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Abstrak :
[ABSTRAK
Penelitian ini bertujuan untuk mengetahui efek pengulangan tugas dan balikan terfokus terhadap aspek akurasi. Produksi bahasa pelajar yang diteliti meliputi: dua tugas tertulis, satu tugas lisan, dan satu post-test tertulis. Hasil tulisan dan transkripsi tugas lisan dianalisis dan tingkat akurasinya diukur, yang berdasarkan pada rasio penggunaan struktur target yang benar. T-test untuk sampel berpasangan dan ANOVA with Repeated Measure digunakan untuk menentukan apakah terdapat perbedaan rerata yang signifikan. Temuan analisis memperlihatkan pelajar dengan tingkat kemahiran menulis yang rendah sebagai pihak yang berhasil meraih manfaat terbesar, yang terlihat dari perbaikan struktur kalimat serta perolehan jumlah struktur berterima yang dihasilkan.

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ABSTRACT This study aimed to investigate the effect of task repetition and focused feedback on students? accuracy. The students? language output that was investigated included: two writing tasks, one oral task, and one written post-test. Students? writings and transcription of oral task were analyzed and the level of accuracy was measured, which was based on the ratio of the correct use of the targeted structure. T-test for paired samples and ANOVA with Repeated Measure were used to see if there were any significant differences between the means. The findings found that learners with low writing skills were the ones who gained the benefits the most, which were shown from the improvement in sentence structure and the number of the target structure produced.;This study aimed to investigate the effect of task repetition and focused feedback on students? accuracy. The students? language output that was investigated included: two writing tasks, one oral task, and one written post-test. Students? writings and transcription of oral task were analyzed and the level of accuracy was measured, which was based on the ratio of the correct use of the targeted structure. T-test for paired samples and ANOVA with Repeated Measure were used to see if there were any significant differences between the means. The findings found that learners with low writing skills were the ones who gained the benefits the most, which were shown from the improvement in sentence structure and the number of the target structure produced.;This study aimed to investigate the effect of task repetition and focused feedback on students? accuracy. The students? language output that was investigated included: two writing tasks, one oral task, and one written post-test. Students? writings and transcription of oral task were analyzed and the level of accuracy was measured, which was based on the ratio of the correct use of the targeted structure. T-test for paired samples and ANOVA with Repeated Measure were used to see if there were any significant differences between the means. The findings found that learners with low writing skills were the ones who gained the benefits the most, which were shown from the improvement in sentence structure and the number of the target structure produced., This study aimed to investigate the effect of task repetition and focused feedback on students’ accuracy. The students’ language output that was investigated included: two writing tasks, one oral task, and one written post-test. Students’ writings and transcription of oral task were analyzed and the level of accuracy was measured, which was based on the ratio of the correct use of the targeted structure. T-test for paired samples and ANOVA with Repeated Measure were used to see if there were any significant differences between the means. The findings found that learners with low writing skills were the ones who gained the benefits the most, which were shown from the improvement in sentence structure and the number of the target structure produced.]