Salwa Failasifa, Azzahra (2024) THE COMPARISON BETWEEN THE GUIDED AND UNGUIDED SELF- CORRECTIONS IN IMPROVING THE FIRST YEAR STUDENTS’ DESCRIPTIVE WRITING ACHIEVEMENT AT SMA N 1 SEPUTIH MATARAM. Masters thesis, UNIVERSITAS LAMPUNG.
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Abstrak (Berisi Bastraknya saja, Judul dan Nama Tidak Boleh di Masukan)
The current research aimed to investigate whether or not i) there was a statistically significant difference of the students’ descriptive writing achievement between the students who were taught by guided self-correction and those through unguided self- correction, ii) both guided and unguided self-corrections had statistically significant improvement on the students’ descriptive writing achievement. The study employed a quantitative design with two classes, the experimental and the control classes. The subjects were 2 classes each of which consisted of 31 students. This research used a purposive sampling method. The data were collected through the pre-test and post-test in the form of writing tests. The data from both pre and the post- tests were compared using SPSS 25.0 The results showed there was a statistically significant difference of students’ descriptive writing achievement between the students who were taught by guided self- correction and those through unguided self-correction with the significant level, 0.03. The mean score of pretest control was 55,9 and posttest was 74,6. The mean score of pretest experiment was 55,1 and posttest was 78.8. That is, the students in the experimental class provided with the guided self-correction had better writing achievement than those in the control class. However, both strategies, the guided self- correction and unguided self-correction, had statistically significant effects on the students’ descriptive writing achievement in the two classes. The findings suggest that both strategies could be implemented to facilitate students to improve their descriptive writing achievement in spite of better results of guided-self correction on the students’ descriptive writing. Keywords: Self-Correction, Guided Self-Correction, Writing Achievement.
| Jenis Karya Akhir: | Tesis (Masters) |
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| Subyek: | 300 Ilmu sosial > 370 Pendidikan 400 Bahasa 400 Bahasa > 420 Bahasa Inggris dan Inggris kuno (Anglo-Saxon) |
| Program Studi: | FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN (FKIP) > Prodi S2 Magister Pendidikan Bahasa Inggris |
| Pengguna Deposit: | UPT . Dito Nipati |
| Date Deposited: | 08 May 2025 09:40 |
| Terakhir diubah: | 08 May 2025 09:40 |
| URI: | http://digilib.unila.ac.id/id/eprint/86880 |
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