OF 2005/2006
THESIS
Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
In the English Department
LAILA FITRIYANI NIM. 11302053
ENGLISH AND EDUCATION DEPARTEMENT STATE ISLAMIC STUDIES INSTITUTE (STAIN)
DEKLARASI
Bismillahirrahmanirahim
Dengan penuh kejujuran dan tanggung jawab, peneliti menyatakan bahwa skripsi ini tidak berisi materi yang pernah ditulis oleh orang lain atau pernah diterbitkan. Demikian juga skripsi ini tidak berisi satupun pikiran-pikiran orang lain, kecuali informasi yang terdapat dalam referensi yang dijadikan bahan rujukan.
Apabila dikemudian hari ternyata terdapat materi atau pikiran-pikiran orang lain di luar referensi yang peneliti cantumkan, maka peneliti sanggup mempertanggungjawabkan kembali keaslian skripsi ini di hadapan sidang munaqosah skripsi.
Demikian deklarasi ini dibuat oleh peneliti untuk dapat dimaklumi.
Salatiga, 22 Agustus 2006 Peneliti
STATEMENT OF CLARIFICATION
THE EFFECTIVENESS OF ERROR CORRECTION FEEDBACK IN IMPROVING , - THE WRITING SKILL OF THE SECOND YEAR STUDENTS OF MTsN SLA WI
KAB. TEGAL IN THE ACADEMIC YEAR OF 2005/2006 LAILA FITRIYANI
NIM. 11302053
Has been brought to the board of examiners on Wednesday, September 6, 2006, and hereby considered to completely fulfil the requirements of the Degree o f Sarjana
Pendidikan Islam (S.Pd.I.) in the English and Education Department.
Salatiga, 9 September 2006 M 13 Sya'ban 1427 H Board Examiners
Secretary
)rs. Imam Sutomo. M.Ag NIP 150216814
l s< Examiner
Woro Retnoningsing. M, Pd NIP 150. 262. 646
Dr. Muh. Saerozi. M.Ag. NIP 150247014
2nd Examiner
i/fron/ftk
Haminam, M Pd. NIP. 150. 301. 298
^Counselor
ATTENTIVE COUNSELOR NOTES Salatiga, August 16th 2006 Case : Laila Fitriyani's Thesis
Dear,
The Head of State Islamic Studies Institute of Salatiga
Assa/am u 'alaikum , Wr. Wb.
After reading and correcting Laila Fitriyani's thesis entitled T H E E FF E C T IV E N E SS O F E R R O R C O R R E C T IO N FEED BA C K
I N IM P R O V IN G THE W R IT IN G SK ILL O F THE S E C O N D Y EAR
S T U D E N T S O F M T sN S L A W I K AB. TEGAL I N THE A C A D E M IC
Y E A R OF 2 0 0 5 / 2 0 0 6 " , I have decided and would like to propose that if it could be accepted by educational faculty, I hope it would be examined as soon as possible.
W assalamu 'alaikum , Wr. Wb.
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y lJl) Cr — C——T U U *5/1 l—J b 4Jll *$
First of all, the writer would to say Alhamdulillah for A llah's mercy and the blessing that the writer could complete the thesis as one of the requirements for getting Saijana Pendidikan Islam in English Department Students of State Islamic Studies Institute.
The writer realizes that she would not be able to finish her work without the helt) of other. Therefore, she would like to express thanks and gratitude of those who have heiped her. She expresses her thanks and gratitude to:
1. Drs. Imam Sutomo, M.Ag, as the head of the State Islamic Studies Islamic Studies Institute of Salatiga.
2. Hanung Triyoko, SS, M.Hum, as Head of English Department of State Islamic Studies Institute of Salatiga.
3. Ruwandi, S.Pd, M.A, as the guidance of this thesis who is so kinds in completing this thesis.
4. All of lecturers of English Department who educate and give their knowledge during her study.
5. My beloved family, mom, dad, my brother, my sister, who have given a true love, care, prayer, support, and wonderful family. I really love you all, and thanks for give me strength to face the world.
6. Jessin who gives spirit to the writer thanks for everything.
9. My KKN’s Team; Mba Rina, Risma, Endang, Irsa, Dien, M.sef, Mas Jadi, Rofik, Harun, for their support, care, and happiness.
10. All my friends who always give support and cooperation in giving some information related to this thesis.
Finally the writer greatly hopes this thesis could give a useful contribution for the next researcher.
Salatiga, August 16th, 2006 The Writer
ATTENTIVE COUNSELOR NOTES :... ii
PAGE OF CERTIFICATION... iii
MOTTO... ... iv
DEDICATION... v
AKCN O WLEDGEMEN T ... vi
TABLE OF CONTENT... viii
CHAPTER I. INTRODUCTION A. Background of the Study... 1
B. Identification of the Problem... 3
C. Limitation of the Problem... 3
D. Statement of the Problem... 3
E. Objective and Benefit of the Study... 4
F. Clarification of the Key Term s... 5
G. Thesis Outline... 6
CHAPTER II. REVIEW OF RELATED LITERATURE A. Error Correction Feedback... 7
B. Writing Skill... 13
C. Effectiveness of Error Correction Feedback on W riting... 22
D. Conceptual Framework... 24
B. Population, Sample, and Technique of Sampling... 27
1. Population... 27
2. Sample... 27
3. Technique of Sampling... 28
C. General Description of MTsN S/awi Kab. Tegal... 28
1. The Information and Background of MTsN Slawi Kab. Tegal... 28
2. Organization Structure of MTsN Slawi Kab. Tegal... 29
3. Students of MTsN Slawi Kab. Tegal... 29
4. Teacher and Staff... •... 30
5. Facilities... ... 31
D. Technique of Collecting D ata... 32
1. T est... 32
2. Documentation... 32
E. Technique of Data Analysis... 33
F. Data Presentation... 35
CHAPTER IV. THE RESULT OF THE STUDY A. Description of D ata... 36
B. Descriptive Analysis... 43
1. Discussion of the Grammatical Errors T est... 43
IX
A. Background of the Study
In the teaching learning process of English, errors made by students are always to be a significant concern to almost language teachers. The students always make the errors in their foreign language use. This problem makes the teachers have to think what they have to do to solve the problem in their foreign language teaching. Teachers become confused whether they have to continue the next material or to correct the students’ errors and make remedial course. However, teachers should realize that making mistake is a part of learning and correction is a part of teaching.
