K.R.A. Safari
Universitas Islam Nusantara, Indonesia
Email: kevin.reynald@fkip-uninus.ac.id
ABSTRACT
The expansion of grammatical features in descriptive text from junior high school to senior high school leads students to commit errors in their writing. Metalinguistic corrective feedback therefore is presented as an alternative feedback to overcome this problem. This research is presented in quantitative research. Two classes were selected as the sample: one experimental and one control group to be the representative of the tenth grade at one private high school in Bandung. Essay tests was used as the instrument. The students initially wrote a descriptive text, then the researcher collected the portfolios to analyze what errors were committed by the students. The students furtherly wrote another descriptive text with different topic, then their portfolios were collected for data analysis later. A significant result was found that the students who received metalinguistic corrective feedback outperformed students who received conventional feedback (t [60] = 3.80, p<0.05) with indication of large effect size (Δ = 0.85). In further analysis, metalinguistic corrective feedback was able to enhance students’ writing more accurately by reducing their writing error frequency. This study may be applied as a reference for teachers to assess students’ writing informally in any text types.
KEYWORDS: Descriptive Text, Metalinguistic Corrective Feedback, Writing Skill
143 – 156 | ISSN: 2579-437X | Volume 7, 9 October 2021
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