WRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE

This research was intended to measure the effectiveness in the students’ writing achievement by using note-written and marked-written grammar feedback on students’ writing with visual learning styles. Based on the result of the computation, that in the experimental group using note-written grammar f...

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Autor principal:	Bradhiansyah Tri Suryanto
Formato:	article
Lenguaje:	EN ID
Publicado:	Nurul Jadid University, Islamic Faculty 2018
Materias:	Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/6027597d59d74ffca3b0df114c4237d5
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spelling	oai:doaj.org-article:6027597d59d74ffca3b0df114c4237d52021-11-16T05:11:29ZWRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE2354-79602528-579310.33650/pjp.v5i1.215https://doaj.org/article/6027597d59d74ffca3b0df114c4237d52018-07-01T00:00:00Zhttps://ejournal.unuja.ac.id/index.php/pedagogik/article/view/215https://doaj.org/toc/2354-7960https://doaj.org/toc/2528-5793This research was intended to measure the effectiveness in the students’ writing achievement by using note-written and marked-written grammar feedback on students’ writing with visual learning styles. Based on the result of the computation, that in the experimental group using note-written grammar feedback, mean score for visual learning style is 78.78, while in the control group the visual learning style is 69.25. It means that there is a difference means score between experimental group and control group. Based on the statistical computation, the F value of Corrected Model was .519. It > .05 with the level of confidence 95% (α = .05). It means that was not valid. Further, the F value of Intercept was .000. It < .05 with the level of confidence 95% (α = .05). It means the dependent variable was not influenced by the independent variable. On the other words, the intercept was significant. While the effect of note-written grammar feedback to posttest score is .388. It > .05 with the level of confidence 95% (α = .05). It means that there is no a significance of note-written grammar feedback in students’ writing. Furthermore, for the technique on learning style was .347> .05 with the level of confidence 95% (α = .05). It means that there was no a significance of written grammar feedback techniques and students’ learning style on the students’ writing.Bradhiansyah Tri SuryantoNurul Jadid University, Islamic FacultyarticleTheory and practice of educationLB5-3640ENIDPedagogik: Jurnal Pendidikan, Vol 5, Iss 1, Pp 1-18 (2018)
institution	DOAJ
collection	DOAJ
language	EN ID
topic	Theory and practice of education LB5-3640
spellingShingle	Theory and practice of education LB5-3640 Bradhiansyah Tri Suryanto WRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE
description	This research was intended to measure the effectiveness in the students’ writing achievement by using note-written and marked-written grammar feedback on students’ writing with visual learning styles. Based on the result of the computation, that in the experimental group using note-written grammar feedback, mean score for visual learning style is 78.78, while in the control group the visual learning style is 69.25. It means that there is a difference means score between experimental group and control group. Based on the statistical computation, the F value of Corrected Model was .519. It > .05 with the level of confidence 95% (α = .05). It means that was not valid. Further, the F value of Intercept was .000. It < .05 with the level of confidence 95% (α = .05). It means the dependent variable was not influenced by the independent variable. On the other words, the intercept was significant. While the effect of note-written grammar feedback to posttest score is .388. It > .05 with the level of confidence 95% (α = .05). It means that there is no a significance of note-written grammar feedback in students’ writing. Furthermore, for the technique on learning style was .347> .05 with the level of confidence 95% (α = .05). It means that there was no a significance of written grammar feedback techniques and students’ learning style on the students’ writing.
format	article
author	Bradhiansyah Tri Suryanto
author_facet	Bradhiansyah Tri Suryanto
author_sort	Bradhiansyah Tri Suryanto
title	WRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE
title_short	WRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE
title_full	WRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE
title_fullStr	WRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE
title_full_unstemmed	WRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE
title_sort	written grammar feedback on students’ writing with visual learning style
publisher	Nurul Jadid University, Islamic Faculty
publishDate	2018
url	https://doaj.org/article/6027597d59d74ffca3b0df114c4237d5
work_keys_str_mv	AT bradhiansyahtrisuryanto writtengrammarfeedbackonstudentswritingwithvisuallearningstyle
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WRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE

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