptive
texts need to be learnt in the school, especially junior high school students.
According to D'Eloia (1977) junior high school students are accustomed to
exercise with patterns based on their individual language, therefore they have high
potential to make mistakes in learning English (as stated in Moran and J.Jacobi,
1990).
Similarly, Raimes (1983) argues that writing is not easy. Both teachers and
students need to have good grammatical knowledge to analyse and discover
language patterns errors which appear in the sentence, to figure out the right
diction, and to organize the idea coherently. The arrangements of writing, namely
content, standard forms of grammar, vocabulary, and organization can cause error
especially in standard forms of grammar.
Richard, et al., (2006) state that grammar is the study of syntax (word
order), clause and phrase structure, and the classification of parts of speech (e.g.
noun, verb, predicate, clause, etc.). Grammar is divided into two aspects, namely
descriptive which describes the existing patterns of sentences and generative or
transformative which the rules of grammar can be defined and can be generated
into grammatically acceptable sentences. As stated by D'Eloia (1977) that junior
high school students have high potential to make mistakes in learning English,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
feedback is used to discover language pattern error which appear in the sentences
and help them to improve their grammar accuracy in writing descriptive text.
Carson (2011) states that feedback is a response or a reaction from another
person to something people do that can be used to help people assess and improve
on their performance in the future. Bitchener, Young, and Cameron (2005) add
that there are two forms of feedback, namely direct and indirect feedback. In this
case, the researcher only uses direct feedback as the media to analyze and
discover language patterns errors that appear in the sentence in order to improve
the participant‟s grammar accuracy (as stated in Carson, 2011, p. 6)
In addition, Ken and Fiona (2006) state that direct feedback form may take
various forms including 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 (e.g., above it or in the margin) to gain better understanding in
the future. From the definition above, the researcher infers that the activities like
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 can
also be called as written feedback.
In this research, the writer would like to discover the influence of teacher‟s
written feedback towards grammatical accuracy of eighth grade students in SMP
Pangudi Luhur 1 Yogyakarta in writing descriptive texts. As the researcher was a
teacher in SMP Pangudi Luhur 1 Yogyakarta and taught eighth graders for almost
two years. The researcher wanted to develop the students‟ grammatical accuracy
in writing descriptive text considering that writing is one of four skills in learning
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
English and writing as the core competency within 2013 curriculum in Indonesia.
In addition, the teacher wants to make the students feel confident in writing a
descriptive text because a descriptive text is taught from the seventh grade of
junior high school.
The measurement of this research was obtained from the students‟
descriptive writing tests results which were conducted three times. Those three
descriptive writing tests were conducted with different kinds of topic in each
meeting. Therefore, the result of the research can be implemented into English
extracurricular teacher in the following semester.
B. Research Question
Based on the research background above, the problems are formulated into
two research questions:
1. How are the eighth grader students‟s perceptions on the influence of teacher‟s
written feedback on grammatical accuracy in writing descriptive text?
2. To what extent does the teacher‟s written feedback influence the grammatical
accuracy in writing descriptive text for eighth grader students of SMP
Pangudi Luhur 1 Yogyakarta?
C. Research Significance
The researcher expects that the research can provide benefits to:
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1. The Students of SMP Pangudi Luhur 1 Yogyakarta
The teacher‟s written feedback is expected to encourage students to
become independent learners by being aware of their mistakes in grammatical
aspects in writing descriptive text. Moreover, the students are also expected to be
able to correct their writing from teacher‟s written feedback.
2. English Teachers and English Extracurricular Teachers
For teachers in class and in extracurricular in SMP Pangudi Luhur 1
Yogyakarta, the researcher would like to introduce a new teaching and learning
strategy reference in order to know grammatical mistakes and improve the
students‟ grammar level through descriptive text. Henceforth, the students‟
writing product can be used to compare students‟ grammar level in each class.
3. ELESP Students and other Future Researchers
The researcher expects that the research can be beneficial for ELESP
students and other future researchers who are interested in conducting the same
topic of this research and do further research related to this topic in education
field.
D. Definition of Terms
This study concerns with some terms. Therefore, it is significant to clarify
some concepts in order to avoid misinterpretation. The terms that need to be
defined in this research are as follows:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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1. Feedback
Hattie and Timperley (2007) state that feedback is one of the most
powerful influences on learning and achievement. It needs to provide information
specifically relating to the task or process of learning that fills a gap between what
is understood and what is aimed to be understood. Carson (2011) states that
feedback is a response or reaction from another person to something people do
that can be used to help people assess and improve on their performance in the
future. From the thory above, the person who is responsible to give response or
reaction is the teacher. The response or reaction form is written feedback.
2. Descriptive Text
History (2015) states that a descriptive text is a text which describes a
person, a place, or a thing with some appropriate senses in order to visualize the
readers. Simple present tense is used as the language feature in the descriptive
text. In addition, McMurrey and Sue (1983) state that a descriptive text is a text
which has a purpose to give information. In this research, a descriptive text is a
text that describes people, objects, or events using appropriate details. The kind of
details are some things or some events that the writer sees, hears, smells, touches,
and tastes. Besides, the descriptive text in this research only focuses on “someone
who the writer sees or likes”. Furthermore, a descriptive text in this research is
one of the target topics to be learned by the students in English Extracurricular. In
this study, the descriptive text refers to a text which explain a person, a place, a
thing or an event in detail. The detail can be some people, places, things, or events
which the writer sees, hears, smells, touches, and tastes.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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3. Grammar Accuracy
According to Nunan (2003) “grammar is generally thought to be a set of
rule specifying the correct ordering of words at the sentence level” (as cited in
Baninda, 2015, p. 154). Yule (2010) adds that grammar is strict rules which are
used to combine words into phrases. The strict rules of combining words into
phrases aim to account for all the grammatical sequences in a language and rule
out all the ungrammatical sequences. In this study, grammar refers to a set of rules
which are used to combine words into phrases. There are two aims of the rules,
namely giving explanation about grammatical sequences in a language and
preventing the ungrammatical sequences in a language. Nunan (2003) also states
that accuracy is an ability to produce grammatically well-formed words, phrases,
and sentences (as cited in Lestari, 2011, p. 27). In short, grammar accuracy is the
ability to produce sentences with correct agreement between the subject and the
verb.
4. SMP Pangudi Luhur 1 Yogyakarta
SMP Pangudi Luhur 1 Yogyakarta is located at Jalan Timoho 2 No 29
Yogyakarta. The school has twenty one classes that are divided into three grades.
They are seventh, eighth, and nineth grades. The eighth grade consists of seven
classes containing forty two until forty four students in each class. This research
focuses on the 8B class as the participants of this research.
5. Classroom Action Research
McNiff (2002) defines that action classroom research is a powerful tool for
change and improvement at the local level. It is one of the teaching methods that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
increasing powers of analysis and heightening self-awareness, and it uses
feedback from data for ongoing cyclical process. In this study, action research is
used as an action of implementing in order to know the influence of teacher‟s
written feedback to the students‟ grammar accuracy in descriptive text. As stated
by McNiff (2002) that classroom action research uses feedback from data on
ongoing cyclical process, this research only uses one cycle with three steps of
procedure.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter has two sections, namely theoretical description and
theoretical framework. The theoretical description presents some theories related
to the research. Meanwhile, theoretical framework presents some theories that are
used to help the researcher conduct the research to answer the research question.
A. Theoretical Description
In this section, the researcher discusses the theories that are used in this
research. There are five major theories explained in this section: written feedback,
grammar, writing, desriptive text, and writing assessment.
1. Written Feedback
In this section, the researcher reviews two points about feedback, namely
the definition and the type of feedback. Those two points are used in this research
as an instrument to analyse the students‟ grammar accuracy improvement in
writing descriptive text. The theories which are presented in this section are all
essential theories that will be used in order to be able to answer the formulated
problem.
a. The Definition of Feedback
Hattie and Timperley (2007) state that feedback is one of the most
powerful influences on learning and achievement. It provides information
specifically relating to the task or process of learning that fills a gap between what
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is understood and what is aimed to be understood. In learning activities, people
who obtain feedback want to make change for better result. Similarly, Carson
(2011) states that feedback is a response or reaction from another person to
something that people do which can be used to help people assess and improve on
their performance in the future. In this research, the response or reaction is
feedback which is given by the teacher in students‟ descriptive text.
b. Types of Feedback
According to Bitchener, Young, and Cameron (2005) there are two forms
of feedback namely direct and indirect feedback. Direct or explicit feedback
occurs when a teacher identifies an error and provides the correct form, whereas
indirect feedback refers to a situation when a teacher indicates that the error has
been made but does not provide a correction, thereby leaving the students to
diagnose and correct it. In this section, the researcher only explains the theory
used in this research which is direct feedback.
1) Direct / Correction Feedback
D'Eloia (1977) argues that Junior High School students often make error in
their writing in English language learning activities. Likewise, Ken and Fiona
(2006) state that the teacher gives correction through direct feedback in the form
of 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
(e.g., above it or in the margin) in order to gain better understanding in the future.
From the definition above, the researcher infers that the activities like crossing out
an unnecessary word, phrase, or morpheme; inserting a missing word or
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morpheme; or writing the correct word or form near the erroneous form can be
called as written feedback/correction as well. Srichanyachon (2012) says that
“direct feedback is a technique correcting students‟ error by giving an explicit
written correction” (p. 11). Hence, the correction given by the teacher can help the
students to recognize their error.
In this research, the researcher gave the feedback to student‟s writing in
grammar aspect as proposed by Srichanyachon (2012). Srichanyachon (2012) says
that direct feedback should give clear explanation about the grammatical errors.
