THE USE OF WRITTEN FEEDBACK TECHNIQUE TO IMPROVE THE PRACTICE OF GRAMMAR FOR SENTENCE WRITING COMPETENCE
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Abstract
This thesis was purposed to (1) find out the problems that faced by grade 3 students of Mondial School in mastering grammar (2) explain the implementation of written feedback in practicing grade 3 students’ grammatical correct writing (3) explain the extent to which the practice of the written feedback improves the grade 3 students’ grammatical correct writing. I used two cycles. Cycle 1 consisted of some activities, such as pre-observation study, planning, giving out the pre- questionnaire and pre-cycle 1 test, observation and correction through written feedback and making analysis and reflection of the students’ pre cycle 1 test. Cycle 2 had the same activities like cycle 2. I got the data from interview, pre questionnaire, and observation in the class, pre cycle 1 test result, post questionnaire and post cycle 1 test results. Then, all the data were analyzed in qualitative and supported by quantitative research. The cycle 1 showed that the students do need more extra grammar practice. Because of the result, I re- planned and changed little the method of the practice in cycle 2. It worked and showed that the written feedback that improved students’ writing skill in correct grammar through the regular practices.
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How to Cite
Wijayanti, P., Linggar Bharati, D. A., & Mujiyanto, J. (1). THE USE OF WRITTEN FEEDBACK TECHNIQUE TO IMPROVE THE PRACTICE OF GRAMMAR FOR SENTENCE WRITING COMPETENCE. English Education Journal, 5(1). Retrieved from https://journal.unnes.ac.id/sju/eej/article/view/6846
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Ferris, D. R. 1999. The case for grammar correction in L2 writing classes: A response to Truscott(1996). Journal of Second Language Writing, 8(1), 1–11.
Ferris, D. R., & Roberts, B. 2001.Error feedback in L2 writing classes. How explicit does it
need tobe? Journal of Second Language Writing, 10(3), 161–184.
Freeman, Kuehn and Haccius. 2002. Helping Students Make Appropriate English Verb Tense – Aspect Choices. Tesol Journal Volume 11 No. 4.Available online on http://deepblue.lib.umich.edu/bitstream/handle/2027.42/89570/j.1949-3533.2002.tb00102.x.pdf?sequence=1. Accessed on August 15, 2013
Holdich CE, Chung PWH, and Holdich,RG.2004.Improving children's written grammar and style: revising and editing with HARRY.Computers and Education 42: 1-23
Kaweera, Ch. (2007). “The Effects of Different Types of Teacher Written Feedback on Thai College Student Writingâ€.PhD Thesis.Suranaree University of Technology. (Retrieved June 19th. 2011) http.//sutir. sut. ac. th.8080/sutir/bitstream/123456789/2508/1/ Chittima+Kaweera_abst.pdf.
Keh, C. L. 1990. “Feedback in the writing process.a model and methods for
implementationâ€.ELT Journal.vol. 44 (4). 294-305. (Retrieved June 19th.
2011). http.//eltj.oxfordjournals. org/cgi/reprint/44/4/294.
Nazari, A and Allahyar, N. 2012. Grammar Teaching Revisited: EFL Teachers between Grammar Abstinence and Formal Grammar Teaching. Australian Journal of Teacher Education Vol 37/II/V. Available online on http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1691&context=ajte. Accessed on July, 17 2013
Neale, Thapa and Boyce. 2006. Preparing A Case Study : A Guide for
Designing and Conducting a Case Study for Evaluation Input. Massachusetts. Pathfinder International.
Richards, J and Renandya W. 2002.Methodology in Language Teaching:An Anthology of Current Practice. Cambridge: Cambridge University Press
Wang, W. 2003. How is Pedagogical Grammar Defined in Current TESOL Training Practice.TESL Canada Journal Vol. 21 No. 1.Available online on http://files.eric.ed.gov/fulltext/EJ852426.pdf. Accessed on Sept 6, 2013
Yang, Y. (2006).“Feedback on College EFL Students’ Compositionsâ€.US-China Foreign Language.ISSN1539-8080. USA. Volume 4.No. 11 (Serial No. 38). (retrieved 24th June 2011). http.//www. linguist. org. cn/doc/uc200611/uc20061120.pdf
Bedjou, Atamane.2006 Classroom Techniques.English Teaching Forum, Vol. 44 No. 1
Berkenkotter, C. &Huckin, T. (1995).Genre Knowledge in Disciplinary Communities.Hillsdale. NJ. Lawrence Erlbaum.