To be literate in foreign language, students imply the ability to read and write. Writing exercises make students busy and out of mischief. With so many writing in foreign language, one would expect to find highly effective methods for teaching this skill and success in w ritin g learning.
It may be well to recall two facts often ignored by language teachers, who traditionally have expected students to write something as a demonstration of learning: first, that many highly articulate persons express themselves very inadequately in writing in their native language, and, second, that only a minority of the speakers of any languages acquire the skill of writing with any degree of finesse, and then only after years of training in school and practice out of school.1
1 Wilge M. River. Teaching Foreign-Language Skill. Chicago & London: The University of Chicago press. 1986. p 291 2
B. Identification of the Problem
Based on the background of the study, there are several possible problems: 1. Many students get difficulties to write in English
2. Teaching methods are unacceptable
3. Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice
4. Poor of deviant form and structure of English.
C. Limitation of the Problem
The writer needs to limit the problem areas to have a distinct focus. The writer wants to find out the effectiveness of the error correction feedback in improving the writing skill of the second year students of MTsN Slawi Kab. Tegal in 2005/2006 academic year.
The writer limits the problem as follows:
1. The error correction feedback is especially focused on simple sentence forms and it is directed to provide a treatment in reducing errors in students rewritten task
2. The error correction feedback will be limited on some selected points of grammar and vocabulary.
D. Statement of the Problem
2. How far is vocabulary errors made by the second year students of MTsN Slawi Kab. Tegall
3. How far is the contribution of error correction feedback to the improvement of writing skill of the second year students of MTsN Slawi Kab. Tegall
E. Objective and Benefit of the Study
The objectives of the study are as follows:
1. To investigate and find out that the error correction feedback on grammar contributes the improvement of the writing skill
2. To investigate and find out that the error correction feedback on vocabulary contributes the improvements of the writing skill
3. To investigate and find out experimentally that the error correction feedback contributes the improvement of the writing skill.
The writer hopes that this study will give some contributions to the process of teaching English. There are some expected benefits of the study:
1. For the English teachers
a. Teachers realize the importance of error correction feedback for the improvement of students’ writing skill
b. Teachers apply of error correction feedback to the improvement of students’ writing skill, then they also realize to find out the way of overcoming the problems in writing.
2. For the students
c. More willing to risk producing errors because they have come to realize that they learn by doing.
F. Clarification of the Key Terms
There are some terms included in this thesis which need to be defined for the operational term.
1. Effectiveness
According to Hornby, the effectiveness is having an effect, able to bring about the result intend.3
Effectiveness is to the degree to which educational means processes result in the attainment of educational goals.4 5
2. Error Correction Feedback
It means the technique used to correct the errors by means of certain marks and symbols or by giving the oral explanation or some information which are easily understood by the students. It helps the students to become more accurate in their use of the language.3
3. Writing Skill
Expressed by the scores obtained by the students in their rewritten composition.6
3 Hornby, AS. O xford Advances learners Dictionary o f Current English. Great Britain. 1974. p 277
4 Jaap Scheerens. E ffective Schooling: Research, Theory an d Practice. London: British Library. 1992. p 11
G. Thesis Outline
This research consists of five chapters as the following:
Chapter one is introduction, consists of background of the problem, identification of the problem, limitation of the problem, statement of the problem, objective and benefit of the study, clarification of the key term.
Chapter two is the Review of Related Literature consists of the Definition of Error Correction Feedback, The Writing Skill, The Effectiveness of Error Correction Feedback, and Conceptual Framework.
Chapter three discusses reports; it consists of the research report and data presentation.
Chapter four discusses the result of the research; it consists of first analysis, second analysis, and third analysis.
In this chapter, the writer will present review of related literature. It deals with error correction feedback, writing skill, effectiveness of error correction feedback on writing, conceptual framework and hypothesis.
A. Error Correction Feedback
Edge says that correction means helping people to express themselves more accurately. Correction should not mean insisting on everything being absolutely correct. It helps the students to become more accurate in their use of language.1 If a student cannot correct a mistake his English by himself while the teacher thinks that the class is familiar with the correct form, the writer calls that sort of mistake an error. Edge also states that think of correction as a way of giving information or feedback to your students, just when it will support their learning.
The principal method of avoiding error in language learning is to observe and practice the right model a sufficient number of times. The principle way of overcoming it is to shorten the time lapse between the incorrect response and the presentation once more of the correct model. Whenever a mistake is made, the teacher should correct it at once and then repeat the correct pattern or question for the benefit of the entire class.
1 Julian, Edge. M istakes and Correction. New York: Longman Group UK Limited. 1989. p. 59
learning is humans, and humans learn from their mistakes when they
• • 2
1
receive supportive feedback.
According to Wingfield in Walt’s book “Error Correction Technique for the Foreign Language Classroom” states that there are five ways for the teacher to approach the correction of written compositions. They are as follows:
(1) providing clues for self-correction; (2) correcting the text;
(3) making marginal notes;
(4) explaining errors orally to students;
(5) using errors as an illustration for class discussion. He prefers self- correction of the students.
Douglas Corder in the book of “Principle of Language Learning and Teaching” notes: “learners’ errors are so significant that they provide the researcher evidence of how language is learned or acquired, what strategies or procedures the learner are employing in the discovery of the language.” Furthermore, errors act as signals when actual learning is taking place and those errors have value. The learners can give insight, and correct mistakes in their own writing. The students can correct these mistakes when they 2 3
2 Joel C. Walt. Error Correction Technique f o r the Foreign Language Classroom.
a certain percentage for syntactic choice and accuracy; for lexical choice, for expression of time sequences; for general idiomatically or feeling for
\
authentic expression; and for arrangement of ideas.6
From above statements, it is learned that there is no current standard dealing with error correction. However, based on the common errors made by learners, the situation and condition of teaching-learning process are different in the different places, so it is quite possible that the existing criteria on error correction can be used effectively.