Next, the students revise their mistakes based on the correction given. In addition,
Zamel (1985) also states that in student-centred learning, tutors or teachers are
considered as the most important guiding feedback focus on textual errors related
to grammar and structure. Furthermore, more feedback on grammar is needed
with second language students (L2) because correct grammar does not come all at
once. Students will improve over time if they are given appropriate correction.
Griffin (1982) states that mechanics and style of feedback: comments, edits,
minimal marks or correction symbols that attend to textual features such as
punctuation, grammar,spelling, capitalization, the format of the essay.
2. Grammar
a. Definition of Grammar
Richard, et al. (2006) state that grammar, as far as the present review was
concerned, refers to written sentence grammar which includes the study of syntax
(word order), clause and phrase structure, and the classification of parts of speech
(e.g. noun, verb, predicate, clause, etc.)
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b. Aspects of Grammar
In this research, the researcher uses six aspects of grammar, namely simple
present tense, word order (syntax), clause structure, determiner and article,
punctuation and preposition.
1) Simple Present Tense
According to Azar (1992), simple present tense is a tense which expresses
general statements of fact and general truth. It expresses habitual or everyday
activities as well. The basic patterns of simple present tense are “subject + V1 or
V1s/es” and there must be “to be” after the subject and before the adverb/noun.
2) Word Order (Syntax)
Yule (2010) states that syntax is structure and ordering of components
within a sentence. Syntax is used to analyze syntactic structure. It is used to
arrange words to make phrases, clauses and sentences as well. Aitchison (2012)
adds that syntax is the ways in which words can be linked together to form larger
units. It is used to analyze sentences into componen parts.
3) Clause Structure
According to Yule (2010) sentence structures which is included within
other sentences structures is called as clauses. Matthews (1997) adds that clause is
a syntactic unit which includes a verb and the elements that accompany it. In this
aspect, the researcher focuses on the clause structure in modal “can” which tells
about the ability. Azar (1992) argues that the modals “can” is used to express
ability. Khorn (1986) adds that the modal auxiliaries do not change for person or
number.
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4) Articles
According to Khorn (1986), articles refer to words “a” “an” and “the”
which are used as the full form of one when the writer emphasizes the number.
Articles are divided into two categories. The words “a” and “an” belong in
indefinite article while a word “the” belongs in definite article. The words “a” and
“an” are used to indicate that something which the speaker is talking about are
being mentioned for the first time and they are not identified. In addition, the
word “the” is used to indicate that a noun has been identified. The word “the” is
not used with names of persons, languages, most countries, streets or the time of
day as well.
5) Punctuation
According to Minimum Requirement (2012) which was made by the
English Language Education Study Program of Sanata Dharma University,
punctuation has three important points. One of those three important points is the
students should use a capital letter at the beginning of every sentence, a full stop
or period (.) at the end of the statement.
6) Preposition
Robbins (2015) argues that English speaker uses preposition “in” to refer to
a large and most general place. “In” refers to longer period of time as well. While
“on” refers to more specific period of time or particular days. In addition, “at”
refers to the most specific times, certain street, specific place, exact address or
intersection.
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3. Writing
Listening, reading, speaking and writing are four skills that have to be learnt
by the students in language learning activities. In this section, the researcher will
only talk about writing. Based on Raimes (1983) writing is producing whole
pieces of communication and developing information, ideas or arguments for a
particular reader or a group of readers. Writing does not only deal with the
arrangement of writing content, but deals with standards forms of grammar,
vocabulary, and organization as well. Writing is not easy since both teachers and
students need grammatical knowledge to analyse and discover language patterns
errors that appear in the sentence, find the right diction, and organize the idea.
4. Descriptive Text
McMurrey and Sue (1983) state “description is a way to enable the reader to
visualize a person, a place, or a thing with some appropriate senses included”. (as
cited in History, 2015, p. 18). Wardiman, Jahur, and Djumas (2008) state that the
generic structure of descriptive text is divided into two parts namely identification
and description. The identification part is used to identify a phenomenon which
wants to be described. The description part is used to potray parts, qualities, or
characteristics. In addition, Wardiman, et. al. (2008) add that the language feature
which is used in descriptive text is simple present tense. Furthermore Azar (1992)
says “simple present expresses general statement of facts and timeless truths”
(p.13).
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5. Writing Assessment
In writing activities, assessing is needed in order to measure the students‟
understanding. Besides, assessing can also be used to see the students‟
improvement in writing tasks.
In this research, the researcher created writing assessment which is
synthesized from Richard, et al. (2006). Richard, et al. (2006) state that grammar
includes the study of syntax (word order), clause and phrase structure, and the
classification of parts of speech (e.g. noun, verb, predicate, clause, etc.). In
addition, the writing assessment is synthesized from Azar (1992) who states that
simple present expresses general statement of facts and timeless truths.
The results of synthesizing the theories created writing assessment in
grammar aspects namely simple present tense, word order, clause structure,
determiner and article, punctuation and preposition.
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B. Theoretical Framework
The theoretical framework based on the theories is synthesized and
displayed in the following figure which is adapted from Hariadi (2016)
Figure 2. 1: Theoretical Framework
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In this section, the researcher summarizes and synthesizes all major
relevant theories which will help the researcher conduct the study to answer the
research problem. The research problem is the extent to which teacher‟s written
feedback can influence the grammatical accuracy in writing descriptive text.
In writing, the students may apply some rules in their writing product, but
the rules may be wrong or may need to be corrected. In this condition the value
from Ken and Fiona (2006) that direct feedback may take various forms, including
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 (e.g.,
above it or in the margin) in order to gain better understanding in the future. The
various forms of direct feedback are helpful to help the students to correct their
sentence structure in the writing product.
There are two forms of feedback according to Bitchener, Young and
Cameron (2005), namely direct and indirect feedback. Direct or explicit feedback
occurs when the teacher identifies an error and provides the correct form, while
indirect feedback refers to situation when the teacher indicates that the error has
been made but does not provide a correction, thereby leaving the students to
diagnose and correct it. In this section, the researcher only explains the theory
used in this research which is direct feedback.
Furthermore, the researcher wants to use descriptive text writing to be
analyzed in this research. According to McMurrey and Sue (1983) descriptive
writing refers to a text which lists the characteristics of something or someone that
you want to picture. The goal of description is to enable the reader to visualize a
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person, a place, or a thing, you must provide as much detail, and the right kind of
detail, as possible.
In this research, the researcher uses Classroom Action Research (CAR) as
the methodology. The theories about this methodology are taken from McNiff
(2002), Cohen, Manion, and Morrison (2013), and Stenhouse (1979). There are
four main stages model based on Lewin (1984) which is called action-reflection
cycle as the procedure, namely planning, acting, observating, and reflecting. From
ongoing cyclical, the researcher only used one action-reflection cycle. This action-
reflection cycle guided the writer in conducting the research. There are six
grammar aspects, namely simple present tense, word order, clause
structure,determiner and article, punctuation and preposition that are used to
assess the students‟ descriptive writing tests.
In order to know the students‟ perception about the influence of teacher‟s
written feedback, the theory of writing by Raimes (1983), grammar by Richard, et
al., (2006) and Ken and Fiona (2006) were applied. Those theories were also used
to make questions of the questionnaires.
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CHAPTER III
RESEARCH METHODOLOGY
The methodology used in conducting the research will be presented in this
chapter. It covers research method, research setting, research participants,
instruments and data gathering technique, and data analysis technique.
A. Research Method
The research was conducted by employing Classroom Action Research
(CAR). This method was used in order to answer the research question which was
“to what extent does the teacher‟s written feedback influence the grammatical
accuracy in writing descriptive text for 8th grader students of SMP Pangudi
Luhur 1 Yogyakarta”. Based on the research question, the appropriate method of
conducting this research is Classroom Action Research.
Burns (1994) states that classroom action research is the application of
fact finding to practical problem solving in a social situation with a view to
improving the quality of action within it, involving the collaboration and
operation of researchs, practitioners and laymen.
Based on this research, the researcher found a problem related to the
influence of teacher‟s written feedback on grammatical accuracy. To what extend
teacher‟s written feedback influence the grammatical accuracy in writing
descriptive text for 8th grader students. After seeing the main problem, the
researcher tried to find the answer related to the problem and implementing the
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suitable solution. The researcher tried to apply teacher‟s written feedback in an
action classroom research with three meetings as the solution.
McNiff (2002) states that classroom action research is a powerful tool for
change and improvement at the local level. It is one of the teaching method that
are increasing powers of analysis and heightening self-awareness, and its uses
feedback from data for ongoing cyclical process. In addition, McNiff (2002) also
argues that the power of analysis and heightening self-awareness also called as
self-reflective practice because it requires individuals or practitioners to reflect
their own works.
Corey (1953) argues that action classroom research is a process in which
practitioners study problems scientifically in order to evaluate, improve and
practice from the feedback given. He also states that the aim of action classroom
research is increasing practical improvement into better understanding based on
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practice for the practitioner. In this research, the practitioners are the eighth grader
students of SMP Pangudi Luhur 1 Yogyakarta.
McNiff (2002) argues that action research sets eight-stages model as the
procedure for action classroom research namely reviewing the current practice,
identifying an aspects which want to be improved, imagining a way forward on
the practice, trying the new method, monitoring and reflecting on what happens,
modifying the plan in the light of what has been found, what has happenend and
continue, evaluating the modified action, and the last continuing the method until
it is satisfied.
However, the researcher summarizes eight stages model into four main
stages model based on Lewin (1984) which is called action-reflection cycle as the
procedure (as cited in McNiff, 2002, p. 41).