Brown, S. (1999). Institutional Strategies for Assessment.In Brown.S. and Glasner. A. (Ed.)
(1999). Assessment Matters in Higher Education. Choosing and Using Diverse
Approaches. Buckingham. Open University Press. Pp. 3-13
Burns, Anne. 2010. Doing Action Research in English Language Teaching. New York: Routledge.
Chenowith, N. A., & Hayes, J. R. 2001. Fluency in writing: Generating text in L1 and L2. Written Communication, 18(1), 80–98.
Ching, C. L. P. (1991). Giving Feedback on Written Work.Guidelines 13(2).68-80.
Conrad, S.M. and Goldstein, L.M. 1999.ESL Student Revision after Teacher-WrittenComments: Text, Contexts, and Individuals, Journal of Second Language Writing, 8:2, 147-179.
Dunn, P. A., &Lindblom, K. 2003. Why revitalize grammar? [Electronic version].English Journal, 92(3), 43-50.
Ehrenworth, M. 2003. Grammar-Comma-A new beginning [Electronic version].English Journal, 92(3), 90-95.
Ellis, R. 2004. Task-based Language Learning and Teaching. Oxford. Oxford University Press.
Ferris, D. R. 1999. The case for grammar correction in L2 writing classes: A response to Truscott(1996). Journal of Second Language Writing, 8(1), 1–11.
Ferris, D. R., & Roberts, B. 2001.Error feedback in L2 writing classes. How explicit does it
need tobe? Journal of Second Language Writing, 10(3), 161–184.
Freeman, Kuehn and Haccius. 2002. Helping Students Make Appropriate English Verb Tense – Aspect Choices. Tesol Journal Volume 11 No. 4.Available online on http://deepblue.lib.umich.edu/bitstream/handle/2027.42/89570/j.1949-3533.2002.tb00102.x.pdf?sequence=1. Accessed on August 15, 2013
Holdich CE, Chung PWH, and Holdich,RG.2004.Improving children's written grammar and style: revising and editing with HARRY.Computers and Education 42: 1-23
Kaweera, Ch. (2007). “The Effects of Different Types of Teacher Written Feedback on Thai College Student Writingâ€.PhD Thesis.Suranaree University of Technology. (Retrieved June 19th. 2011) http.//sutir. sut. ac. th.8080/sutir/bitstream/123456789/2508/1/ Chittima+Kaweera_abst.pdf.
Keh, C. L. 1990. “Feedback in the writing process.a model and methods for
implementationâ€.ELT Journal.vol. 44 (4). 294-305. (Retrieved June 19th.
2011). http.//eltj.oxfordjournals. org/cgi/reprint/44/4/294.
Nazari, A and Allahyar, N. 2012. Grammar Teaching Revisited: EFL Teachers between Grammar Abstinence and Formal Grammar Teaching. Australian Journal of Teacher Education Vol 37/II/V. Available online on http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1691&context=ajte. Accessed on July, 17 2013
Neale, Thapa and Boyce. 2006. Preparing A Case Study : A Guide for
Designing and Conducting a Case Study for Evaluation Input. Massachusetts. Pathfinder International.
Richards, J and Renandya W. 2002.Methodology in Language Teaching:An Anthology of Current Practice. Cambridge: Cambridge University Press
Wang, W. 2003. How is Pedagogical Grammar Defined in Current TESOL Training Practice.TESL Canada Journal Vol. 21 No. 1.Available online on http://files.eric.ed.gov/fulltext/EJ852426.pdf. Accessed on Sept 6, 2013
Yang, Y. (2006).“Feedback on College EFL Students’ Compositionsâ€.US-China Foreign Language.ISSN1539-8080. USA. Volume 4.No. 11 (Serial No. 38). (retrieved 24th June 2011). http.//www. linguist. org. cn/doc/uc200611/uc20061120.pdf