According to Hendrickson in Walt’s book “Error Correction Technique for the Foreign Language Classroom” states that the errors should be corrected because when the students read over their composition, they are generally unable to identify many of their written errors. Error correction will help students discover the functions and the limitations of the syntactical and lexical forms of the target language. Teacher probably provides some means of correcting of spoken and written errors in order to help students reconsider their incorrect sentences.7
According to Byrne, do we want an emphasis on fluency in the early stages which will probably result in accuracy but which will provide the learner with a useful command of the language relatively quickly, or do we
6 Wilga M. Rivers. Teaching Foreign Language Skill. Chicago & London: The University o f Chicago press. 1964. p. 308
want slower progress with stress laids on accurate performance of new
• f i
points as they turn up in the course?
The accuracy criterion is almost bound to find favour with the majority of teachers. In fact, the problem goes deeper than this. Fluency in the early stage of learning is very difficult to recognize.
In gaining the accuracy performance, of course, effective error, correction is needed. Over correction in the written compositions may cause students to feel discouragement or lack of self confidence.
According to George, over correction in the student errors is not only over times, but also the students do not learn their errors. The students know how much they have learned as well as how much they have remain to be learned.8 9
It is important to understand learners’ position as learners. We are trying to make correction a part of the teaching and learning process, not something for learning to fight against.
In the book of “Error Correction Techniques for the Foreign Language Classroom” written by Walt, Burt and Kiparsky have classified students’ foreign language errors into two distinct categories. Those are global and local errors. Global errors are those that block communication; local errors are those that appear in isolated sentence element (inflections, articles, auxiliaries, etc.). They stress overall sentence organization and the relationship among clauses, in particular, as potential areas for global
8 Donn Byrne. Teaching Writing Skills. Singapore: Longman Group Ltd. 1979. p. 86-88
mistakes. Those for look for are: using the correct connector; maintaining the distinction between coordinate and relative clauses; keeping a parallel structure in reduced coordinate clauses; and tense continuity.10
From above information, it can be concluded that teacher must select the errors to be corrected. In the relation of the investigation of the effective contribution of the error correction treatment on students’ writing ability', the writer uses global and local errors distinction in grammar and vocabulary.
Hendrickson states that teacher should be aware of how she corrects students’ errors and should avoid using correction strategies that could affect students adversely or that might cause them embarrass. He has conducted an experiment to foreign students’ communicative and linguistic proficiency in English. He has suggested that it may be more useful for the students, if their teacher uses direct types of correction for infrequently written errors, and more indirect discovery-types of corrective techniques (such as underlining the location). After all, he quotes Cohen and Robin's statement that they have found a major reason for the correction of students’ composition to have no significant effect on reducing errors; that teacher corrects compositions inconsistently.
Beside those alternatives, there are still other ways to make error correction. In the book of “Pengajaran dan Pembelajaran Bahasa Asing"
written by Rombepajung, Burt and Kiparsky’s suggest: when correcting
composition errors, teacher might use different colour inks for distinguishing more important errors from the less important ones.11
Finally, according to Wingfield in Rombepajung’s book “Pengajaran dan Pembelajaran Bahasa Asing” has pointed out that the teacher should choose correcting techniques that are most appropriate and most effective for individual students. He lists five techniques for correcting written errors:12 13
a. The teacher gives sufficient clues to enable self-correction to be made b. The teacher corrects the scripts
c. The teacher deals with errors through marginal comments and footnotes d. The teacher explains orally to individual students
e. The teacher uses the error as an illustration for a class explanation. There is no standard to choose the most effective way of correction feedback so the writer tries one-way error correction, that is, the error correction which is done by teacher.
B. Writing Skill
Skill is a developed proficiency or dexterity in some art, craft, or the like; deftness in execution or performance; a trade or craft requiring special
• IT
training for competences or expertness in its practice.
William Grabe states that writing is a technology, a set of skills which must be practiced and learned through experience.14
11 J.P. Rombepajung. op.cit. p. 64 - 65 12 Ibid. p. 63
13 Pei, Mario. Grolier Webster International D ictionary o f the English Language.
Writing is not a natural activity. All physically and mentally normal people learn to speak a language, yet all people have to be taught how to write. This is a crucial difference between the spoken and written forms of language. There are other important differences as well. Writing, unlike speech, is displaced in time. Indeed, this must be one reason why writing originally evolves since it makes possible the transmission of a message from one place to another.14 15
Writing skill refers to students’ ability to communicate their ideas through practice and knowledge. It is divided into two categories, the linguistics and communicative abilities.
Furthermore, it is useful to distinguish between the terms composition and essay. According to Heaton, a composition is a task which involves the students in manipulating words in grammatically correct sentences and in linking those sentences to form a piece of continuous writing which successfully communicates the writer’s thought and ideas on a certain topic. Essay writing, on the other hand, involves for more than the production of grammatically correct sentences. It demands creativity and originality, since it is generally intended not only to inform but also to entertain. Further, he writes that it is reasonable to expect the learner to
14 William Grabe and Robert B. Kaplan. Theory and P ractice o f Writing. New York: Wesley Longman Limited. 1996. p. 6
write accurate English for a meaningful purpose, but it is generally neither reasonable nor form of an essay.16
If stands to reason that the composition writing skill may deal with linguistics ability. This research deals mainly with linguistic writing skill of the students, as the assistances is given that is the error correction feedback. The writer here judges the language accuracy through the writing composition which is created by the students. The composition writing focuses on the production of grammatically correct sentences and the appropriate vocabulary.
Further discussion on composition concerning the composition writing skill of the students is needed. In the book of “Theory and Practice of Writing” written by Grabe and Kaplan,Raimes states:
“... we have stressed the ESL part of ESL, composition at the for rules for something concrete to monitor them writing performance with. So, we give them grammatical Band-Aids and doses of paragraph models. We must then realize that we are teaching editing and imitation.”17
Writing practice moves from the more guided types of exercises, where elements of structure and vocabulary are manipulated, developed, transformed, and repeated in various ways. In its most highly developed form, writing refers to the conveying of information or the expression of
16 J.B. Heaten. Writing English Language Test. New York: Longman Group UK Limited. 1975. p. 127
original ideas in a consecutive way in the new language. Composition may be for practical purposes or may be more creative. The ultimate goal in creative expression will be to express one self in a polished form which requires a nuanced vocabulary and certain refinements of structure.
Writing practice will at the first be a service activity, consolidating work in the other areas. While the students are using it to reinforce other learning, they will be mastering the technical details of the art of writing. The simple rule of one problem at a time will decrease the possibility of error and make for more effective learning.
