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WRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE

PEDAGOGIK: Jurnal Pendidikan · Vol. 5 No. 1 (2018) · hlm. 1–18

DOI
10.33650/pjp.v5i1.215
ISSN
2528-5793, 2354-7960
Terbit
2018-07-31
Penerbit
Nurul Jadid University
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

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 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.

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  • Universitas Nurul Jadid
  • Universitas Panca Marga
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H. Zainal ArifinAfiliasi tidak diketahui1
Khalid Al-MadaniAfiliasi tidak diketahui1
Andini Krisna SariUniversitas Panca Marga1

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Sumber metadata: OAI-PMH (metadata jurnal) https://ejournal.unuja.ac.id/index.php/pedagogik/oai, pertama di-harvest 28 Okt 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en-US">WRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE</dc:title>
	<dc:creator>Suryanto, Bradhiansyah Tri</dc:creator>
	<dc:subject xml:lang="en-US">written grammar feedback, writing, visual learning style</dc:subject>
	<dc:description xml:lang="en-US">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 &gt; .05 with the level of confidence 95% (α = .05). It means that was not valid. Further, the F value of Intercept was .000. It &lt; .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 &gt; .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&gt; .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.</dc:description>
	<dc:publisher xml:lang="en-US">Nurul Jadid University</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2018-07-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/215</dc:identifier>
	<dc:identifier>10.33650/pjp.v5i1.215</dc:identifier>
	<dc:source xml:lang="ar-IQ">JURNAL PEDAGOGIK; Vol 5, No 1 (2018); 1-18</dc:source>
	<dc:source xml:lang="en-US">PEDAGOGIK: Jurnal Pendidikan; Vol 5, No 1 (2018); 1-18</dc:source>
	<dc:source xml:lang="id-ID">PEDAGOGIK : JURNAL PENDIDIKAN; Vol 5, No 1 (2018); 1-18</dc:source>
	<dc:source>2528-5793</dc:source>
	<dc:source>2354-7960</dc:source>
	<dc:source>10.33650/pjp.v5i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/215/170</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 Bradhiansyah Tri Suryanto</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>