Figure 3. 1: Action Reflection Cycle
The activities of reviewing the current practice and identifying aspects
which wanted to be improved belonged to Planning. The Acting process belonged
to the implementation of the planning, imagining a way forward on the practice,
Planning
Acting
Observing
Reflecting
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trying the new method, modifying the plan in the light of what has been found,
what has happenend and continued could be implemented in this process. After
implementing the action, the Observing process belonged to the observing the
results of data find out the purpose of the research. Reflecting process belonged to
sharing the results and reflecting the process. In this process, the results of data
observations were concluded.
In the planning process, in order to see the aspect that the student wished
to improve and the improvement, the students were asked to make a writing
product. After that the teacher identified the writing product and gave feedback on
it. In this research, the topic of the writing was a descriptive text. The more
specific topic was describing people. The writing product in this cycle was called
as pre-test.
The second procedure was acting, as acting is the implementation of
planning, the teacher explained the material about descriptive text and the general
feedback which was given to the students in the beginning of the test. In this
procedure, the writing product was called as test.
The next process was observing. As observing process belonged to the
observing the results of data find out the purpose of the research, in this process
all the data from the planning and acting were analyzed.
The last procedure was reflection, in the reflection the teacher reviewed
the materials about the descriptive text and general feedback which was given to
the student in their test. In this last procedure, the teacher also gave the students a
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final writing test or called as post-test in order to see the improvement of the
student.
B. Research Setting
The research was conducted in English extracurricular of SMP Pangudi
Luhur 1 Yogyakarta. English extracurricular is a compulsory course in SMP
Pangudi Luhur 1 Yogyakarta for students in the seven and eight grade. The course
takes 90 minutes in every meeting. The learning activities in the class are under
the guide of tutor from undergraduate students of English Language Education
Department of Sanata Dharma University. The tutors are encouraged to help
students develop four English skills.
In organizing the English extracurricular learning process, SMP Pangudi
Luhur 1 Yogyakarta gives full authority to the tutors to decide what kind of
language focus, teaching method, teaching approach, and teaching technique the
tutors may use. Moreover, the tutors have their rights to design the learning
handout, quizzes, assignments, and any kind of assignments. Furthermore, in the
learning process of English extracurricular there is no specific competency that a
student needs to accomplish in each English extracurricular level.
In detail, the research was done in April, the academic year of 2016/2017
consists of three meetings. The first meeting was conducted on April 11, 2017.
The second meeting was conducted on April 17, 2017. The third meeting was
done on April 24, 2017. In this case, the different topics of descriptive text were
provided in each meeting.
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C. Research Participants
The participants of this research were 8B students of SMP Pangudi Luhur 1
Yogyakarta. The class consisted of 44 students, but the researcher only chose 24
students who joined the whole meetings of this research and completed all the
tests. While the 20 students did not join the whole meetings of this research and
did not complete all the tests.
D. Instruments and Data Gathering Technique
The data gathering techniques were used to find the result of this research.
This research consisted of three steps of data gathering technique, namely
descriptive writing test, questionnaires, and observation.
1. Descriptive Writing Tests
This research used students‟ descriptive writing tests as the data gathering
technique. The tests were held three times of extracurricular meeting hour. The
researcher only uses one cycle based on action-reflection cycle by Lewin (1946 as
cited in McNiff, 2002, p. 41) which is divided into three meetings namely pre-test,
test, and post- test. The evaluations of the three tests are based on the same
scoring rubric. The use of the same level of difficulty and scoring rubric aim to
find a supportive data to answer the extent to which written feedback could help
the grammatical accuracy students in writing. Eventhough this research consisted
of three meetings, but the researcher only used two meetings called as pre-test and
post-test to know the extent to which written feedback could help the grammatical
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accuracy students in writing descriptive text. The pre-test is used to measure the
students‟ current level of writing ability and understanding on the use of writing
elements; whereas the post-test is used to identify the students‟ understanding and
the progress. In this tests, the students are required to identify mistakes on the
grammatical accuracy.
2. Questionnaires
The questionnaires were used as a supportive data to answer the students‟
perception to which teacher‟s written feedback could help improve the
grammatical accuracy students in writing English. There were fifteen close-ended
questions which had to be marked in each question.
3. Observation
Marshall and Rossman (1995) as cited in Cohen, Manion, and Morrison
(2013) say that observation is looking systematically on people, events,
behaviours, settings, and routines and so on. Observation is a research process that
offers an investigator the opportunity to gather „live‟ data from naturally occurring
social situation. Observation method has the potential to yield more valid data
than interferential method.
Observation checklist contained list of statements that were observed
during the English extracurricular teching-learning class in one of the meeting or
cycle. It was needed to observe teacher and students‟ condition, and teacher and
students‟ participation in following the English extracurricular teching-learning
class activities. Besides, the observation here was used as one of the a supportive
data to measure the triangulation. The observer of the observation was the other
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teacher who also teach in the same school and conducted classroom action
research.
E. Data Analysis Technique
1. Descriptive Writing Tests
In this research, the researcher had a technique to analyse the collected
data. There was a technique used in this research by analysing the students‟
descriptive writing test. In order to find out the influence of the teacher‟s written
feedback, the teacher compared the first descriptive test before the students are
given the feedback (pre-test), the second descriptive test after the students are
given the feedback (cycle 1), and the last descriptive test where the teacher is sure
that the students are mastering the material (post-test). In analysing the students‟
descriptive writing test, the researcher created writing assessment which
synthesized from Richard, et al., (2006) who states that grammar includes the
study of syntax (word order), clause and phrase structure, and the classification of
parts of speech (e.g. noun, verb, predicate, clause, etc.) and synthesized the theory
from Azar (1992) who says that simple present expresses general statement of
facts and timeless truths. As descriptive text is a text which visualizing a person, a
place, or a thing as detailed as possible which includes the use of appropriate
senses, hence descriptive text can be concluded as general statement of facts as
well.
The results of synthesizing the theories created writing assessment in
grammar aspects namely simple present tense, word order, clause structure,
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determiner and article, punctuation and preposition. The results of the analysis
technique can be seen by the score the students had from the first until the third
test.
Table 3. 1: Writing Assessment
No The Grammar Aspects Score
1 Simple Present Tense 5 4 3 2 1
2 Word Order 5 4 3 2 1
3 Clause Structure 5 4 3 2 1
4 Determiner and Article 5 4 3 2 1
5 Punctuation 5 4 3 2 1
6 Preposition 5 4 3 2 1
Notes :
Score 5 with 0 mistakes
Score 4 with 1-5 mistakes
Score 3 with 6-10 mistakes
Score 2 with 11-15 mistakes
Score 1 with 16 or more mistakes
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2. Questionnaires
The data from questionnaires was presented in percentage. The formula of
the students‟ answer is as follows :
Notes :
a :percentage of students‟ answers
n : the number of students who answer
∑N : the total number of students who finish the questionnaires
After the percentage of students‟ answer was known, the formula was used
to find out the average of each student‟s answer were as follows:
Notes:
X : average of each students‟ answer
∑N : total percentage of students‟ answer
m : the number of questions
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter is divided into two parts. First part is research results and
discussion of students‟ perceptions about the influence of the teacher‟s written
feedback to grammatical accuracy in writing descriptive text. The second part is
research results and discussion to answer the research question namely to what
extent the teacher‟s written feedback influences the grammatical accuracy in
writing descriptive text of 8th grader students.
A. Students’ Perceptions on the Influence of Teacher’s Written Feedback to
Grammatical Accuracy in Writing Descriptive Text
In this research, the researcher used questionnaires in order to collect the
data. The questionnaires consisted of 15 close-ended statements. The purpose of
the 15 close-ended statements were to identify the students‟ perceptions on the
influence of teacher‟s written feedback. In the close-ended statements, the
students were given options to confirm their statements in scale one to four. Scale
one indicated that they strongly disagree with the statements. Scale two indicated
that they disagree with the statements. Scale three indicated that they agree with
the statements. Scale four indicated that they strongly agree with the statements
stated in the questionnaires. The data of students‟ perceptions through the
influence of teacher‟s written feedback to grammatical accuracy in writing
descriptive text are shown in Figure 4.1.
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Figure 4. 1 Students’ Good Perception on the Influence of Teacher’s Written
Feedback on Grammatical Accuracy in Writing Descriptive Text
Based on the results of the questionnaires given by the researcher, there
were 37 from 44 students who completed the questionnaires. There were 7
students who did not do the questionnaires. Figure 4.1 showed that the students
had good perceptions on the influence of teacher‟s written feedback to
grammatical accuracy in writing descriptive text. It was proven by the percentage
of the questionnaires results. There were 36% of the students who strongly agreed
and had good perceptions on the influence of teacher‟s written feedback to
grammatical accuracy in writing descriptive text. There were 56% of the students
who agreed and had good perceptions on the influence of teacher‟s written
feedback to grammatical accuracy in writing descriptive text. Only 7% out of
100% who disagreed and did not have good perceptions on the influence of
teacher‟s written feedback to grammatical accuracy in writing descriptive text.
While the rest, there were 1% of the students who strongly disagreed and did not
have good perception on the influence of teacher‟s written feedback to
1%
7%
56%
36%
Strongly Disagree on the Influence of
Teacher‟s Written Feedback
Disagree on the Influence of
Teacher‟s Written Feedback
Agree on the Influence of Teacher‟s
Written Feedback
Strongly Agree on the Influence of
Teacher‟s Written Feedback
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grammatical accuracy in writing descriptive text. The percentage of the students
who strongly agreed and disagreed was slightly different, however the percentage
of students who strongly agreed was higher than the percentage of students who
disagreed and did not have good perceptions on the influence of teacher‟s written
feedback to grammatical accuracy in writing descriptive text.
The questions of the questionnaire were classified into three parts
considering the theory of : writing, grammar and feedback on grammar.
