The learners’ writing progress Using Direct Feedback

Abstract

Written corrective feedback plays an important aspect to increase writing accuracy. The study is to investigate the learners' progress on writing scores: before, during, and after the implementation of teacher direct feedback. The study was conducted at the L2 learners of IAIN Palangka Raya. The study is a quasi-experimental research using repeated measure design. The participants were given three times of tests: before, during and after the implementation of feedback. The data were collected through a writing test. The method of data analysis was used a one-way anova repeated measure. The findings revealed that: (1) Based on the output, there was effect for time, Wilk's Lambda= 0.056, F= 1.94, p< 0. 005, multivariate eta squared= 0.94. It was interpreted that there was significant difference on learners' writing progress the treatment. It meant that teacher direct feedback gave significant effects to learners' writing ability for both during and after the treatment and also recommended that the teachers determine the errors to be corrected, the way to correct them and involved the learners so that they could be a part of learning process.