More composition curricula are adopting instructional approaches which emphasize relevant topics, class discussion, brainstorming, revision, peer feedback, and realistic tasks. Many writing text books have been rewritten to stress a process approach, though how successful such text books are in developing students’ writing practices is till an open question. According to Bartholomew & Petrosky in Grabe and Kaplan’s book “Theory and Practice of Writing”, composition programs have been moving towards content-centeredness, maintaining a consistent and coherent theme or set of themes about which students have personal knowledge and in which they can invest their time meaningfully.18
Composition involves individual selection of vocabulary and structure for the expression of personal meaning. If asked to write on subject which are too general, too philosophical, or too literary, students
will be frustrated by their desire to write at the standard they have reached in native language composition. For students in this dilemma are to simplify. They must clothe their thoughts in simple, lucid language which is well within their command.
Heaton states that an attempt should be made to determine the type of writing tasks with which the students are confronted everyday. Such tasks will probably be associated with the requirements imposed by the other subject being studied at school if the medium of the instruction is English. Shorts articles, instructions and accounts of experiments will probably form the main body of writing. If the medium of the instructions is not English, the students’ written work will often take the form of consolidation or extension of the work done in the classroom.19
Shortly, it can be restated that in the case of choosing the appropriate writing tasks for the students, the teacher must consider the topics that interest the students, for example, the topic can be what concerns with their daily activities or what they have done during their holiday. Besides, the vocabulary used in their tasks must be the one that has been previously given in their grammar or reading text. The reason is because they are learning English. So, any writing tasks given to them must be associated with the syllabus that will support the writing requirements. Of course, it will enable them to improve their ability in writing composition in English.
After the writer learns the way to make a concrete writing lesson, now she is thinking about how to test the composition writing skill. In the construction of class test, it is important for the writer to find out how composition is tested in the first language. Although the emphasis in the teaching and testing of the skills in English will necessity be quite different from that in the development of the skills in the firs language, perhaps Heaton’s words help the teacher understand this idea. He explains that in the past, test writers have been too ambitious and unrealistic in then- expectation of tests performance in composition writing, hence the constant complaint that relatively few foreign language learners of English attain a satisfactory level in English composition.
Furthermore, the backwash effect of examination involving composition writing has been unfortunate. Teacher has anticipated examination requirements by beginning free composition works far too early in the course. They have progressed from controlled composition too early before the basis writing still has been acquired.
topics, then composition writing can be useful testing tool. It provides the test with an opportunity to demonstrate his ability to organize language material, using his own words and ideas, and to communicate. In this way, a composition test provides a degree of motivation which any objectives type test fail to provide.
In other words, in the composition test, the students should be presented with clearly defined problems which motivate them to write. The writing task should be such that it ensures. They have something to say and a purpose for saying it. They also have an audience in mind when they write. How often in real life situation does a person begin to write when she has nothing to write, no purpose in writing and no audience in mind? Further, Heaton states that whenever possible, meaningful situations should be given in composition test. For example, a brief description of real life situation might be given when requiring the students to write free composition.20
Additionally, in the book of “Teaching of English as a Foreign Language” written by Endang Fauziati, Brown has mentioned some traditional criteria of good writing. Composition, he states, are supposed to: (1) meet certain standards of prescribed English rhetorical style,
(2) reflect accurate grammar, and
..j'
(3) be organized in conformity with what the audience would consider to
21
be conventional.
A great deal of attention, then, is placed on model composition, thai students would emulate and how well a student’s final product is measured against a list of criteria which include content, organization, vocabulary use, grammatical use, and mechanical considerations such as spelling and punctuation.
According to Leki in Fauziati’s book “Teaching of English as a Foreign Language (TEFL)” states that the main purpose of the learners' writing activity is to “catch grammar, spelling, and punctuation
errors.”-The five themes addressed under this principle reflect the more challenging demands placed on intermediate writers as well as the more complex set of factors influencing writing activities and writing development. These themes include: (1) strategy instruction. (2) poor response groups, (3) the writing process, (4) movement from controlled to free writing, and (5) awareness of language and genre structure. These themes extend the notion that effective writing requires attention to both the process of working with text and the output which conveys the intentions and ideas of the writer. Together, these themes make students more aware of the options they have while writing.
Knowing the main features of writing, the writer can accept the idea since the aim of learning English is to be able to use the language in the
21 Endang Fauziati. Teaching o f English as a Foreign L anguage (TEFL). Surakarta: Muhammadiyah University press. 2005. p. 148 - 149
correct situation with correct structure, vocabulary and idioms. It is not a matter of knowing the rules and the vocabulary as learned by using them creatively given, that is the error correction feedback. The writer here judges the language accuracy through the writing composition which is created by the students. The composition writing focuses on the production of grammatically correct sentences and the appropriate vocabularies.
According to Homby, grammar means study or science of rules for the combination of words into sentences (syntax) and the forms of words (morphology).23
The grammatical skill has a close relation with the ability to write correct sentences. It concerns the mastery of a structure/The students’ knowledge about sentence parts such as nouns, verbs, auxiliaries, and prepositional phrases, etc is required. The knowledge in organizing these parts of speech into a good and meaningful orders is also needed so that the sentences are clear and understandable.
Vocabulary refers to the choice of words. The ability to choose the words correctly; and the use of the words which are appropriate to the context are very probable so that the writing is not misinterpreted.
Beside those techniques, the explanation is done in front of the class for the general errors made for benefit of the entire class. While the students are given the oral explanation, they are asked to study their error
correction. As each student has completed the task, the corrected compositions are collected.
C. Effectiveness of Error Correction Feedback on Writing
According to Cohen and Robin’s idea of recent empirical research in Rombepajung’s book “Pengajaran dan Pembelajaran Bahasa Asing”, indicates that when students written compositions of foreign language are corrected inconsistently, error produced on their subsequent composition will not be reduced significantly. It has been hypothesized. Therefore, that systematic approach to correct student’s written work will improve then- linguistics and communicate competence more than an imprecise corrective approach.24
Dulay and Burt in the book of “Pengajaran dan Pembelajaran Bahasa Asing” written by Rombepajung, see that there is no reason to expect significantly different results with systematic correction techniques. They propose that selective feedback tailored to the learners’ interval level of linguistic development may be more effective than systematic feedback.25
According to Burt and Kiparsky in Walt’s book “Error Correction Techniques for the Foreign Language Classroom” who concern of the terms global and local errors, say global errors are those that block
communication; local errors are those that appear in isolated sentence 'y f t
elements (inflections, articles, auxiliaries, etc.).
