[ABSTRAKPenelitian ini bertujuan untuk mengetahui efek pengulangan tugas dan balikanterfokus terhadap aspek akurasi. Produksi bahasa pelajar yang diteliti meliputi:dua tugas tertulis, satu tugas lisan, dan satu post-test tertulis. Hasil tulisan dantranskripsi tugas lisan dianalisis dan tingkat akurasinya diukur, yang berdasarkanpada rasio penggunaan struktur target yang benar. T-test untuk sampelberpasangan dan ANOVA with Repeated Measure digunakan untuk menentukanapakah terdapat perbedaan rerata yang signifikan. Temuan analisismemperlihatkan pelajar dengan tingkat kemahiran menulis yang rendah sebagaipihak yang berhasil meraih manfaat terbesar, yang terlihat dari perbaikan strukturkalimat serta perolehan jumlah struktur berterima yang dihasilkan.

---

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.]