1. Writing
According to Raimes (1983), writing is producing whole pieces of
communication and developing information, ideas or arguments for a particular
reader or a group of readers. Writing does not only deal with the arrangement of
writing content, but also deals with standards forms of grammar, vocabulary, and
organization. Writing needs grammatical knowledge to analyze and discover
language patterns errors appear in the sentence, find the right diction, and
organize the idea.
From those 15 statements, there were 3 statements related to writing.
Those 3 statements were described in table 4.7. as follows:
Table 4. 1 The statements related to writing
Statements Answer Types
1
(SD)
2
(D)
3
(A)
4
(SA)
Writing is one of the important parts in English 3% 0% 72% 25%
Writing in English is easy 0% 17% 64% 19%
I like writing in English 3% 33% 44% 19%
Average 2% 17% 60% 21%
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Notes:
SD : Strongly Disagree A : Agree
D : Disagree SA : Strongly Agree
From the table 4.1, there were 72% of the students who agreed that writing
was one of the important parts in English. There were 25% of the students who
agreed that writing was one of the important parts in English. In contrast, there
were 3% of the students who strongly disagreed that writing was one of the
important parts in English. In the second statement related to writing, there were
64% of the students who agreed that writing in English was easy. There were 19%
of the students who strongly agreed that writing in English was easy. In contrast,
there were 17% who disagreed that writing in English was easy. In the third
statement related to writing, there were 44% who agreed that the students liked
writing in English. There were 19% who strongly agreed that the students liked
writing in English. In contrast, there were 33% who disagreed and 3% who
strongly disagreed that the students did not like writing in English.
In short, there were 60% who agreed that writing was one of the important
parts in English. Furthermore, writing in English was easy and the students liked
writing in English. There were 21% who strongly agreed that writing was one of
the important parts in English. Henceforth, writing in English was easy and the
students liked writing in English. In contrast, there were 17% who disagreed. The
students stated that writing was not one of the important parts in English. In the
same way, the students stated that writing in English was difficult and the students
did not like writing in English. There were 2% who strongly disagreed that
writing was one of the important parts in English. Furthermore, the students stated
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that writing in English was difficult and the students did not like writing in
English.
2. Grammar
Richard, et al., (2006) state that written sentence grammar includes of the
study of syntax (word order), clause and phrase structure, and the classification of
parts of speech (e.g. noun, verb, predicate, clause, etc.). From those 15
statements, there were 2 statements classified into grammar. Those 2 statements
were described in table 4.8. as follows:
Table 4. 2 The statements related to grammar
Notes :
SD : Strongly Disagree A : Agree
D : Disagree SA : Strongly Agree
From the table 4.2, there were 58% of the students who strongly agreed that
the students must have knowledge about grammar in writing English. There were
39% of the students who agreed that they must have knowledge about grammar in
writing English. Whereas, 3% who disagreed that the students must have
knowledge about grammar in writing English. In the second statement related to
grammar, there were 56% who strongly agreed that grammar was the important
aspect in writing English. There were 39% who agreed that grammar was the
Statements
Answer Types
1
(SD)
2
(D)
3
(A)
4
(SA)
I must have knowledge about grammar in
writing English 0% 3% 39% 58%
Grammar is the important aspect in writing
English 0% 6% 39% 56%
Average 0% 5% 39% 57%
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important aspect in writing English. In contrast, there were 6% of the students
who disagreed that grammar was the important aspect in writing English.
In other words, there were 57% of the students who strongly agreed and
39% of students who agreed that writing in English needed knowledge about
grammar since grammar was the important aspect in English writing. On the
contrary, there were 5% of the students who disagreed and 0% who strongly
disagreed that writing in English needed knowledge about grammar since
grammar was the important aspect in English writing. In conclusion, there were
57% of the students who strongly agreed that grammar was the important aspect
in writing English. In addition, the students must have knowledge about grammar
in writing English. From those two statements related to grammar, there was 0%
who strongly disagreed about the questions.
3. Feedback on Grammar
Hyland (2006) states that direct feedback form may take various form,
including 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 (e.g., above it or in the margin) in order to gain better
understanding in the future. From the definition above, the researcher infers that
the activities like 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 can also called as written feedback/correction. In addition,
Srichanyachon (2012) states that direct feedback is a technique correcting
students‟ error by giving an explicit written correction. The correction given by
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the teacher helps the students to recognize their error as it is near the erroneous
form.
Table 4.3 The statements related to feedback in grammar
Statements
Answer Types
1
(SD)
2
(D)
3
(A)
4
(SA)
The feedback in grammar part given by the teacher
are needed in writing English 0% 3% 58% 39%
I feel happy with the feedback in grammar part
given by the teacher 0% 6% 64% 31%
Feedback make me feel more motivated to write in
English by pay more attention in grammar 0% 8% 58% 33%
The feedback in grammar part given by the teacher
make me understand my mistakes in grammar 0% 8% 56% 36%
The feedback in grammar part given by the teacher
help me analyse my mistakes in grammar 0% 8% 56% 36%
The feedback in grammar part given by the teacher
help me analyse my mistakes in word order 0% 3% 61% 36%
The feedback in grammar part given by the teacher
help me analyse my mistakes in clause structure 3% 3% 47% 47%
The feedback in grammar part given by the teacher
help me analyse my mistakes in punctuation 0% 8% 61% 31%
The feedback in grammar part given by the teacher
help me analyse my mistakes in determiner and
article; like a, an, the. 3% 0% 64% 33%
The feedback in grammar part given by the teacher
help me analyse my mistakes in preposition 0% 3% 61% 36%
Average 1% 5% 59% 36%
Notes :
SD : Strongly Disagree A : Agree
D : Disagree SA : Strongly Agree
From the table 4.3, there were 58% of the students who agreed that the
feedback in grammar part given by the teacher were needed in writing English.
There were 39% of the students who strongly agreed that the feedback in grammar
part given by the teacher were needed in writing English. In contrary, there were
3% of the students who disagreed that the feedback in grammar part given by the
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teacher were needed in writing English. In the second statement related to
feedback in grammar, there were 64% of the students who felt happy with the
feedback in grammar part given by the teacher. There were 31% of the students
who felt strongly happy with the feedback in grammar part given by the teacher.
In contrast, there were 6% of the students who were not happy with the feedback
in grammar part given by the teacher. In the third statement related to feedback in
grammar, there were 58% of the students who agreed that feedback made them
feel more motivated to write in English by paying more attention in grammar.
There were 33% of the students who strongly agreed that feedback made them
feel more motivated to write in English by paying more attention in grammar. In
contrast, there were 8% of the students who disagreed that feedback made them
feel more motivated to write in English by paying more attention in grammar.
In the fourth statement related to feedback in grammar, there were 56% of
the students who agreed that feedback in grammar part given by the teacher made
them understand their mistakes in grammar. There were 36% of the students who
strongly agreed that feedback in grammar part given by the teacher made them
understand their mistakes in grammar. In contrast, there were 8% of the students
who disagreed that feedback in grammar part given by the teacher made them
understand their mistakes in grammar. In the fifth statement related to feedback in
grammar, there were 56% of the students who agreed that feedback in grammar
part given by the teacher helped them analyse their mistakes in grammar. There
were 36% of the students who strongly agreed that the feedback in grammar part
given by the teacher helped them analyse their mistakes in grammar. In contrast,
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there were 8% of the students who disagreed that feedback in grammar part given
by the teacher helped them analyse their mistakes in grammar.
In the sixth statement related to feedback in grammar, there were 61% of
the students who agreed that feedback in grammar part given by the teacher
helped them analyse their mistakes in word order. There were 36% of the students
who strongly agreed that the feedback in grammar part given by the teacher
helped them analyse their mistakes in word order. In contrast, there were 3% of
the students who disagreed that feedback in grammar part given by the teacher
helped them analyse their mistakes in word order.
In the seventh statement related to feedback in grammar, there were 47%
of the students who agreed that feedback in grammar part given by the teacher
helped them analyse their mistakes in clause structure. There were 47% of the
students who strongly agreed that the feedback in grammar part given by the
teacher helped them analyse their mistakes in clause structure. In contrast, there
were 3% of the students who disagreed and 3% of the students who strongly
disagreed that feedback in grammar part given by the teacher helped them analyse
their mistakes in clause structure.
In the eighth statement related to feedback in grammar, there were 61% of
the students who agreed that feedback in grammar part given by the teacher
helped them analyse their mistakes in punctuation. There were 31% of the
students who strongly agreed that the feedback in grammar part given by the
teacher helped them analyse their mistakes punctuation. In contrast, there were
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8% of the students who disagreed that feedback in grammar part given by the
teacher helped them analyse their mistakes punctuation.
In the ninth statement related to feedback in grammar, there were 64% of
the students who agreed that feedback in grammar part given by the teacher
helped them analyse their mistakes in determiner and article. There were 33% of
the students who strongly agreed that the feedback in grammar part given by the
teacher helped them analyse their mistakes in determiner and article. In contrast,
there were 3% of the students who strongly disagreed that feedback in grammar
part given by the teacher helped them analyse their mistakes in determiner and
article.
In the tenth statement related to feedback in grammar, there were 61% of
the students who agreed that feedback in grammar part given by the teacher
helped them analyse their mistakes in preposition. There were 36% of the students
who strongly agreed that the feedback in grammar part given by the teacher
helped them analyse their mistakes in preposition. In contrast, there were 3% of
the students who disagreed that feedback in grammar part given by the teacher
helped them analyse their mistakes in preposition.
In general, there were 59% of the students who agreed and 36% of
students who strongly agreed that teacher's written feedback in grammar aspect
were needed in writing English and it helped the students to understand their
mistakes in grammar. Moreover, by being given the feedback, the students were
also motivated to write in English by paying more attention to grammar. On the
contrary, there were 5% of the students who disagreed and 1% who strongly
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disagreed that teacher's written feedback in grammar part were needed in writing
English and it helped the students to understand their mistakes in grammar.