The writer’s finding above shows that inconsistent language error correction in the composition written by students of a foreign language produces no improvement in the students’ linguistic and communicative abilities. On the other hand, a selective feedback is proposed as the opposed to the systematic one. Then, the writer finds that written composition being based on global and local error categories still show statistically insignificant effect on the students’ writing production.
Hendrickson has written currently, the writer uses a combined indirect-direct approach when correcting intermediate students’ compositions. Several indirect corrections: underlining of incorrect spelling, a circle around inappropriate words, an arrow for a missing element, and a question mark for a confusing phrase. More direct correction strategies include underlining a word in order to call attention.
A misplaced word can be bracketed and placed in its proper order with an arrow. Superfluous words are simply crossed out. Semantic errors must often be corrected in the most direct manner possibly: by providing the exact word such as use past tense. Thus far, using these combined
27
techniques has considerably improved students’ writing skill.
Based on this finding, the writer gets convinced that there are still other ways to cope with the students’ errors. Beside using the combined
26 Joel C. Walz. op.cit. p. 8
direct-indirect technique, she also uses the selective error correction techniques suggested by Burt and Kiparsky, i.e. correcting only global and local errors on vocabulary and grammar.
D. Conceptual Framework
In teaching writing composition, teachers may expect that their students will make good progress in their writing skill. They expect progress in writing skill when the teachers give a certain feedback at error correction by means of certain marks on the free margin that can be understood clearly by their students or by giving some information about the errors they make.
Error correction feedback that is considered as a technique of correcting errors should be given periodically on students’ composition task. Thus, the students can recognize their errors made, and when teacher still finds a lot of mistakes on students’ rewritten composition, the following writing tasks as well as the error correction feedback are administered. In this way, students are expected to be able to improve their skills in writing composition. The improvement of their writing skill is directed to the decrease of mistakes produced in their rewriting composition.
word order, P = punctuation, A = articles. More direct correction strategies provide the exact words as: “Use the past tense,” cross out extraneous word, and apply the correct form of structures.
E. Hypothesis
Based on the explanations above the writer, proposes hypothesis as follows:
In this chapter the writer wants to discuss about type of research, Population, Sample and Technique of Sampling, General Description of MTsN Slawi Kab. Tegal.
Technique of Collecting Data, Technique of Data Analysis and Data Presentation.
A. T ype o f Research
There are some kinds of methods which can be used in research. The choice of the methods depends on the aim of the research. The research methods can be classified into historical method, developmental method, experimental method and descriptive method.1 2
In this research, the writer uses descriptive method. In general terms, descriptive method is aimed at solving the correct problem; this includes many
a
kinds of descriptive techniques. One of them is used to describe or analyze research data taken by survey. He also says that generally the descriptive method is not only limited to collect and arrange data, but also to analyze and interpret the meaning of the data. In this descriptive method, the writer will describe the grammatical and vocabulary errors made by the second year students of MTsN Slawi Kab. Tegal and the contribution of error correction R edback to the improvement of their writing skills.
In this descriptive method of the research, the writer will describe:
1. How far are grammatical errors made by the second year students of MTsS Slawi Kab. Tegal?
2. How far are vocabulary errors made by the second year students of MTsN Slawi Kab. Tegal?
3. How far is the contribution of error correction feedback to the improvement of writing skill of the second year students of MTsN Slawi Kab. Tegal?
B. Population, Sam ple and Technique o f Sam pling
1. Population
According to Suharsimi Arikunto, the population is all members of the research subject.3 The population of this study is the second year students of
MTsN Slawi Kab. Tegal in the academic year of 2005/2006. There are seven classrooms and each class consists of 45 students. Thus, there are 315 students in this population.
2. Sample
Suharsimi says that sample is a part or a representative of population the researcher wants to observe.4 A chosen sample must really represent the population, because the result of the research will be generalized toward the entire population. Representative sample will influence the validity to the result of the research.
Surakhmad says if the population is less than 100, the sample must be 50% of it and if the population is more than 100, the number of sample must be 15% of it.5 In this study, the writer takes 45 students as the sample.
3 Suharsimi Arikunto. Prosedur Penelitian.Jakarta: PT. Rineka Cipta. 1998. p. 75 4 ibid.p. 98
3. Technique of Sampling
Technique of sampling used in this research is proportional random sampling. The writer uses this technique because it is easy to be done and far from subjectivity, thus the data taken will be more objective.
According to Sutrisno Hadi states that there are some steps in lottery technique. The steps are as follows:6
1) . Making a list consisting of al subjects in population. 2) . Coding all subjects by using alphabet.
3) . Writing each code on a little piece of paper. 4) . Rolling the papers.
5) . Putting the rolled paper into a bottle. 6) . Shaking them well.
7) . Taking randomly some of the rolled papers to select those whom will be the sample of the research.
C. G eneral Description o f M TsN Slaw i Kab. Tegal
1. T he Inform ation and Background o f M TsN Slaw i Kab. Tegal
This research was conducted in MTsN Slawi Kab. Tegal. The location is on Jl. Prof. Moh. Yamin Slawi, Tegal. This location is very suitable for teaching-learning process because it is far from the downtown.
This school was built on March 16th 1978 with the Degree of the Ministry of Religion Affairs Number 16/U/1978. The institution was built to adjust religions education in particular and non-religions education in
general. Through the education we hope that the student will be skillful in religions conduct and the world competitions.
