Developing a teaching model through students-selected topics and implicit corrective feedback in teaching writing
Abstract
This study is aimed at finding the difference in writing achievement between students taught through original students-selected topics and those taught through students-selected topic and implicit corrective feedback. In addition, this study is also aimed to find out whether or not there is correlation between students’ writing attitude and their writing achievement. The subjects of this research were the first grade students of SMAN 13 Bandar Lampung in the academic year 2019/2020. The research was conducted to 34 students in experimental class and 34 students in control class. In collecting the data, the researcher administered writing tests and attitude questionnaire. Then, the data were analyzed quantitatively. The results shows that students-selected topics and implicit corrective feedback affected students’ writing achievement. The result revealed that t-value was higher than t-table (5.845>1.996) with the significance level of less than 005 (0.000 < 0.005).
Keywords: Implicit corrective feedback, students-selected topic, students’ writing attitude.
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