USING WRITTEN FEEDBACK TO IMPROVE THE TEACHING AND LEARNING PROCESS OF WRITING AT CLASS XF OF SMA NEGERI 1 DEPOK, YOGYAKARTA IN THE ACADEMIC YEAR OF 2012/2013

Abstrak / Ringkasan

This research is action research which aims to improve the teaching and learning process of writing at Class XF of SMA Negeri 1 Depok, Yogyakarta in the academic year of 2012/2013 by using written feedback.
This research consisted of two cycles with four meetings in the Cycle 1 and three meetings in Cycle 2. It was held at SMA Negeri 1 Depok from July to October 2012. The subjects of this research were the students of class XF, the English teacher as the collaborator, and the researcher herself. The techniques of collecting data were by observing the teaching and learning process, interviewing the English teacher and students, taking photographs, collecting documents, and scoring the students’ writing. The data were in the forms of field notes, interview transcripts, photos, samples of students’ writing, and students’ writing scores. In analyzing those data, the researcher used two methods, namely qualitative and quantitative methods. In analyzing the qualitative data, the researcher did three steps namely data reduction, data display, and conclusion drawing or verification. The data were in the forms of field notes, interview transcripts, photos and samples of students’ writing. In analyzing the quantitative data, the researcher used a writing rubric. The data were in the form of students’ writing performance task scores.
The results of this research indicated that maximazing the use of media could improve writing teaching and learning process. The use of media successfully involved the students in the teaching and learning process. Since there was a media, the students’ motivation also improved. They were enthusiastic and motivated in the writing teaching and learning process. The improvement of students’ motivation affected the students’ writing skill. The use of written feedback in the writing process was able to improve the students’ writing skills in terms of ideas, grammatical features, and organization. Based on qualitative data sources, the implementation of written feedback in the form of codes enabled to help them to revise the mistakes related to the language use and mechanics. On the one hand, the use of comment also helped them to generate ideas well, organize the paragraph, and use appropriate vocabulary. In addition, they could revise the mistakes by themselves after getting the written feedback. The quantitative data sources indicated that students’ writing scores in the two cycles increased. In Cycle I, there were 15 students who were in very good category, while 16 students were in the excellent category. In the Cycle 2, there were 6 students who were in very good category, while 25 students were in the excellent category.

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