the effect of teacher’s indirect...

THE EFFECT OF TEACHER’S INDIRECT CORRECTIVE FEEDBACK

TECHNIQUE ON STUDENTS’ WRITING ABILITY OF

DESCRIPTIVE TEXT

(A Quasi-experimental Study at the Eighth Grade of SMP Islam Ruhama

Cirendeu in the Academic Year 2017/2018)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (Strata-1)

in the Department of English Education

By:

MEILINDA NUR AFIFAH

1113014000008

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2017

i

ABSTRACT

Meilinda Nur Afifah (1113014000008). The Effect of Teacher’s IndirectCorrective Feedback Technique on Students’ Writing Ability of DescriptiveText (A Quasi-experimental Study at the Eighth Grade of SMP IslamRuhama Cirendeu in the Academic Year 2017/2018). A Skirpsi of Departmentof English Education, Faculty of Educational Sciences of Syarif HidayatullahState Islamic University, Jakarta, 2017.

Advisor I : Dr. Ratna Sari Dewi, M.Pd.Advisor II : Zaharil Anasy, M.Hum.

Keywords : Writing, Ability, Writing Ability, Descriptive Text, Teacher’s

Indirect Corrective Feedback.

The purpose of this study was to obtain the empirical fact in regard to theeffect of teacher’s indirect corrective feedback technique on students’ writingability. This study was held at SMP Islam Ruhama Cirendeu. The sampletechnique of this study was using a purposive sampling with 25 students of VIII-1as the control class, and 25 students of VIII-2 as the experimental class.

The method utilized in this study was quantitative method by using quasi –experimental design. The instruments of this study was a test which is divided intopre-test and post test. Then, the data from students’ pre-test and post-test meanscore were calculated by using statistical calculation on SPSS 22 software.

The result of this study pointed out that the post-test means score ofexperimental class was 75.63 while the post-test means score of control class was69.84. The mean of gain score between pre-test and post-test in experimental classwas 19.12 while the control class was 9.04. It indicates that there was significantdifference between students’ pre-test and post-test score in both of experimentaland control class. The hypotheses calculation showed that sig 2 tailed (p) was 0.46while the alpha (α) was 0.05 (0.46 < 0.05) indicating that H0 (Null Hypothesis)was rejected and Ha (Alternative Hypothesis) was accepted. Then, the result ofeffect size calculation showed 0.46, which means that the effect size was small.Therefore, it proved that there was a small significant effect of teacher’s indirectcorrective feedback on students’ writing ability of descriptive text.

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ABSTRAK

Meilinda Nur Afifah (1113014000008). Efek Teknik Indirect CorrectiveFeedback Oleh Guru Terhadap Kemampuan Siswa Dalam Menulis TeksDeskriptif (Penelitian Kuasi – eksperimental Pada Kelas Delapan SMP IslamRuhama Cireundeu Tahun Ajaran 2017/2018). Skripsi jurusan PendidikanBahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam NegeriSyarif Hidayatullah Jakarta, 2017.

Dosen Pembimbing I : Dr. Ratna Sari Dewi, M.Pd.Dosen Pembimbing II : Zaharil Anasy, M.Hum.

Kata Kunci : Menulis, Kemampuan, Kemampuan Menulis, Teks

Deskriptif, Korektif Feedback Tidak Langsung Oleh Guru.

Penelitian ini bertujuan untuk memperoleh bukti empiris mengenaikeefektifan penggunaan teknik indirect corrective feedback oleh guru terhadapkemampuan siswa dalam menulis teks deskriptif. Penelitian ini dilakukan di SMPIslam Ruhama Cirendeu. Teknik pengambilan sample pada penelitian inimenggunakan Purpossive sampling dengan jumlah 25 siswa pada kelas VIII-1sebagai kelas kontrol, dan 25 siswa pada kelas VIII-2 sebagai kelas eksperimen.

Metode yang digunakan dalam penelitian ini adalah metode kuantitatifdengan menggunakan desain penelitian eksperimen semu (kuasi – eskperimen).Instrumen yang digunakan dalam penelitian ini adalah sebuah tes, yang dibagimenjadi pre-test dan post-test. Kemudian, data yang diperoleh dari nilai rata-ratasiswa pada pre-test dan post-test telah dihitung dengan perhitungan statistikmenggunakan software SPSS 22.

Hasil dari penelitian ini menunjukkan bahwa nilai rata-rata post-test darikelas eksperimen adalah 75.63, sedagkan nilai rata-rata post-test dari kelas kontroladalah 69.84. Nilai rata-rata perolehan (gain score) antara pre-test dan post-testpada kelas eksperimen adalah 19.12, sedangkan pada kelas kontrol adalah 9.04.Hal ini menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai pre-test dan post-test pada kelas eksperimen dan kelas kontrol. Perhitungan hipotesis,sig 2 tailed (p) adalah 0.46 sedangkan alpha (α) adalah 0.05 (0.46 < 0.05),menyatakan bahwa H0 (Hipotesis Nul) ditolak dan Ha (Hipotesis Alternatifditerima. Kemudian, hasil dari perhitungan ukuran pengaruh menunjukkan 0.46,yang menyatakan bahwa pengaruhnya adalah berukuran kecil. Untuk itu, hal inimembuktikan bahwa terdapat efek kecil yang signifikan dari teknik indirectcorrective feedback oleh guru terhadap kemampuan siswa dalam menulis teksdeskriptif.

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ACKNOWLEDGMENT

رحمن الرحیم هللا البسم

In the name of Allah, The Beneficent, The Merciful

All pries be to Allah, The Almighty, The Lord of the Worlds, Who has

given the writer mercies, blessings, strength, knowledge and guidance to finish the

research study. Peace and gratitude may always be upon the Prophet Muhammad,

who has guided all creatures from the darkness to the lightness, from stupidly era

to the cleverness within Islamic religion.

