Improving Students’ Writing Skill through Marking System Feedback


  • Hoeriyah SMA Negeri 1 Sewon



writing skill, feedback, marking system


Writing is one of the four language skills that the learners should master. The 2013 curriculum also says that one of the English language competencies specified in high school level is that students must be able to compose short written texts using coherent text structures and linguistic elements fluently and accurately. In line with that this study aims to find out whether the marking system feedback can improve students' writing skill. This is a two-cycle classroom action research at SMA Negeri 1 Sewon. The subjects were 26 tenth grade students of class X MIPA 1. The data were collected from observation, written documents, writing scores, and questionnaire. The study results showed that by applying the marking system feedback, students' writing skills improved. The mean scores of the students' writing ability in the pre-cycle was 63.65 at the poor category, the first cycle was 73.65 at the fair category, and the second cycle was 81.35 at the good category. In addition, students tend to give positive responses to the implementation of the marking system feedback. As many as 88.46% think that the feedback is useful in writing activities and can help them in correcting their mistakes, 73.08% think that the technique makes them understand the grammar better, and 80.77% say this technique leads them to be more careful in their writing and also motivates them to improve their composition.


Brown, H. Douglas. (2001). Teaching by principles: an intercative approach to language pedagogy. San Fransisco: Addison Wesley Longman.

Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.

Burns, A. (2010). Doing action research in English language teaching. New York: Routledge

Faroha, D.N., Muslem, A., & Fajrina, D. (2016). Teacher’s feedback on students’ writing. Research in English and Education (READ), 1 (1), 34-43.

Fatimah, N., & Madya, S. (2020). Improving students’ essay writing skills by implementing peer feedback. LingTera, 7(1), 84-100.

Harmer, J. (2007). The Practice of English Language Teaching. Fourth Edition. Harlow: Longman

Johnson, Andrew P. (2008). Teaching reading and writing: a guidebook for tutoring and remediating students. United States of America: Rowman & Litlefield Education.

Kementerian Pendidikan dan Kebudayaan. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 20003 Tentang Sistem Pendidikan Nasional [National Law of the Republic of Indonesia No. 20 Year 2003 on the National Edcation System]. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Kementerian Pendidikan dan Kebudayaan. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 21 Tentang Standar Isi [Regulation of the Minister of Education and Culture No. 21 Year 2016 on the Content Standard]. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Nation, I.S.P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge.

Wahyuni, K.A.S, Handayani, N.D., Mantra, I.B.N. (2020). The use of picture series to improve writing skill of EFL learners. International Journal of Applied Science and Sustainable Development (IJASSD), Volume 2, No.2.

Widiastuti, R., & Endahati, N. (2020). The efforts to improve writing skill of secondary school students by using snake and ladder game. ELTICS (English Language Teaching And English Linguistics) Journal Vol.5, No.1

Yulianti, S., Nuraeni, S., & Parmawati, A. (2019). Improving students’ writing skill using brainswriting strategy. PROJECT ( Professional Journal of English Education), Volume 2, No. 5, September 2019 pp 714-721.

Zemach, D. E., & Rumisek, L. A. (2005). Academic writing from paragraph to essay. London: Macmillan Publishers




How to Cite

Hoeriyah. (2022). Improving Students’ Writing Skill through Marking System Feedback. SAGA: Journal of English Language Teaching and Applied Linguistics, 3(1), 13–26.



Research articles