Teacher’s online corrective feedback using Instagram at SMAN 1 Porong Sidoarjo

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Ma'rufah, Alifatul (2019) Teacher’s online corrective feedback using Instagram at SMAN 1 Porong Sidoarjo. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

This research discusses the teacher’s online corrective feedback in students’ writing hortatory exposition text using Instagram at SMAN 1Porong. The aims of this qualitative research are to explore; 1) The types of online corrective feedback which applied by teacher on students’ writing hortatory exposition text using Instagram. 2) The grammar and content aspects that teacher gives of online corrective feedback on students’ writing hortatory exposition text using Instagram. Online corrective feedback which applied by teachers refers to the typology of corrective feedback proposed by Rod Ellis. The documents analyzed are students’ writing hortatory exposition and the teacher’s online corrective feedback used by the students using purposive sampling. Five documents along with the teacher’s online corrective feedback were taken from students’ of eleventh grade of English as Cross Interest Program at SMAN 1 Porong in year 2018/2019. The results highlighted the following; 1) Regarding with seven type of online corrective feedback of Rod Ellis. Here teacher mostly applied four types, it are direct, indirect, focused and unfocused online corrective feedback. This direct online corrective feedback mostly applied because of the focusing point of teacher in direct evaluating the grammar aspects. 2) The teacher’s use direct online corrective feedback related with two writing aspects; grammar and content, teacher more focuses on grammar part instead of content. The grammar part, teacher’s giving correction mostly in verb part rather than proposition and conjunction. For teacher’s online corrective feedback mostly focuses on content. Thesis of students’ writing hortatory exposition part becomes the most error which becomes the main focuses on teacher’s online corrective on content aspects. This indicates that teacher still focused on using direct online corrective feedback and grammar aspects in evaluating writing. Furthermore this findings confirm that errors commonly occurs in second language learning including English writing by Indonesian EFL learners.