Tesis

The effect of using grammarly and teacher feedback on the students\' writing performance across different proficiency levels / MOHAMMAD AMIQUL FAHMI

Abstrak
ABSTRACT Fahmi Mohammad Amiqul. 2021. The Effect of Grammarly and Teacher Feedback on the Students rsquo Writing Performance. Magister rsquo s Thesis English Language Teaching Graduate Program of Universitas Negeri Malang. Advisors (1) Dra. Nunung Suryati M.Ed Ph.D (II) Dr. Niamika El Khoiri S.Pd M.A. Keywords Grammarly Teacher Feedback writing performance language proficiency levels Providing feedback for the students in writing is crucial in helping the students enhance their writing quality. However it can be problematic for the teacher to provide feedback for the class with a large number of students. Applying Automated Writing Evaluation (AWE) programs such as Grammarly to assist teachers in providing feedback may overcome this problem. This study is intended to examine the effect of Grammarly and Teacher Feedback on the students writing performance. This present study was conducted at SMA Al-Izzah International Islamic Boarding School Batu. A quasi-experimental design that involved experimental and control groups was employed. The subjects of this study were the 10th grade of senior high school students. Nine meetings covered one meeting for the pre-test seven for the treatment and one for the post-test. This research study compares the students writing performance of the experimental and control groups. The writing test results were used to answer the first research question about the effectiveness of the combined feedback strategies used in this study. Moreover further analysis was conducted to know the strategy s effectiveness on the students writing performance regarding their language proficiency levels. The result of the pre-test was used to categorize the students language proficiency based on the levels. This study showed that the students who obtained the combined feedback strategies between Grammarly and Teacher Feedback performed better on writing than those who got the Teacher Feedback only. It is shown by thep-value of .030 which was less than the .05 level of significance. Further analysis for the students with high language proficiency showed the same result with a significant value of less than .05 (0.001 lt .05). On the other hand the writing performance for the low language proficiency students was not significantly different between the experimental and control groups. These findings indicate that the combined feedback strategies are recommended in writing activities especially for a class with many students.

Informasi Detail

DDC

Rt 425 FAH t

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2021.

Deskripsi Fisik

xiv, 122 lembar : ilus. ; 30 cm

Bahasa

No Reg

02704/KI/22

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2021

Subjek

1. BAHASA INGGRIS - TATA BAHASA
2. ENGLISH - GRAMMAR

Pembimbing

1. Nunung Suryati; 2. Niamika El Khoiri

Lampiran Berkas