In short, the average showed that 59% of the students who agreed that
teacher's written feedback in grammar aspect were needed in writing English and
it helped the students to understand their mistakes in grammar. Furthermore, the
feedback in grammar part given by the teacher helped the students analyse their
mistakes in grammar. In the same way, the students felt more motivated to write
in English by paying more attention in grammar by given the feedback.
B. The Influence of Teachers’ Written Feedback to Students’ Writing in
Descriptive Text
In this research, the students were given written feedback by the teacher.
The teacher‟s written feedback was expected to help the students to assess their
writing test and improve their grammar accuracy. In the same way, Carson (2011)
states that feedback is a response or reaction from another person to something
people does that can be used to help people assess and improve on their
performance in the future.
The influence of teacher‟s written feedback to grammar accuracy was
limited in terms of six grammar aspects, namely word order (W), determiner and
article (D&A), preposition (P), simple present tense (T), clause structure (C), and
punctuation (P) which synthesized theories from Richard, et al., (2006) and Azar
(1992).
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The participants of this research were 8B class students in SMP Pangudi
Luhur 1 Yogyakarta. The class consisted of 44 students. They had been given
three descriptive text tests. The first test was categorized as Pre-test. The second
test was categorized as Cycle 1 test. The last test was categorized as Post-test. The
details of students‟ descriptive writing scores for the pre-test, test, post-test are
described in Table 4.4.
Table 4. 4 The score and the average of 24 students’ descriptive text
Student
The Score
Pre-Test Cycle 1 Post-Test
1 76 90 86
2 73 80 80
3 80 83 86
4 76 86 83
5 83 93 96
6 80 90 93
7 80 90 96
8 83 93 93
9 90 93 86
10 76 83 83
11 83 93 86
12 86 83 90
13 83 100 100
14 83 90 83
15 93 86 90
16 86 90 80
17 70 83 80
18 73 86 93
19 80 86 90
20 83 83 86
21 76 83 90
22 80 86 90
23 80 70 93
24 73 86 90
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Table 4.4 showed the results of whole descriptive writing tests that were
done by 24 students. The average score showed that the influence of teacher‟s
written feedback helped the students in increasing grammatical accuracy in
descriptive text. It could be proven by the average score from the pre-test, test,
and post-tests. In the pre-test the average score was 80.25. In the second test or
called as test, the average score was 86.92. In the post-test, the average score was
88.46.
The researcher presented a paired sample t-test results as stronger evidence
that the influence of teacher‟s written feedback helped the students in increasing
grammatical accuracy in descriptive text as well. The data is presented below:
Table 4.5 The results of Paired Sample T-test
Average 80.25 86.92 88.46
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From the data above, there was a significant difference in the scores for
students‟ pre-test (M=80, 2500, SD=5, 53448) and the students‟ post-test (M=88,
4583, SD=5, 42922) conditions; t (23)-5,820, p=0.000. Since the p-value which
was less than 0.05, these results showed that teacher‟s written feedback did
improve students‟ grammar accuracy in descriptive text. It was consistent with
Hattie and Timperley (2007) who state that feedback is one of the most powerful
influences on learning and achievement.
In addition, the improvements of the students‟ descriptive texts were seen
in six grammar aspects columns, namely word order (W), determiner and article
(D&A), preposition (P), simple present tense (T), clause structure (C), and
punctuation (P) which can be seen in appendix section. The number in the
columns contained the students‟ mistakes
As the researcher has explained previously that the improvement is seen
from the S (score), there were 10 students whose descriptive texts improved.
There were 7 students whose descriptive texts improved only in cycle 1 yet the
post-test scores were lower. There were 4 students whose descriptive texts
improved in the cycle 1 yet still got the same score in the post-test. There were 2
students whose descriptive texts did not improve in the cycle 1 yet still improved
in the post test. There was only 1 student whose descriptive text did not improve.
Based on those 24 students, the improvement of the grammar aspects in
every test was different. The differences of improvement in grammar aspects were
completed from the pictures of students‟ descriptive writing texts in the
appendices. Those pictures showed the first descriptive writing test to the third
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43
descriptive writing test. They were compared in order to analyze the improvement
of grammar aspects in descriptive writing.
In addition, the researcher presented the figure of students‟ mistakes in
grammar from the pre-test until the post test. The details of students‟ mistakes in
grammar from the pre-test until the post-test are described in figure 4.2.
Figure 4. 2 The number of students’ mistakes
As it is shown in Figure 4.2, there were six aspects of grammar namely
tense, word order, clause structure, determiner and article, punctuation, and
preposition. In this section, the researcher intended in explaining each of the
apects. The first aspect was tense aspect, the number of students‟ mistakes in the
pre-test were 81 and the test were 71, while the post-test were 58. From the pre-
test, the mistakes were reducing 23 points in the post-test. The Second aspect was
81
35
37
33
12
2
54
71
12
24
65
45
7
58
2
22
29
69
4
Tense Word order Clausestructure
Determinerand Article
Punctuation Preposition
Pre-test Test Post-test
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word order. In the word order, the number of students‟ mistakes in the pre-test
were 35 and the test were 12. While in the post-test were 2.
From the pre-test, the mistakes were reducing 33 points in the post-test.
The third aspect was clause structure. In the clause structure aspect, the number of
students‟ mistakes in the pre-test were 37 and the test were 24. While the post-test
were 22. In this aspect the mistakes were reducing 15 points from the pre-test.
Fourth aspect was determiner and article. In the determiner and article aspect the
number of students‟ mistakes in the pre-test were 33 and the test were 65 while in
the post-test were 29. From the pre-test, the mistakes were reducing 4 points in the
post-test. The fifth aspect was punctuation. In the punctuation aspect the number
of students‟ mistakes in the pre-test were 122 and the test were 45 while the post-
test were 69. From the pre-test, the mistakes were reducing 53 points in the post-
test. The last aspect was preposition. In the last aspect, the number of students‟
mistakes in the pre-test were 54 and the test were 7 while the post-test were 4.
From the pre-test, the mistakes were reducing 50 points in the post-test.
From this data, it could be concluded that the influence of teacher written
feedback was effective to reduce the mistakes on grammatical accuracy in writing
descriptive text made by eighth graders students of SMP Pangudi Luhur 1
Yogyakarta. The researcher presents the data about the students‟ improvement in
six grammar aspects namely tense, word order, clause structure, determiner and
article, punctuation, and preposition In detail as follows.
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1. Students’ Improvement in Aspect of Tense (Simple Present Tense)
In terms of tense, the number of students‟ mistakes in the pre-test were 81
and 58 for the post-test. It was good because the students‟ mistakes were reduced
23 points. In this part, the researcher presents some mistakes which were made by
the students in term of tense both in pre-test and post-test as follows:
a. Students’ Pre-Test
Table 4.6 Students’ pre-test writing and the analysis in simple present tense
The Students‟ Writing The Correct Form
Name : ………………….
I a fivethey herold
Address: …………………
My height 185cm
I not get a glasses
My habit playing game
My eyes is brown
My job student
My eyes is small and black
My name Jeva
My favorite drink and food is …………
My names is ……………
I am fifteen years old
I live …………………
My Address is ………….
My height is 185cm
I do not wear glasses
My habit is playing game
My eyes are brown/ I have
brown eyes
I am a student
My eyes are small and black
My name is Jeva
My favorite drink and food
are………
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b. Students’ Post-test
Table 4.7 Students’ post-test writing and the analysis in simple present tense
The Students‟ Writing The Correct Form
Her height 175 cm
Her weight 120kg
She have
She live
She is like KFC
Her height is
Her weight is 120kg
She has
She lives
She likes
Based on the analysis, generally the students did not write “to be” after the
subject. While according to Azar (1992), simple present tense basic patterns are
“subject + V1 or V1s/es” and there must be “to be” after the subject and before
the adverb/noun. Therefore, the students needed to improve their grammatical
accuracy.
Teacher‟s written feedback was used as the media in order to improve the
student‟s grammatical accuracy. It could be seen by the student‟s average of
mistakes which was reduced 1 point in simple present tense. In other words, the
influence of teacher‟s written feedback could help the student to improve their
grammar accuracy especially in simple present tense.
2. A students’ Improvement in Aspect of Word Order
In terms of tense, the number of students‟ mistakes in the pre-test were 35
and 2 for the post-test. It was good because the students‟ mistakes were reduced
33 points. In this part, the researcher presents some mistakes which were made by
the students in term of word order both in pre-test and post-test as follows:
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a. Students’ Pre-Test
Table 4.8 Students’ pre-test writing and the analysis in word order
The Students‟ Writing The Correct Form
I have long wavy hair and black
I have black short hair
I have black browny wavy hair
I have long black hair is straight
I have long wavy black hair
I have short black hair
I have wavy black browny hair
I have long straight black hair
b. Students’ Post-Test
Table 4.9 Students’ post-test writing and the analysis in word order
The Students‟ Writing The Correct Form
Her drinks favorite are …….. Her favorite drinks are…
In terms of word order, generally the students wrote “long wavy hair and
black” while the correct form based on the adjective order of descriptive text, the
first order is length, the second is type of hair, and then color, after that noun. In
short, the correct form is “long wavy black hair”.
Teacher‟s written feedback was given in the student‟s writing test.
Moreover, the teacher explained the material about descriptive text before the test,
reviewed the material about descriptive text before the post-test and explained the
student‟s mistakes in general as well. As stated previously that the mistakes were
decrease, it could be concluded that teacher‟s written feedback was helpful in
decreasing mistakes which were made by the student.