2. O rganization Structure o f M TsN Slaw i Kab. Tegal
3. Students o f M TsN Slaw i Kab. Tegal
The number of students of MTsN Slawi Kab. Tegal is 980 pupils. They consist of 470 males and 510 females. The description of the students can be seen in the following table:
Table I
Students o f M TsN Slaw i Kab. Tegal in academ ic year o f 2005/2006
Class Sex Sub T otal
M ale Fem ale
I 150 170 320
II 155 160 315
III 165 180 345
4. Teacher and Staff
To manage the education activities, every school needs employees called teachers and staffs. Teachers are needed since it is the students’ difficulties in their lesson, expected that every teaching activity can be performed effectively, so that the goal of teaching learning can be achieved. Then, staffs are also important in teaching learning process because they are always in academ ic year o f 2005/2006
No Nam e Duties Subject
1 Drs. Sahruddin Hasibuan Headmaster SKI
2 Fauzi, S.Ag 3ublic Relation Officer Aqidah, Akhlaq 3 Drs. A. Shalahuddin, M.Dip.Ed Curriculum affairs TIK
4 A. Mafrokhi, S.Pd.I Personal affairs SKJ
5 Isnaeni, S.Pd, Dip.Ed Financial affairs B. Inggris
6 Drs. Z. Abidin Teacher Bahasa Arab
7 Drs. Abdul Somad Teacher Fiqih
8 Dra. Isni Alfiyah Teacher Qur’an, Hadits
9 Drs. M. Shobirin Teacher IPA Biologi
10 Dra. Aisatun Teacher Fisika
11 Dra. Royati Teacher B. Indonesia
12 Bambang Cahyono, S.Ag Teacher IPS Geografi
13 Heruwati Cahyani, S.Pd Teacher Ketrampilan
14 Agus Kholik, S.Pd Teacher PSKN
15 Nur Fadilah, S.Ag Teacher Qur’an, Hadits
16 Taufiq Samsuri, SE Teacher IPS Ekonomi
T able III
Facilities o f M TsN Slaw i Kab. Tegal
No Facilities Total
1 Classrooms 21 rooms
2 Teacher office 1 room
3 Library 1 room
4 School Healthy Center 1 room
5 Activity room 1 room
6 Administration room 1 room
7 Mosque 1 room
8 Language Laboratory 1 room
9 Biology Laboratory 1 room
10 Headmaster office 1 room
11 Warehouse room 1 room
12 OSIS room 1 room
13 Computer room 1 room
14 Cooperative room 1 room
15 Toilet 1 room
D. Technique o f Collecting Data
The strategies or techniques used to collect data in this research are:
1. Test
To get data, the writer uses writing and rewriting test. The result of the test is used as the primary data that will be analyzed to find out the differences of writing and rewriting score and to determine whether there has been any improvement in students composition writing skill after the correction are given or not.
2. Docum entation
In this research documentation is used to get data about the history of
MTsN Slawi Kab. Tegal, the situation of the students, their parents, teachers and staffs, and physical conditions that deal with this research.
E. Technique o f Data Analysis
The purpose of data analysis is to know the contribution of error correction feedback in improving the writing skill of the second year students of MTsN Slawi Kab. Tegal in the academic year of 2005/2006.
The data analysis method, which is used in this research, is descriptive quantitative analysis.
1. The writer tries to find out whether error correction feedback contributes to the improvement of students’ writing skill or not. The writer analyzes the data with several steps:
a. Identification Step
The writer gives a writing task for students to make a composition about the daily activity with simple sentence patterns.
b. Analysis Step
1) . Students are asked to collect their composition to the writer, then the writer corrects them by giving score based on the quality of using grammar and vocabulary.
2) . The writer gives back the result to students and they are ordered to rewrite.
c. Finding the Result
The writer classifies the possible main errors into some categories. They are as follows:
1) . Errors in the use of grammar 2) . Errors in the use of vocabulary
2. The statistical quantitative method uses the formula as follows:
a. To analyze how many percent of the errors are made by the second year students in writing and rewriting, the writer uses this formula:
P = — X 100% N
Explanation: P = number of percentage F = the raw score
N = number of research subject
To know the percentage of error correction feedback, it will be classified into four level of mastery:7
1) . 80% -100% = Excellent 2) . 60% - 79% = Good 3) . 50% - 59% = Fair 4) . 0% - 49% = Poor
b. The writer uses r2 to analyze the contribution of error correction feedback in improving the writing skill. The formula is as follows:
Jk (T) - Jk(s) Jk(T) Explanation:
x 100%
Jk (T) = Counting the total of quadrant, with the formula Jk =1 Xz2
Jk(s) = Counting total sum of regression quadrant Jk (s), with the formula = Jk (s) = Jk (T) - Jk (a) - Jk (b/a).
F. Data Presentation
List o f Sam ples
No Nam e No Nam e
1 Alfiatun Fikriyah 24 Geri Farilan
2 Afrida Fitriani 25 Harmoko
3 Alifa Rosdiani Salcha 26 Hesti Mustyka M
4 Amrul Hakim Romas 27 Ibnu Khajar
5 Attin Nur Agustin 28 Ika Indriyani
6 Ari Widodo 29 Ikhwan Fauzi
7 Bambang Widianarko 30 Kevin Rahma Rizki
8 Budi Mulyono 31 Khayatul M
9 Desi Sasi Utami 32 Komari Kholifudin
10 Dinar Nur Aprianti 33 Latif Syaeful Ashri
11 Eva Nuriyanti 34 Lisnawati
12 Faridatul A 35 M. Faiz Zidni
13 M. Fredian Husni 36 Riswantoro
14 M. Nur Kholik 37 Septi Yuni
15 Maulana Chusnanto 38 Shofi Islakhudin
16 Novi Dwi Astuti 39 Supriyadi
17 Nurul Affiyani 40 Tika Andriani
18 Pipit Perwita S 41 Titik Mulyasih
19 Puji Sri Hastuti 42 Tri Ali Widodo
20 Rifqi Nadzifah 43 Uci Tresnowati
This chapter will discuss about the result of the study which consists of description of data and descriptive analysis.
A. Description o f Data
There are two kinds of data used in this research namely primary and secondary data. The primary data are taken from tests and the second ones are'm the form of document.
The tests are grouped into two categories: writing and rewriting tests. The tests were given to the second year students of MTsN Slawi Kab. Tegal in 2005/2006 academic year, which were held from May until June 2006. After getting the data, the writer changed them in numerical device and category systems to describe the students’ ability in writing composition.
The samples used in this research consisted of 45 students. The writer assumed that they had the same level of competence in writing composition. The writer also assumed that they would get difficulty in using grammar and vocabulary. After getting the data from the samples, the writer analyzed them. Next, the writer conducted writing and rewriting test.
After conducting the tests, the writer took students’ test sheets. Then she scored the students sheets one by one. The scoring components consisted of five items. There were (1) coherence; (2) grammar; (3) vocabulary; (4) spelling; and (5) content. In analyzing the data, the writer used statistical analysis method. It consisted of tabulation, clarification, and interpretation of the data collected.
of the descriptive statistics.
