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Implementing Indirect Corrective Feedback Strategy to Improve the Ability of 8th Grade Students of Junior High School 20 Malang in Writing Recount Text

By Indri Wijaya

Abstract

ABSTRAK   Wijaya, Indri. 2014. Implementing Indirect Corrective Feedback Strategy toImprove the Ability of 8th Grade Students of Junior High School 20Malang in Writing Recount Text. Undergraduate Thesis, EnglishDepartment, Faculty of Letters, State University of Malang.Advisor: Dra. Nunung Suryati, M.Ed., Ph.D   Key Words: writing, indirect corrective feedback strategy Based on the result of the preliminary study, it was found that the studentsof VIII C class of Junior High School 20 Malang had problems in writing,especially recount text. The problems included the students’ inability to usecorrect grammar, and their inability to detect error in their text. The studentsmoreover never had been given the chance to revise their work. Thus, theresearcher conducted a study to solve the problems. The researcher proposedIndirect Corrective Feedback strategy to solve the problems in VIII C class ofJunior High School 20 Malang. This strategy was chosen because it offered someadvantages for the students. Indirect corrective feedback strategy is a strategy inwhich the students are trained to detect errors in their writing as well as correctthem. Moreover, students’ revision is also needed in this strategy. In the firstcycle, indirect corrective feedback was given by the researcher. While in thesecond cycle of this study, indirect corrective feedback strategy was done by peer.In this study, Classroom Action Research (CAR) design was employed. Planning, acting, observing, and reflecting are the steps done in CAR. The subjectof the study was class VIII C of Junior High School 20 Malang. There were 33students involved in this study. The study was conducted in the second semesterof the academic year of 2013/2014. The instruments used in this study included,peer- and self-assessment sheet, observation checklist, and questionnaire. In thisstudy, the English teacher acted as an observer and assisted the researcher inconducting the research. The English teacher also assisted the researcher inrevising the lesson plan and gave advice in the way of teaching. The research findings showed that Indirect Corrective Feedback strategyimproved the students’ writing ability, especially recount text. It can be seen fromstudents’ score which improved in each cycle and could reach the passing grade,that is 75. The students were also actively involved in the teaching and learningprocess which showed that students had a good response toward the strategy. Inthe end of this study, the students were able to minimize the errors in their text bydetecting and correcting the mistake as well as revising their work. Based on the findings of the study, it is suggested for the English teacherto use indirect corrective feedback strategy in the teaching and learning process,especially writing. Future researchers are suggested to compare indirect correctivefeedback strategy with direct corrective feedback strategy

Topics: writing; indirect corrective feedback strategy
Year: 2014
OAI identifier: oai:ojs.karya-ilmiah.um.ac.id:article/34448
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