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3. Students’ Improvement in Aspect of Clause Structure
In terms of clause structure, the number of students‟ mistakes in the pre-
test was 37 and 22 for the post-test. It was good because the students‟ mistake
were reduced 15 points. In this part, the researcher presents some mistakes which
were made by the students in term of clause structure both in pre-test and post-test
as follows:
a. Students’ Pre-Test
Table 4.10 Students’ pre-test writing and the analysis in clause structure
The Students‟ Writing The Correct Form
My hobby is play
My hobbies are listening to the music,
watch movies and sleep
My abilities is basketball and playing guitar
My hobby is playing
My hobbies are listening to the
music, watching movies and
sleeping
My abilities are playing
basketball and playing guitar
b. Students’ Post-Test
Table 4.11 Students’ post-test writing and the analysis in clause structure
The Students‟ Writing The Correct Form
His hobbies is play basketball His hobby is playing basketball
In this case, the students wrote “I can singing” while according to Khorn
(1986) the modal auxiliaries do not change for person or number. It could be
concluded that the right form of “I can singing” was “I can sing”. In general
analysis, the students made mistake in writing the clause structure. As stated
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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previously that the mistakes decreased, it could be concluded that teacher‟s
written feedback was helpful in decreasing mistakes which were made by the
student. Therefore, the teacher always gave her written feedback to the students‟
writing test. Moreover, the teacher explained the material about descriptive text
before the test, reviewed the material about descriptive text before the post-test
and explained the student‟s mistakes in general as well in order to prevent the
students make the same mistakes in the future.
4. Students’ Improvement in Aspect of Determiner and Article
In terms of determiner and article, the number of students‟ mistakes in the
pre-test were 33 and 29 for the post-test. In this part, the researcher presents some
mistakes which were made by the students in term of word order both in pre-test
and post-test as follows:
a. Students’ Pre-Test
Table 4.12 Students’ pre-test writing and the analysis in determiner and article
The Students‟ Writing The Correct Form
I have flat nose
I have oval / round face
I have a brown eyes
I have a short hair
I have a brown colored skin
I student
I don‟t wear a glasses
I have a flat nose
I have an oval
I have brown eyes
I have short hair
I have brown skin
I am a student
I don‟t wear glasses
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b. Students’ Post-Test
Table 4.13 Students’ post-test writing and the analysis in determiner and article
The Students‟ Writing The Correct Form
She has small nose
He is student
He has handsome face
She has beautiful face
He is nice person
He has a sexy lips
She has a small nose
He is a student
He has a handsome face
She has a beautiful face
He is a nice person
He has a sexy lip
In general analysis, the number of mistakes were reduced 4 points. The
students did not put “a” or “an” before explaining something which was singular.
Some of the students wrote “I have flat nose”. While according to Khorn (1986),
the words “a” and “an” are used as the full form of one when we emphasize the
number. In additional, “a” and “an” are used to indicate that something which the
speaker is talking about are being mentioned for the first time and they are not
identified. In short, the correct form is “I have a flat nose” because the student
only has one nose.
5. Students’ Improvement in Aspect of Punctuation
In terms of punctuation, the number of students‟ mistakes in the pre-test
were 122 and 69 for the post-test. It was good because the students‟ mistake were
reduced 53 points. In this part, the researcher presents some mistakes which were
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made by the students in term of punctuation both in pre-test and post-test as
follows:
a. Students’ Pre-Test
Table 4.14 Students’ pre-test writing and the analysis in punctuation
The Students‟ Writing The Correct Form
Mostly, the students did not put a full stop
at the end of the sentence
The Students‟ Writing
Put a full stop at the end of the
sentence
The Correct Form
I have black, straight, medium hair
He was born in October 15th year in 1990
Medium black straight hair
He was born on October 15th(,)
1990
b. Students’ Post-Test
Table 4.15 Students’ post-test writing and the analysis in punctuation
The Students‟ Writing The Correct Form
Some of the students still did not put a full
stop at the end of the sentence
Put a full stop at the end of the
sentence
In general, the students did not put a full stop in the end of a sentence. This
problem was the concern of the research in grammar aspect as stated by Griffin
(1982) that the mechanics and style of feedback: comments, edits, minimal marks
or correction symbols that attend to textual features such as punctuation, grammar,
spelling, capitalization, and the format of the essay.
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6. Students’ Improvement in Aspect of Preposition
In terms of punctuation, the number of students‟ mistake in the pre-test
was 2 and 0 for the post-test. It was good because the students‟ mistake had
reduced. In this part, the researcher presents some mistakes which were made by
the students in term of punctuation both in pre-test and post-test as follows:
a. Students’ Pre-Test
Table 4.16 Students’ pre-test writing and the analysis in preposition
b. Students’ Post-Test
Table 4.17 Students’ post-test writing and the analysis in preposition
The Students‟ Writing The Correct Form
No student made mistakes in
preposition
Based on the analysis, generally the student misplaced to put “on”, “at” or
“in” in address and place, eventhough the teacher has explained the material about
preposition in front of the class and gave the example on how to write the correct
address by using “on”, “at” or “in”. While according to Robbins (2015), English
uses preposition “in” to refer to a large and most general place. “in” refers to
longer period of time as well. While “on” refers to more specific period of time or
The Students‟ Writing The Correct Form
I live in Ki Mangun Sarkono street
no.2
I live at Ki Mangun Sarkono street no.2
I live at Bumi raya Residence
I live at Sleman
I live on Bumi raya Residence
I live in Sleman
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particular days. In addition, “at” refers to the most specific times, certain street,
specific place, exact address or intersection.
As the researcher has explained previously that the teacher always gave
her written feedback in the students‟ descriptive test, it could be concluded that
teacher‟s written feedback was helpful in decreasing mistakes which were made
by the student. Therefore, the mistake only appeared in the first test.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
The first section of this chapter presents the conclusion of this research.
The second section provides recommendations for the English language tutors
who want to use feedback in grammar accuracy and also other researchers who
want to conduct the same topic as this research.
A. Conclusions
This research aimed to figure out two research questions. The first
research question was how are the 8th grader students‟ perceptions on the
influence of teacher‟s written feedback on grammatical accuracy in writing
descriptive text. The second question was to what extent the teacher‟s written
feedback influences the grammatical accuracy in writing descriptive text for 8th
grader students of SMP Pangudi Luhur 1 Yogyakarta. The detail conclusions are
described as follow:
1. The 8th grader students’ perceptions on the influence of teacher’s written
feedback on grammatical accuracy in writing descriptive text
Based on the questionnaires results, the students had good perceptions on
the influence of teacher‟s written feedback to grammar accuracy in descriptive
text. They agreed that teacher‟s written feedback could help them in grammar
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
accuracy, especially in simple present tense, word order, clause structure,
determiner and article, punctuation and preposition.
2. To what extent the teacher’s written feedback influences the grammatical
accuracy in writing descriptive text for 8th grader students of SMP
Pangudi Luhur 1 Yogyakarta.
Based on the average scores from three tests, the average scores were
increasing. In the pre-test the average score was 80.25. In the second test or
called as test, the average score was 86.92. In the post-test, the average score
was 88.46. It showed that the influence of teacher‟s written feedback helped the
students in increasing grammatical accuracy in descriptive text. In addition, the
influence of teacher‟s written feedback could reduce the mistakes made by the
students in writing descriptive text.
A paired sample t-test results showed that the influence of teacher‟s
written feedback helped the students in increasing grammatical accuracy in
descriptive text as well.
B. Recommendations
These recommendations are directed to the English teachers, English
tutors, students and other future researchers who want to conduct the same type of
research.
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1. English Language Teachers and Tutors
After discovering that the influence of teacher‟s written feedback could
reduce students‟ mistakes in grammar when writing descriptive text, English
language teachers and tutors are recommended to apply written feedback in their
class activities. It can help the teachers and tutors to analyse students‟ mistake in
grammar. Not only that, the teacher and tutors can see the progress whether the
students revise their work after given the written feedback as well.
2. Students
Most of the students can give their best attention in writing the descriptive
text even though it takes three times. Some of them are still not confident about
what they wrote. The students tend to produce a few sentence in a paragraph. In
the class activities, the students who are not confident, tend to keep asking to the
teacher about the word spelling, vocabulary, etc. In addition, different topics are
recommended in teaching descriptive texts. It will reduce students‟ boredom in
writing descriptive texts.
3. Other Future Researchers
Since this research method consists only one cycle, future researchers are
recommended to develop this research wider and to be more creative. Future
researchers may use comparative studies between two classes or more in order to
compare the results from this kind of research.
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REFERENCES
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RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Pangudi Luhur 1 Yogyakarta
Mata Pelajaran : Ekstrakurikuler Bahasa Inggris
Kelas/Semester : VIII / Dua
Alokasi Waktu : 2 x 45 menit
Topik Pembelajaran : Descriptive Text ( Describing People)
Skill : Writing Skill
A. KOMPETENSI INTI
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. KOMPETENSI DASAR
KD 4.12 : Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang
orang, binatang, dan benda, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Kompetensi Dasar Indikator
4.12 Menyusun teks deskriptif lisan
dan tulis, pendek dan sederhana,
tentang orang, binatang, dan
benda, dengan memperhatikan
fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan
sesuai konteks.
4.12.1 Menentukan tema descriptive
teks. (describing people)
4.12.2 Menyebutkan ciri- ciri atau
ragam bahasa tertulis dalam
teks descriptive (describing
people)
4.12.3 Menyebutkan fungsi sosial
dalam teks descriptive
(describing people)
4.12.4 Menganalisis struktur teks
dalam teks descriptive
(describing people)
4.12.5 Menganalisis unsur
kebahasaan dalam teks
descriptive (describing
people)
10.12.6 Menyusun descriptive teks
dengan memperhatikan
struktur teks dan unsur
kebahasaan sesuai tema
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65
(describing people)
10.12.7 Menggunakan feedback dari
guru yang telah didapat untuk
menulis kembali descriptive
text
10.12.8 Menyusun teks descriptive
tertulis secara runtut
menggunakan grammar yang
benar berdasarkan feedback
yang guru sudah sediakan.
