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Corrections were administered to group A (22), group B (20), and group C (24), then analyzed using One-Way ANOVA. Results show significant differences among the three techniques, with sentence variety contributing the most (58.5%).",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/corrections-on-grammar-sentence-variety-and-developing-detail-to-qualify-academic-essay-of-indonesian-learners/600761/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/corrections-on-grammar-sentence-variety-and-developing-detail-to-qualify-academic-essay-of-indonesian-learners/600761.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were the correction techniques tested in the study?","Question",{"text":112,"@type":113},"Corrections on grammar, sentence variety, and developing details were given to three groups of Indonesian learners (group A, B, and C), and essay quality was analyzed using One-Way ANOVA.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which correction technique had the strongest impact on essay quality?",{"text":117,"@type":113},"Sentence variety was identified as the most dominant technique, improving essay quality up to 58.5% in the reported beta test contribution.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main research questions and hypotheses?",{"text":121,"@type":113},"The study asked whether there were significant differences among correction types and whether each specific technique had a significant effect. Corresponding hypotheses H01–H04 state no significant differences or effects for grammar, sentence variety, and developing details.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600761,1792789743,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","DINAMIKA ILMU  \nVol. 17 No. 1, 2017  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://dx.doi.org/10.21093/di.v17i1.783](http://dx.doi.org/10.21093/di.v17i1.783)  \nCorrections on Grammar, Sentence Variety and Developing Detail to Qualify Academic Essay of Indonesian Learners  \nImroatus Solikhah  \nState Islamic Institute (IAIN) Surakarta  \ne-mail: [iimqueenoslo@gmail.com](iimqueenoslo@gmail.com)  \nAbstract  \nThis experimental research examines: (1) significant differences of correctionson grammar, sentence variety and developing details on the quality of the essay by Indonesian learners; and (2) different effect of corrections on grammar, sentence variety, and developing details on the quality of the essay. Treatments for each were served as follows: corrections on grammar for the group A (22), corrections on sentence variety for the group B (20), and corrections on the developing details for the group C (24) . Data were analyzed using One-Way Anova Test. The study revealed: (1) As the teaching technique, corrections on grammar, sentence variety and developing details were significantly different; (2) Contribution on the differences respectively came from sentence variety (t=4.377), developing details (t=3.933), and grammar (t=3.756) . Upon beta test, contribution varied from sentence variety (58.5%), developing details (46.5%), and grammar (38.6%) . Evidently, sentence variety is the most dominant technique to improve quality of the essay up to 58.5% .  \nKeywords: grammar, sentence variety, developing details, essay  \nA. Introduction  \nUndergraduate students of Indonesia in all departments are subject to write research paper prior to their graduation. In particular, students of English as a Foreign Language (EFL) must submit a research report named as thesis (skripsi) written in the English language as the result of empirical research or literature implementing various research designs. Procedures to attain the thesis undertake a research proposal, supervisory by two advisors, seminar exam, revision of the thesis, thesis panel exam, and publishing in print and online. Panel exam should involve at least thesis supervisor and one to three examiners (Ministry of Higher Education, 2014) . A plethora of problems appears in the implementation of the policy, however, so far no panacea has been proven to overcome the dillema. Problems with writing the standard research reports impinge students at any subject. In the context of EFL, problems pertaining to English academic writing dilapidate students’ academic attainments.  \nThis study ascribes problems on the quality of academic English in the research papers the students of English department of Veteran University Sukoharjo Central Java performed. Every semester around 60 to 80 EFL students undertake research in a seminar exam. Salient writing problems exist both in rhetorical patterns and conventions in academic English. Rherorical problems consist of the incorrect organization of the report and in paragraph levels that come from lack of exposure to the research models written in good English. In addition, problems on the convention of English advocate quality of sentences as in awkward grammar and syntax in the whole theses and drafts of thesis for supervisory process.  \nThe purpose of writing is to write sentences that are correct, complete and logic. No matter how interesting the writer’s ideas are or how well he organizes an essay, a writer should have control over his sentences (Memering & O’Hare, 1980:233) . This way, writing is the skill of arranging words to form sentences and paragraphs in larger units so that thoughts may be communicated to others (White, 1986) . Hence, the importance of carefully building sentences that are complete, concrete and logic should precede the beginning actual writing. Clarity and logic in writing begin with sentences (Willis, 1996:110) .  \nPractically, a team of research lecturers and head of the study program discussed substantially student","cbCaidm42sKh2ZKg","https://ap.wps.com/l/cbCaidm42sKh2ZKg","pdf",440975,15,"English","# A. Introduction\n## Research Questions\n## Hypothesis of this Study","[{\"question\":\"How were the correction techniques tested in the study?\",\"answer\":\"Corrections on grammar, sentence variety, and developing details were given to three groups of Indonesian learners (group A, B, and C), and essay quality was analyzed using One-Way ANOVA.\"},{\"question\":\"Which correction technique had the strongest impact on essay quality?\",\"answer\":\"Sentence variety was identified as the most dominant technique, improving essay quality up to 58.5% in the reported beta test contribution.\"},{\"question\":\"What were the main research questions and hypotheses?\",\"answer\":\"The study asked whether there were significant differences among correction types and whether each specific technique had a significant effect. Corresponding hypotheses H01–H04 state no significant differences or effects for grammar, sentence variety, and developing details.\"}]","Corrections on Grammar, Sentence Variety and Developing Detail to Qualify Academic Essay of Indonesian Learners | PDF",1792091330,38]