The Implementation of Teacher's Indirect Corrective Feedback in Learning Writing

Abstract

This study was conducted (1) to find out whether the implementation of indirect corrective feedback can improve the students in learning writing; and (2) to describe what happens when teacher’s indirect corrective feedback is implemented at one of senior high schools in Boyolali. The method used in this research was classroom action research, consisting of two cycles, each consisting of planning, acting, observing, and reflecting. In this action research, the researcher is as the teacher in the teaching learning process. There were qualitative and quantitative techniques of data collections in this research. The qualitative technique of data collection included interview, observation, diary, audio recording, transcription, and document analysis. Whereas, the quantitative included the students’ pre-test and post-test scores. The findings showed that the implementation of teacher’s indirect corrective feedback could improve the students’ writing skill in argumentative essay and the classroom situation. The mean score improved from 65.42 in pre-test, to 72.89 in post-test 1, and to 77.93 in post-test 2. Teacher’s indirect corrective feedback also changed the class situation to be more active, interactive, and attracted the students to join the teaching learning process.