The Effectiveness of Teacher's Indirect Feedback towards Tenth Graders' Recount Text Writing Skill

Dithalia, Yohana (2021) The Effectiveness of Teacher's Indirect Feedback towards Tenth Graders' Recount Text Writing Skill. S1 thesis, Univeristas Kristen Indonesia.

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Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas feedback tidak langsung dari guru terhadap kemampuan siswa kelas sepuluh dalam menulis teks recount. Penelitian ini dilaksanakan di SMK Yadika Tambun Utara. Metode eksperimen kuasi digunakan dalam penelitian ini. Sampel dalam penelitian ini adalah 44 siswa kelas sepuluh pada tahun ajaran 2020/2021. Kelas X.OTKP 1 ditetapkan sebagai kelompok eksperimen dan X.OTKP 2 sebagai kelas kontrol. Sehubungan dengan Covid-19, penelitian ini dilaksanakan secara daring melalui aplikasi Google Meet. Instrumen tes menulis digunakan untuk mengumpulkan data dalam penelitian ini. Pre-test dilaksanakan untuk mengetahui kemampuan siswa dalam menulis teks recount. Setelah perlakuan diberikan, post-test diberikan untuk mengetahui kemampuan siswa dalam menulis teks recount setelah menerima perlakuan feedback tidak langsung dari guru. Hasil pre-test dari kelas eksperimen adalah 40.16 dan hasil post-test adalah 53.58. Sedangkan hasil pre-test di kelas control adalah 38.43 dan hasil post-test 40.58. Untuk menguji hipotesis, penelitian ini menggunakan independent sample t-test untuk melihat pembanding. Hasil t-test menunjukkan bahwa nilai Sig adalah 0.000 yang maa kurang dari Sig. α (0.05). Dengan demikian Ha diterima dan Ho ditolak. Hasil penelitian menunjukan bahwa feedback tidak langsung dari guru secara signifikan mempengaruhi kemampuan siswa dalam menulis teks recount. Penelitian mengungkapkan bahwa kemampuan siswa dalam menulis teks recount meningkat setelah diberikan feedback tidak langusng dari guru. Kata kunci: feedback tidak langsung, kemampuan menulis, pengaruh, teks recount / This study was aimed to examine the effectiveness of teacher’s indirect feedback towards tenth-graders’ recount text writing skill. This study was conducted in SMK Yadika 13 Tambun Utara. Quasi-experimental method was used in this study. The participants of this study were 44 tenth-graders in 2020/2021 Academic Year. X.OTKP 1 was assigned as the experimental group and X.OTKP 2 was assigned as the control group. Due to the Covid-19, this study was conducted through Google Meet application. The data were collected using writing test as the instrument. A pre-test was given to the students to assess their abilities to write a recount text. After the treatment, a post-test was administered to evaluate the students' capability to write a recount text after receiving indirect feedback. The experimental group's pre-test score was 40.16, while the post-test score was 53.58. The control group, on the other hand, had a pre-test score of 38.43 and a post-test score of 40.58. The hypothesis of this study was tested using an independent sample t-test. The t-test result revealed that the Sig. value was 0.000 which is less than Sig. α (0.05). Therefore, alternative hypothesis was accepted. The finding of this study revealed that teacher’s indirect feedback significantly affected the students’ recount text writing skill. It is found that the students’ achievement in recount text writing was improved through indirect feedback given by the teacher. Keywords: indirect feedback, writing skill, effectiveness, recount text

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