PENGGUNAAN WRITTEN CORRECTIVE FEEDBACK DALAM MENINGKATKAN KETERAMPILAN MENULIS DESCRIPTIVE TEXT
DOI:
https://doi.org/10.53682/kompetensi.v4i12.10889Keywords:
Written Corrective Feedback, Descriptive Text, Keterampilan Menulis, Pembelajaran Bahasa InggrisAbstract
Penelitian ini bertujuan untuk mendeskripsikan penerpaan metode Written Corrective Feedback (WCF) dalam meningkatkan keterampilan menulis descriptive text peserta didik kelas 10. Penelitian menggunakan desain Penelitian Tindakan Kelas (PTK) atau Classroom Action Research (CAR) berdasarkan model spiral Kemmis dkk. (2014), yang melibatkan empat tahapan utama: perencanaan, tindakan, pengamatan, dan refleksi. Penelitian dilakukan selama tiga siklus di SMA Negeri 1 Remboken, Sulawesi Utara, dengan subjek penelitian 27 peserta didik kelas 10 B. Data dikumpulkan melalui observasi proses pembelajaran dan tes menulis descriptive text menggunakan rubrik penilaian yang berfokus pada lima aspek utama: topic, grammar, vocabulary, coherence, dan comprehension. Hasil penelitian menunjukkan bahwa penerapan WCF secara efektif meningkatkan keterampilan menulis peserta didik. Nilai rata-rata peserta didik meningkat dari 73,66 pada kondisi awal menjadi 81,06 pada Siklus I, 86,50 pada Siklus II, dan 88,86 pada Siklus III. Ketuntasan belajar klasikal juga mengalami peningkatan signifikan, dari 25,92% pada kondisi awal menjadi 51,85% pada Siklus I, 81,48% pada Siklus II, dan mencapai 88,89% pada Siklus III, melampaui target ketuntasan yang ditetapkan. Hasil ini menunjukkan bahwa kombinasi written corrective feedback dengan pendekatan TPACK mampu meningkatkan kualitas pembelajaran Bahasa Inggris secara signifikan, baik dari segi hasil belajar maupun keterampilan menulis peserta didik.
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