C. Tujuan Pembelajaran
Pada akhir proses belajar dan mengajar, siswa diharapkan mampu untuk:
1. Siswa mampu untuk menyebutkan ciri- ciri atau ragam bahasa tertulis
dalam teks descriptive (describing people) dengan benar
2. Siswa mampu untuk menyebutkan fungsi sosial dalam teks tertulis
descriptive (describing people) dengan benar
3. Siswa mampu untuk menganalisis struktur teks dalam teks tertulis
descriptive (describing people) dengan benar
4. Siswa mampu untuk menganalisis unsur kebahasaan dalam teks tertulis
descriptive (describing people) dengan benar
5. Siswa mampu untuk Menyusun descriptive teks dengan memperhatikan
struktur teks dan unsur kebahasaan sesuai tema (describing people)
dengan baik dan benar
6. Siswa mampu menggunakan feedback dari guru yang telah didapat untuk
menulis kembali descriptive text dengan tema yang sama dengan baik
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
7. Siswa mampu menyusun teks descriptive tertulis secara runtut
menggunakan grammar yang benar berdasarkan feedback yang guru
sudah sediakan.
D. METODE PEMBELAJARAN
Diskusi
Praktik
E. MEDIA ATAU ALAT PEMBELAJARAN
1. Media
Laptop, LCD, Papan Tulis, dan Karalink
D. MATERI PEMBELAJARAN
Materi pembelajaran yang akan digunakan dalam pembelajaran adalah
Descriptive Text. Meliputi definition, language feature, characteristics and
the generic structures of Descriptive Text.
Sumber materi:
http://www.englishindo.com/2015/07/contoh-descriptive-
text.html#ixzz4ZJCpca5G
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
E. KEGIATAN PEMBELAJARAN
Kegiatan Deskripsi Kegiatan Alokasi
Waktu Guru Peserta Didik
Pembukaan
Memberi salam pada siswa
dalam bahasa Inggris yang
baik dan benar.
Menjawab salam
mengunakan bahasa Inggris
yang baik dan benar. Peserta
didik sudah siap berada di
dalam kelas untuk
mengikuti proses belajar
dan mengajar.
2 menit
Memastikan keadaan kelas
termasuk jumlah peserta
didik dan kehadiran
peserta didik.
Menjawab dan merespon
dengan baik.
2 menit
Mengajukan pertanyaan
terkait dengan materi
Menjawab pertanyaan-
pertanyaan dari guru tentang
materi
3 menit
Menjelaskan tujuan
pembelajaran,
menyampaikan cakupan
materi dan penjelasan
uraian kegiatan
Mendengarkan dan
menyimak apa yang di
katakan oleh guru, bertanya
bila ada yang dirasa kurang
jelas kepada guru.
3 menit
Isi
Eksplorasi
Memberikan contoh
descriptive text (describing
people)
Mendengarkan dan
menyimak dengan baik
penjelasan yang di
sampaikan oleh guru.
5 menit
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Bertanya pada peserta
didik apakah peserta didik
tahu jenis teks descriptive
text secara details
Menjawab pertanyaan yang
di ajukan oleh guru. 2 menit
Menjelaskan secara singkat
tentang descriptive teks
(fungsi sosial, struktur
teks, unsur bahasa dan
contoh)
Mengikuti penjelasan guru
dengan baik dan mencatat
bila diperlukan. 15 menit
Memberikan waktu kepada
peserta didik untuk
membenarkan dengan cara
menulis kembali text
descripting people
sebelumnya yang sudah
diberi feedback
Mengerjakan dengan teman
tentang text mereka.
10 menit
Elaborasi
Memberikan waktu kepada
peserta didik untuk
mengerjakan/ membuat
text tentang descripting
people yang baru
Mengerjakan tugas yang
diberikan oleh guru
30 menit
Konfirmasi
Me review kembali
pembelajaran tentang
descriptive text dengan
cara memberikan
pertanyaan- pertanyaan
kepada peserta didik.
Menjawab pertanyaan yang
di ajukan oleh guru.
3 menit
Memberikan umpan balik
terhadap proses dan hasil
Bertanya bila masih ada
pertanyaan tentang materi 2 menit
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
pembelajaran. yang sudah diberikan dan
didiskusikan.
Penutup
Menginformasikan
rencana kegiatan
pembelajaran untuk
pertemuan berikutnya.
Mendengarkan dan
mencatat informasi yang
diberikan oleh guru tentang
rencana kegiatan
pembeljaran untuk
pertemuan berikutnya.
2 menit
Menutup kelas dengan
salam menggunakan
bahasa Inggris yang baik
dan benar.
Menjawab salam
mengunakan bahasa Inggris
yang baik dan benar. 1menit
F. PENILAIAN
1. Aspek Keahlian
Tekhnik : Test Tertulis
Media : Rubrik Penilaian
Rubrik penilaian ini dipergunakan untuk mengetahui
perkembangan grammar accuracy peserta didik dalam
pembuatan teks descriptive dengan tema describing people
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
70
Notes :
Score 5 with 0 mistakes
Score 4 with 1-5 mistakes
Score 3 with 6-10 mistakes
Score 2 with 11-15 mistakes
Score 1 with 16 or more mistakes
No The Grammar Aspects Score
1 Simple Present Tense 5 4 3 2 1
2 Word Order 5 4 3 2 1
3 Clause Structure 5 4 3 2 1
4 Determiners and Articles 5 4 3 2 1
5 Punctuation 5 4 3 2 1
6 Preposition 5 4 3 2 1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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KUISIONER
Nama :
Absen : _____/8B
Dibawah ini ada beberapa pertanyaan. Berikanlah tanda () pada kotak disetiap
statement dibawah berdasarkan pendapatmu!
Notes :
1: Sangat tidak setuju 3: Setuju
2: Tidak setuju 4: Sangat setuju
No Pertanyaan Skala
1 2 3 4
1 Writing merupakan salah satu kemampuan terpenting
dalam Bahasa Inggris
2 Menulis dalam Bahasa Inggris merupakan hal yang tidak
sulit.
3 Saya suka menulis dalam Bahasa Inggris
4 Saat menulis dalam Bahasa Inggris, saya harus
mempunyai pengetahuan di bagian “grammar”
5 “Grammar” merupakan aspek penting dalam menulis
teks Bahasa Inggris
6 Pemberian “feedback” dari guru dibagian “grammar”
dalam teks diperlukan
7 Saya merasa senang dengan adanya “feedback” dari
guru dibagian “grammar”
8
Dengan pemberian “feedback”, saya merasa lebih
termotivasi untuk menulis dengan lebih memperhatikan
“grammar”
9 Pemberian “feedback” dari guru dibagian “grammar”
membuat saya mengerti kesalahan dalam “grammar”
10 Pemberian “feedback” membantu saya dalam
mengenali kesalahan “grammar” di teks Bahasa Inggris
11 Pemberian “feedback” membantu saya dalam
mengenali kesalahan susunan kata di teks Bahasa Inggris
12
Pemberian “feedback” membantu saya dalam
mengenali kesalahan struktur klausa di teks Bahasa
Inggris
13 Pemberian “feedback” membantu saya dalam
mengenali kesalahan dalam tanda baca
14
Pemberian “feedback” membantu saya dalam
mengenali kesalahan dalam kata penentu; seperti a, an,
the.
15 Pemberian “feedback” membantu saya dalam
mengenali kesalahan dalam kata preposisi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
QUESTIONNAIRES
Name :
Absence : _____/8B
There are some questions provided, give () sign in every statement‟s table
depend on your opinion.
Notes :
1: Strongly disagree 3: Agree
2: Disagree 4: Strongly Agree
No Question Scale
1 2 3 4
1 Writing is one of the important parts in English
2 Writing in English is easy
3 I like writing in English
4 I must have knowledge about grammar in writing
English
5 Grammar is the important aspect in writing
English
6 The feedback in grammar part given by the teacher
are needed in writing English
7 I feel happy with the feedback in grammar part
given by the teacher
8 Feedback make me feel more motivated to write in
English by pay more attention in grammar
9 The feedback in grammar part given by the teacher
make me understand my mistakes in grammar
10 The feedback in grammar part given by the teacher
help me analyse my mistakes in grammar
11 The feedback in grammar part given by the teacher
help me analyse my mistakes in word order
12 The feedback in grammar part given by the teacher
help me analyse my mistakes in clause structure
13 The feedback in grammar part given by the teacher
help me analyse my mistakes in punctuation
14
The feedback in grammar part given by the teacher
help me analyse my mistakes in determiner and
article; like a, an, the.