To find out the different scores between writing and rewriting tests, the writer used intervals in determining intervals either on vocabulary or on grammar scale 7 was employed. Based on the data, the highest interval of the scores of the writing test is 7, while the lowest one is 1. The highest interval of the scores of the rewriting test is 7 while 1 is the lowest one.
The data in Table 1 figures that in rewriting test the number of students who obtain the total score of intervals 8, 9 and 10 increase. There is a decrease of frequencies of the lower scores in the rewriting test'. The increase of the frequencies of the higher scores in the rewriting test shows that there is progress achieved by the students. The progress is shown by the decrease of the mistakes produced in their rewritten composition. To sum up, error correction feedback that is given to students’ contribution the improvement of their writing skill. The different frequencies of the writing skill can be illustrated as follows:
T able 1
Scores o f W riting and R ew riting Tests
No Scores Frequencies
W riting Rewriting
1 5 7 2
2 6 16 1
3 7 14 7
4 8 4 17
5 9 3 13
T able 2
The Percentage o f the E ffectiveness o f E rror Correction Feedback in
Im proving the W riting Skill
Scores
Frequency Percentage
W riting R ewriting W riting R ewriting
7 - 1 0 22 42 51% 93%
From the Table 2, it can be seen that 51% (50% out of 59%) of students’ writing skill is fair so is ineffective and 93% (80% out of 100%) of the students’ writing skill is excellent so error correction feedback gives contribution to the improvement of the students’ writing skill.
T able 3
Scores on W riting and R ew riting Tests o f V ocabulary
No Scores
there appears progress on the vocabulary result. From the analysis above, the writer would like to try to justify the second year students’ vocabulary scores of
MTsN Slawi Kab. Tegal in 2005/2006 academic year based on the frequency scores of the writing and rewriting tests. The table below will draw the percentage of vocabulary error scores.
T able 4
T he Percentage o f Vocabulary Errors
Scores Frequency Percentage
W riting R ewriting W riting Rewriting
1 - 4 17 0 37% 0%
From the Table 4, it can be seen that 37% (0% out of 49%) of students have poor to average vocabulary errors in writing test and 0% (80% out of 100%) of students have excellent to average vocabulary errors in their rewriting test.
The frequency of grammar scores in writing test is statistically increased. The increase frequencies are figured out on interval 5, 6 and 7. On the other hand, the frequency of grammar scores in the rewriting test, on interval 4, 3, 2 and 1 is lower than in writing test.
T able 5
Scores on W riting and R ewriting Tests o f Grammar
The computation of frequencies in Table 5 is based on the data of Appendices 4a and 4b.
T able 6
T he Percentage o f G ram m atical Errors
Scores Frequency Percentage
W riting R ewriting W riting R ewriting
1 - 4 32 4 72% 9%
From the Table 6, it can be seen that 72% (0% out of 49%) of students have under poor to average grammatical errors in writing test and 9% (60% out of 79%) of them have good to average grammatical errors in rewriting test.
The regression analysis was used to know the contribution of vocabulary as A variable and grammatical as B variable in improving writing skill. This contribution was stated within the coefficient of regression that indicates the higher contribution of vocabulary and grammatical if the writing skill is up to one point. The formula of regression is Y = a + b (x).
Where: Y = approximate number of Y if x is known a = number of linearity of regression constant b = regression coefficient with scores.
To prove whether or not there is the contribution of the errors correction feedback in improving the writing skill of MTsN Slawi Kab. Tegal in the academic year 2005/2006, as follows:
N = 45 Ex b = 168
ZxA = 197 W = 676
To know the cost of “a” formula is:
( E * a )f ( E - ) £ > a *b)
i - X x a
2
f
(197)2 (168) - (197) (745) 45 . 885-(197)2
6519912-146765 39825-38809
66373147 1016 = 6.272,8
= n Z xAxB ~ ( Z xJ ( Z x b) n . J V - k x J
45 . 745 - (197) (168) 45 . 885 — (l97)2
33525-33096 ~ 39825-38809
4296 ~ 1016 = 0,422 xB = a + b (xA)
= 6272,8 + 0,422 (xA) = 6273,22 =6274
Jk (T) = Exb2 = 676
Anava for the regression linear xB = 6272,8 + 0,42 (x)
= Jk <T ) - Jk(-S) x lOOo/o Jk(T)
1. Discussion of the Grammatical Errors Test
To collect the data of grammatical errors made by students, the writer used writing and rewriting tests. The kind of test is written composition, which contains at least 100 words on a paragraph. She computed the grammatical errors by the highest score is 7 and the lowest score is 1.
The students are just asked to write simple free composition about familiar topics. The chosen topics and the assumptions about the language used by MTs students are based on the consideration that they have mastered only what they have got in class during their learning of English in MTs. The errors corrected are based on selected materials given to the students and their compositions. Many error corrections will discourage the students, so the benefits of the error correction feedback will be decreased or inefficient.
The result shows that the grammatical errors made by students are 72% before correction. After correction feedback the grammatical errors made by students are 9%.
2. Discussion of the Vocabulary Errors Test
Description written composition were applied in order to obtain the data of vocabulary errors. Based on the 45 responses of the students as the result of the analysis, it shows that the highest score is 7, while the lowest score is 1.
Meanwhile, number of students with the poorest vocabulary errors is 13 students on interval 5, 4, 3, 2 and 1, and number of students with vocabulary correct is 32 students on interval 6 and 7 before correction. After correction feedback, number of students in vocabulary errors is 0. So, number of students in vocabulary correct is 45 students.
The results show that the vocabulary errors made by students are 47% before correction. After correction feedback, the vocabulary error made by students is 0%.
3. Hypothesis Analysis
This chapter is the last part of the thesis which presents conclusion and suggestion.
A. Conclusion
Based on the data analyzed , the writer comes to the following conclusion : 1. The effectiveness of error correction feedback on grammatical errors made by
the second year students is above standard score (65 % - 100 %).The percentage of grammatical errors is 72 % in writing test, so it is poor.After correction feedback, the percentage of grammatical errors is 9 % in rewriting test, so it is excellent.
