The Guided Self-Correction to Improve Indonesian EFL Students’ Writing Achievement
Journal Title: International Journal of Current Science Research and Review - Year 2024, Vol 7, Issue 07
Abstract
The current research aimed to identify the effect of the guided self-correction on students’ writing achievement. The study employed a quantitative design. The subject was 1 class 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’ writing achievement when the students taught by guided self-correction with the significant level, 0.03. That is, when the students provided with the guided self-correction had better writing achievement. Therefore, the guided self-correction had statistically significant effects on the students’ descriptive writing achievement. The findings suggest that the guided could be implemented to facilitate students to improve their descriptive writing achievement.
Authors and Affiliations
Salwa Failasifa Azzahra, Patuan Raja,
Keywords
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- EP ID EP740493
- DOI 10.47191/ijcsrr/V7-i7-45
- Views 46
- Downloads 0
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