The Feedback Model to Support Critical Writing Skill for Ninth-grade Students

Abstract

The purpose of this study was to develop teaching by using the Feedback Model and studying the students’ development after using the Feedback model in order to support critical writing skill for Ninth-grade students through action research. This action research consisted of 4 steps as follow: 1) Planning Stage, researcher designed the lesson plan which combined with 3 steps including warm up, practice, and conclusion. In each step integrated with the feedback model to support critical writing skill. 2) Acting Stage, researcher used the lesson plan to teach 40 ninth-grade students. 3) Observing Stage, researcher gathered data from practice test 1: descriptive writing and practice tests 2 - 4: critical writing. 4) Reflecting Stage, researcher analyzed students’ critical writing skills from exercises and improve or edit the other lesson plans.

          The research results indicated that 1) Teaching by using the feedback model consisted of feed up, checking for understanding, feedback, and feed forward. 2) Students’ Critical Writing is significantly developed: the development score of practice test 1 (descriptive writing) was 33.63 % (medium level), the development score of practice test 2 (Critical Writing) was 28.57 % (medium level), the development score of practice test 3 (Critical Writing) was 45.39 % (medium level), and the result of practice test 4 (Critical Writing) score was 59.02 % (high level).