PEMBANGUNAN PERANGKAT LUNAK GENERATOR WEB BERBASIS JAVA MENGGUNAKAN FRAMEWORK TAPESTRY

Tapestry is a Java-based web framework which can be easily integrated with other technology and provides web components, such as complete table components with sorting and paging, to create an application easily. Because a Tapestry web page hasfivefiles; which are html, page,jwc, application, and Javafiles, it is possible to develop a TapestJy project separately, where programmer and web designer can work simultaneollsly. This research has developed a Tapestry Web Generator to generate a web-based application using Tapestry framework faster according to database structure and user's needs. There are two steps in developing a Tapestry Web Generator, designing web template and developing the generator itself The generate process would be accomplished using Velocity engine, an engine template to create web application files. Web application generated would be run using Tapestry framework and iBATIS to handle database connection. The experiment was peljormed using research monitoring database schema in Oracle and SQL Server 2000 and has generated three web applications. Generation time were 16 s, 17 s, and 15 s. If it is added up with configuration time, Tapestry Web Generator might generate readyto- use web application faster than manual web development. Generated web have the ability to do CRUD (Create, Read, Update, Delete) operations, searching, and validation data inputs. Keywords: Tapestry, Web Generator, Java

THE LECTURER`S WRITTEN CORRECTIVE FEEDBACK PRACTICES IN ESSAY WRITING CLASS AT ENGLISH DEPARTMENT OF IAIN TULUNGAGUNG

ABSTRACT Aulia, Anisa Mahfudah. Students Registered Number. 1723143014. 2018. The Lecturer`s Written Corrective Feedback Practices in Essay Writing class at English Department of IAIN Tulungagung. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) Tulungagung. Advisor: Nanik Sri Rahayu, M.Pd. Keywords: Written Corrective Feedback, Students` Essay Writing Teaching writing in EFL context needs special attention from the lecturer, students usually face some problems such as: grammar, vocabularies, punctuation, mechanic etc. In addition, the big number of students in writing class also becomes a special challenge for the lecturers. Therefore the lecturer should assist the students during the writing process. One way to help the students produce good writing product is by employing written corrective feedback which is considered to be important in teaching writing. However, not all lecturers use written corrective feedback in teaching writing because it needs lecturers` concern and patience. In IAIN Tulungagung there is a lecturer who consistently practices the written corrective feedback in her essay writing class. Hence, the researcher was interested to conduct research entitled the lecturer`s written corrective feedback practices in essay writing class at english department of IAIN Tulungagung. The formulation of the research problem were: (1) How does the lecturer practices written corrective feedback in essay writing class at english department of IAIN Tulungagung?; This question was elaborated into: (a) What type of written corrective feedback are used in the essay writing class? (b) What are the steps in giving written corrective feedback in the essay writing class? (c) When does the lecturer give written corrective feedback in the essay writing class? (d)What is the focus of written corrective feedback in essay writing class? and, (2) How does the lecturer written corrective feedback contribute to the students in essay writing at english department of IAIN Tulungagung? The purpose of the research was to describe the practices of written corrective feedback (type, steps, time and focus) in teaching essay writing and the contribution of lecturer` written corrective feedback to students in essay writing at English department of IAIN Tulungagung. The research used descriptive design with qualitative approach. The subject of this study was the lecturer of essay writing and the students of TBI 2A. The data were documentation in the form of students` writing draft consisting written corrective feedback and the transcript from conducting interview with lecturer and the students. The data collection method were documentation and interview. The data were analyze based on the theory of Miles and Huberman that is data reduction, data display, and conclusion drawing/verification. In addition to check the validity of data, the writer also employed triangulation. The result of this research revealed that: (1) The practices of written corrective feedback in essay writing class were: a) The lecturer used metalinguistic or coded type written corrective feedback on students` writing draft. b) The steps to practise written corrective feedback are introduces the code, reads students` draft, tries to find the error, gives code or symbol correction, returns the drafts then lets the students revise it, and the last gives grade on students` writing draft. c) The correction practices was done on the revising stage, after the students finished their writing draft, meanwhile the students revised their writing draft on editing stages. d) The focus of written corrective feedback which the lecturer chose was global error. (2) The contribution of written corrective feedback is it can stimulate students` attention to their error, to increase their self-awareness, stimulate students to be independent in written production, increase the students` motivation by students` performance highlight in the form of grade or praise. In addition, for the lecturer it can gives contribution is in the form of the awareness on students` writing weaknesses