15 The feedback in grammar part given by the teacher
help me analyse my mistakes in preposition
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
APPENDIX 4
The Results of Students’ Descriptive Text
Table 4.1. The pre-test result of Students’ Descriptive Text
Student
Number
Descriptive Writing Task 1
T W C D&A Pu Pr S
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
1 - - - - - - -
2 8 5 1 2 8 3 76
3 1 1 0 0 0 2 90
4 6 1 3 2 7 3 73
5 9 3 2 4 6 2 73
6 - - - - - - -
7 3 2 1 2 1 2 80
8 5 3 3 2 2 3 80
9 8 1 1 2 2 1 76
10 0 1 1 2 2 3 83
11 1 1 1 1 3 2 80
12 3 1 3 2 5 4 80
13 2 2 0 1 1 2 83
14 0 2 1 0 2 2 90
15 - - - - - - -
16 10 5 5 0 9 3 76
17 0 1 0 0 12 2 83
18 - - - - - - -
19 0 0 0 3 3 2 86
20 5 0 2 3 2 1 83
21 1 1 0 1 3 1 83
22 2 1 1 0 2 1 83
23 - - - - - - -
24 - - - - - - -
25 - - - - - - -
26 3 0 0 0 1 0 93
27 2 1 0 0 1 3 86
28 3 3 1 1 19 1 70
29 3 1 0 0 1 2 86
30 3 1 2 3 2 2 80
31 8 0 2 3 12 2 73
32 2 1 1 0 10 2 80
33 3 0 1 2 0 0 90
34 1 1 2 0 8 2 80
35 4 2 2 1 1 1 80
36 2 1 3 2 2 0 83
37 - - - - - - -
38 - - - - - - -
39 6 1 2 1 1 2 76
40 2 1 3 4 3 3 80
41 4 1 4 4 1 1 80
42 2 0 1 2 2 2 83
43 3 1 1 0 11 8 73
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
Notes:
SN : Students Number T : Tenses (Simple Present Tense)
W : Word Order C : Clause Structure
D&A : Determiner and Article Pu : Punctuation
Pr : Preposition S : Score
Table 4.1 shows the results of the pre-test in descriptive text that were done by 44
students. There were 9 students who did not complete the writing test.
44 4 1 0 2 14 0 80
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
Table 4.2. The Cycle 1 (test) result of Students’ Descriptive Text
Student
Number
Descriptive Writing Task 2
T W C D&A Pu Pr S
1 4 1 1 3 0 2 83
2 7 0 0 0 5 0 90
3 0 0 1 0 1 0 93
4 6 1 0 1 8 0 80
5 - - - - - - -
6 - - - - - - -
7 - - - - - - -
8 4 1 1 2 2 0 83
9 1 0 1 1 3 0 86
10 0 1 0 0 2 0 93
11 2 0 0 6 0 0 90
12 1 0 0 4 1 0 90
13 0 1 0 3 0 0 93
14 1 0 0 2 0 0 93
15 4 0 2 1 4 1 83
16 3 0 2 10 2 0 83
17 2 0 0 3 0 0 93
18 2 0 0 3 0 0 93
19 3 1 1 3 0 1 83
20 - - - - - - -
21 0 0 0 0 0 0 100
22 0 0 6 2 0 0 90
23 2 0 0 0 0 0 96
24 - - - - - - -
25 - - - - - - -
26 1 3 2 5 0 1 86
27 4 0 1 2 0 0 90
28 5 1 1 0 8 0 83
29 - - - - - - -
30 - - - - - - -
31 6 0 0 2 0 0 86
32 10 0 1 2 0 0 86
33 - - - - - - -
34 - - - - - - -
35 - - - - - - -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
Notes:
SN : Students Number T : Tenses (Simple Present Tense)
W : Word Order C : Clause Structure
D&A : Determiner and Article Pu : Punctuation
Pr : Preposition S : Score
Table 4.2 shows the results of the test in descriptive text that were done by
44 students. There were 14 students who did not complete the writing test.
36 6 2 0 2 0 2 83
37 - - - - - - -
38 - - - - - - -
39 1 0 1 5 2 1 83
40 2 1 0 8 0 0 86
41 3 0 4 1 12 1 70
42 - - - - - - -
43 3 0 3 1 0 1 86
44 0 0 0 0 15 0 86
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
Table 4.3. The post-test result of Students’ Descriptive Text
Student
Number
Descriptive Writing Task 1
T W C D&A Pu Pr S
1 1 0 0 1 0 0 90
2 3 0 1 3 5 0 86
3 - - - - - - -
4 4 1 1 1 8 0 80
5 6 3 1 2 9 0 76
6 0 0 0 4 0 0 96
7 1 0 0 0 0 0 96
8 1 0 1 0 2 0 86
9 7 0 2 1 3 0 83
10 0 0 0 0 1 0 96
11 3 0 0 0 1 0 93
12 0 0 1 0 0 0 96
13 5 0 1 0 0 0 93
14 2 0 0 2 0 1 86
15 2 2 2 2 0 0 86
16 1 0 3 1 2 1 83
17 7 0 0 2 3 0 86
18 1 0 1 1 18 0 76
19 1 0 2 3 0 0 90
20 2 0 1 2 3 0 86
21 0 0 0 0 0 0 100
22 0 0 1 1 12 0 83
23 2 0 1 0 0 0 93
24 - - - - - - -
25 2 0 0 3 0 0 93
26 5 0 0 2 1 0 90
27 1 1 1 3 14 0 80
28 1 0 0 1 11 1 80
29 0 0 1 1 0 0 93
30 3 0 1 3 2 1 83
31 0 0 0 2 1 0 93
32 8 0 0 0 2 1 90
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
33 5 2 1 5 2 0 83
34 0 0 0 1 0 0 96
35 4 2 3 1 1 0 83
36 1 0 2 1 1 0 86
37 7 1 2 2 5 0 80
38 4 0 1 4 0 0 90
39 4 0 2 2 0 0 90
40 0 0 3 1 0 0 90
41 1 0 0 1 0 0 93
42 7 0 0 1 0 0 90
43 3 0 0 2 2 0 90
44 - - - - - - -
Notes:
SN : Students Number T : Tenses (Simple Present Tense)
W : Word Order C : Clause Structure
D&A : Determiner and Article Pu : Punctuation
Pr : Preposition S : Score
Table 4.3 shows the results of the post-test in descriptive text that was
done by 44 students. There were 3 students who did not complete the writing test.
From the table 4.1 until 4.3 show that there are only 24 students from 44 students
who complete the whole test processes (Pre-test, Cycle 1(Test), and Post-test). 20
students did not complete the whole test processes. In this case, this research
focuses on those 24 students (see Table 4.5 on the next page) as participants of
this research since they completed the whole tasks.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
APPENDIX 5
The Student’s Improvement in Each Aspect of
Grammar
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
1. Student’s Improvement in Aspect of Tense (Simple Present Tense)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
4. Student’s Improvement in Aspect of Determiners and Articles
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
APPENDIX 6
The Students’ Number of Mistakes in Each
Aspect of Grammar
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89
SN
Tense Word Order Clause Structure
Determiners and
Articles Punctuation Preposition
Pre
test Test
Post
test
Pre
test Test
Post
test
Pre
test Test
Post
test
Pre
test Test
Post
test
Pre
test Test
Post
test
Pre
test Test
Post
test
1 8 7 3 5 0 0 1 0 1 2 0 3 0 5 5 0 0 0
2 6 6 4 1 1 1 3 0 1 2 1 1 7 8 8 3 0 0
3 5 4 1 3 1 0 3 1 1 2 2 0 2 2 2 3 0 0
4 8 1 7 1 0 0 1 1 2 2 1 1 2 3 3 1 0 0
5 0 0 0 1 1 0 1 0 0 2 0 0 2 2 1 3 0 0
6 1 2 3 1 0 0 1 0 0 1 6 0 3 0 1 2 0 0
7 3 1 0 1 0 0 3 0 1 2 4 0 5 1 0 4 0 0
8 2 0 5 2 1 0 0 0 1 1 3 0 1 0 0 2 0 0
9 0 1 2 2 0 0 1 0 1 0 2 2 2 0 0 2 0 1
10 10 3 1 5 0 0 5 2 3 0 10 1 9 2 2 3 0 1
11 0 2 7 1 0 0 0 0 0 0 3 2 12 0 3 2 0 0
12 0 3 1 0 1 0 0 1 2 3 3 3 3 0 0 2 1 0
13 1 0 0 1 0 0 0 0 0 1 0 0 3 0 0 1 0 0
14 2 0 0 1 0 0 1 6 1 0 2 1 2 0 12 1 0 0
15 3 1 5 0 3 0 0 2 0 0 5 2 1 0 1 0 1 0
16 2 4 1 1 0 1 0 1 1 0 2 3 1 0 14 3 0 0
17 3 5 1 3 1 0 1 1 0 1 0 1 19 8 11 1 0 1
18 8 6 0 0 0 0 2 0 0 3 2 2 12 0 1 2 0 0
19 2 10 8 1 0 0 1 1 0 0 2 0 10 0 2 2 0 1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90
20 2 6 1 1 2 0 3 0 2 2 2 1 2 0 1 0 2 0
21 6 1 4 1 0 0 2 1 2 1 5 2 1 2 0 2 1 0
22 2 2 0 1 1 0 3 0 3 4 8 1 3 0 0 3 0 0
23 4 3 1 1 0 0 4 4 0 4 1 1 1 12 0 1 1 0
24 3 3 3 1 0 0 1 3 0 0 1 2 11 0 2 8 1 0
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
95
Question
Number
Answer Types
1
(Strongly Disagree)
2
(Disagree)
3
(Agree)
4
(Strongly Agree)
1 3% 0% 72% 25%
2 0% 17% 64% 19%
3 3% 33% 44% 19%
4 0% 3% 39% 58%
5 0% 6% 39% 56%
6 0% 3% 58% 39%
7 0% 6% 64% 31%
8 0% 8% 58% 33%
9 0% 8% 56% 36%
10 0% 8% 56% 39%
11 0% 3% 61% 36%
12 3% 3% 47% 47%
13 0% 8% 61% 31%
14 3% 0% 64% 33%
15 0% 3% 61% 36%
Average 1% 7% 56% 36%
The students‟ perception on the teacher‟s written feedback to students‟
writing in descriptive text can be seen in each question on the first table on the left
of the table. The scales from one to four were shown in percentages. The averages
of those percentages of students‟ perceptions were also provided on the bottom of
the table from the average, it could be seen that the lowest percentage was on the
scale one that was strongly disagree.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI