Teacher’s corrective feedback within discovery learning strategy to enhance students’ writing accuracy

Irawati Irawati, Patuan Raja, Flora Nainggolan


This study was aimed i) to find out whether teacher’s corrective feedback within discovery learning strategy significantly enhances student’s writing accuracy and ii) to find out the highest enhancement on aspects of writing accuracy. The study used The One Group Pre-Test – Post-Test Design. A total of 25 students of the eleventh grade of SMAN 1 Kibang participated in the study. The data were collected through writing test. The results of this study revealed that i) there is a significant enhancement on the students’ writing accuracy after the implementation of teacher’s corrective feedback within discovery learning strategy with the significant value (p) = 0.000 (< 0.05) and t-value 18.160 (>2.060), ii) among the three aspects of writing accuracy (grammar, vocabulary and spelling), the highest enhancement occurred on grammar aspect.

Keywords: Discovery learning, teacher’s corrective feedback, writing accuracy.

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