2. The effectiveness of error correction feedback on vocabulary errors made by the second year students is above standard score (65 % - 100 %).The percentage of vocabulary errors is 37 % in writing test, so it is fair. After correction feedback, the percentage of vocabulary errors is 0 % in rewriting test, so it is excellent.
3. It is found that the contribution of correction feedback to rewriting test is 8,3 %.
The percentage of the effectiveness of error correction feedback in improving the writing skill is 93 % after error correction feedback and before the correction feedback is 51 %. It can be conclude that the error correction feedback on grammar and vocabulary contributes the improvement of writing
skill of the second year students of MTsN Slawi Kab.Tegal in 2006/2007 academic year.
B. Suggestion
Based on the result on the study, the writer present some suggestion as follows:
1. To the Students
a. The students should motivate themselves to practice their writing skill regularly in order to improve their writing skill.
b. They should not feel afraid of making mistake in their writing because making mistakes is a part of learning.
c. They have to feel confident with their ability in writing and be able to communicate.
d. They feel more willing to risk producing errors because they have come to realize that they learn by doing.
2. To the Teachers
a. The teacher has to pay much attention to the students’ errors in writing and must correct them.
b. The teacher has to explain and discuss the students’ errors in writing especially in using grammar and vocabulary
c. Ideally, the correction and evaluation to students’ written work should be done by the teacher
W RITING T EST
Name Class Time Date Subject
60 Minutes
Read this instruction carefully !
Name : ... Class : ... Time : 60 minutes Date : ... Subject: ...
Read this instruction carefully!
Write down a paragraph at least 100 words containing chronological events. Choose one of the topics below:
W RITING TEST
Name ‘ : U ,Cl.... 5>.9.^ « t» Class ... Time : 60 minutes
Date ...
Subject ...
Read this instruction carefully!
Write down a paragraph of your daily routine at least 100 words from getting up in the morning until going to bed at night.
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U s u n \ l 'j 9 « - UP
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•'
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^ * » « 4 , « 3 ~ ^ « » f M *
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a b^tVv Av^ 'tW Ai\n<tr. >
^ a3cvV> * W a tt» * ) ^ Uss.b o a o^ **t Veit^ ^ M err° ^ vvv3 ' fca S L n ; a u A | . u su a V h t * » u ^ d u n g ™ ^ 3 AUl a u t i t ^ - o o - T l n m T
____^oUr)£l bM -tow^rro-o moccunq „
H
t
Read this instruction carefully!
Write down a paragraph at least 100 words containing chronological events. Choose one of the topics below:
2 2 - 3 6
3 4 - 5 5
4 6 - 7 4
5 8 - 9 3
6 10-11 2
7 12-13 1
Where:
The highest mistakes = 12 The lowest mistakes = 0 Therefore:
a. The range of interval = 12 — 0 = 12 b. Class = 1 + (3,3) log 45
= 1 +(3,3) (1,653) = 1 + 5,456 = 6,456 - 7
c. Class Interval = 12 = 1,86 = 2
Appendix 4b
frequency o f V ocabulary Score on R ewriting
a. The Correction of Global and Local Errors in Grammar
1. The Correction of Missing Predicate or the Simple Predicate (be) Examples:
a) 1 going to the bathroom. (1 am going to bathroom ). b) I sports for my healty.
( 1 dn sports for my healty ).
c) I will a bath after taking some exercises.
( I will take a bath after taking some exercises ). 2. The correction of Missused and Omitted Articles
a) The Missused Articles Examples:
1) I will go to a bathroom. ( I will go to the bathroom ).
2) I always get up at the five o’clock in the morning. ( 1 always get up at five o’clock in the morning ). 3) I usually go to the field to play the football.
2) There was accident in front of my house yesterday evening. ( There was an accident, in front of my house yesterday evening).
3) 1 will study for hour. ( I will study for an hour ).
3. The Correction of the Misuse of Preposition and Prepositional Idioms Examples:
a) I always go to school by foot. (I always go to school on foot). b) We will go camping in Sunday.
( We will go to camping on Sunday ).
c) 1 always arrive at school early at the morning. ( I always arrive at school in the morning ). 4. The Correction of Incorrect Word-Order
Examples:
a) Usually I get up at 04.30 a.m in the morning. (1 usually get up at 04.30 a.m in the morning ). b) My activities everyday usually start at 05.00 a.m
( My activities everyday usually start at 05.00 a.m ). c) I maghrib pray after taking a bath in the evening.
( I get up at 05.00 a.m in the morning ). b) My activities usually started at 04.30 a.m.
( My activities usually start at 04.30 a.m ).
>
c) I’m must get up at 04.30 a.m in the morning. ( I must get up at 04.30 a.m in the morning ). 6. The Correction of Plural Markers
a) The Misuse of the Plural Markers Examples:
1) They had two childs. ( They had two children ).
2) Some peoples come to my birthday party. ( Some people come to my birthday party ). 3) There are four womans in that room.
( There are four women in that room ). b) The Absence of the Plural Markers
Examples:
1) The class is devided into two part. ( The class is devided into two parts). 7. The correctin of plural markers
2) Some peoples come to my birthday party (Some people come to my birthday party) 3) There are four womans is that room.
( There are four women in that room) 4) Their childs are playing on the play ground.
( Their children are playing on the play ground ). b) The Absence of the Plural Markers
1) The class is devided into two part ( The class is devided into two parts).
2) My sister is twelve year old. ( My sister is twelve years old). 3) Solo has many tourist resort.
( Solo has many tourist resorts ). 8. The Correctness of possessive Adjectives
Examples :
a) My brother name is joko. ( My brother’s name is joko).
a) He plays football good. ( He plays football w e ll). b) The sun is shining bright today.
( The sun is shining brithly today ). c) The student can speak English fluent.
( The student can speak English fluently ). d) I do sport for my health.
( I do sport for my healthy ).
e) I always clear my bedroom everyday. ( I always clean my bedroom everyday ). f) After I get up than I go to the bathroom.
( After 1 get up then I go to the bathroom ). g) I am the older child in my family.
(1 am the oldest child in my family ). h) My father gave me many money.
( My father gave me much money ).
2. The Correction of Errors of the Meaning of the Word in the context a) I am child boarding house.
( I am a boarding house child ).
d) I lunch soon.
( I will have lunch soon ).
e) We went climb Lawu mount last week. ( We went climbing Lawu mount last week ). f) We back home in the afternoon.
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