First of all, the writer would like to present this Skripsi entitled “The Effect

of Teacher’s Indirect Corrective Feedback on Students’ Writing Ability of

Descriptive Text (A Quasi-experimental Study at the Eighth Grade Students of

SMP Ruhama Cirendeu in the Academic Year 2017/2018)” to the Faculty of

Educational Sciences. Then, the writer accomplished and submitted this Skripsi to

the Department of English Education as one of the requirements for the degree of

S. Pd (S-1).

In addition, the writer would like to deliver the deepest benediction to the

people who have motivated and supported the writer during the process of ups and

downs in finishing this Skripsi. First, the writer would like to utter unconditional

grateful for her parents, Suroso Harianto and Asfiyah for the prayers, patience,

and support. Then, sincere gratitude for the writer’s examiners, Dr. Alek, M.Pd.,

and Dadan Nugraha, M.Pd., for the guidance. Also special gramercy to the

writer’s graced advisors Dr. Ratna Sari Dewi, M.Pd., and Zaharil Anasy, M.Hum.,

for the advice, knowledge and motivation in writing this Skripsi.

The writer’s appreciation and special gratitude are also given to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational

Sciences,

2. Dr. Alek, M.Pd., as the Head of the Department of English Education,

3. Zaharil Anasy, M.Hum., as the Secretary of the Department of English

Education,

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4. Mrs. Yenny Rachmawati, M.Ed., as the advisor of class A in academic year

2013/2014,

5. All lecturers in Department of English Education who have taught and given

much knowledge during the learning process in Syarif Hidayatullah Jakarta,

6. Her sister Gitarus Apriliandini, S.H. and her brothers, Sholikhan Asrori,

S.STP., and Fuad Shallahuddin Nasrullah, who have given the love and

support,

7. Her big family for the prayers, and motivation.

8. Her best friends, Hidayana Putri, Pefinta Diana Putri, Syarifatunnisa, and

Rif’atun Nazhiroh, for all the happiness, purity, love and help,

9. Her beloved friends, Mentari Kurnia Utami, Rizkia Mutiara Rahmadhani, and

Tifany Auliana, for the kindness, motivation, and strength,

10. All the member of DEE 2013 especially in class A for the unconditional

friendship, support, and togetherness,

11. For everyone who has contributed and affords the help during the arrangement

of this Skripsi and the support in finishing the study in Syarif Hidayatullah

Jakarta, the writer is definitely sorry for not mentioning the names one by one.

After all, those are the sincere grateful from the writer that never enough to

be uttered by words. In addition, the writer realized that this scientific work has

many shortages and far from being perfect. Hence, the constructed suggestion and

espouse criticism are expected to make this Skripsi useful for further research.

Jakarta, 06 September 2017

Meilinda Nur Afifah

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TABLE OF CONTENTS

ABSTRACT.................................................................................................... i

ABSTRAK ...................................................................................................... ii

ACKNOWLEDGEMENTS........................................................................... iii

TABLE OF CONTENTS............................................................................... v

LIST OF TABLES ......................................................................................... viii

LIST OF CHARTS ........................................................................................ ix

LIST OF FIGURES ....................................................................................... x

LIST OF APPENDICES ............................................................................... xi

CHAPTER I: INTRODUCTION ................................................................. 1

A. Background of the Study................................................... 1

B. Identification of the Problem............................................. 4

C. Limitation of the Problem.................................................. 5

D. Formulation of the Problem ............................................. 5

E. Objective of the Study ...................................................... 5

F. Significance of the Study ................................................... 5

CHAPTER II: THEORETICAL FRAMEWROK ..................................... 7

A. Writing............................................................................... 7

1. The Definition of Writing................................................... 7

2. The Definition of Ability.................................................... 8

3. The Definition of Writing Ability ...................................... 8

4. The Process of Writing ....................................................... 9

5. The Purpose of Writing ...................................................... 10

B. Feedback............................................................................ 11

C. Indirect Corrective Feedback ............................................ 12

1. Kinds of Indirect Corrective Feedback............................... 13

2. The Benefit of Indirect Corrective Feedback ..................... 14

3. The Role of Teacher in Indirect Corrective Feedback ....... 15

4. The Role of Students in Indirect Corrective Feedback ...... 16

D. Descriptive Text ................................................................ 17

1. The Definition of Descriptive Text .................................... 17

vi

2. The Purpose of Descriptive Text ........................................ 17

3. The Generic Structure of Descriptive Text ........................ 18

4. The Types of Descriptive Text ........................................... 19

5. The Language Features of Descriptive Text ...................... 19

E. Teaching Writing by Using Indirect Corrective Feedback 21

F. Relevant Previous Study.................................................... 22

G. Thinking Framework......................................................... 24

H. Research Hypothesis ......................................................... 25

CHAPTER III: RESEARCH METHODOLOGY...................................... 26

A. Place and Time................................................................ 26

B. Method of Research ........................................................ 26

C. Design of The Research .................................................. 27

D. Population and Sample.................................................... 28

E. Technique of Data Collection ......................................... 28

F. Research Instrument........................................................ 29

G. Validity............................................................................ 34

H. Reliability........................................................................ 34

I. Technique of Data Analysis............................................ 34

1. Test of Normality............................................................. 35

2. Test of Homogeneity ....................................................... 35

3. T-Test............................................................................... 35

J. Determining The Effect Size Level ................................ 37

K. Statistical Hypothesis ...................................................... 38

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ................ 39

A. Research Finding ............................................................ 39

1. The Description of the Data……………………………. 39

a. Pre-test and Post-test Score of Experiment Class……... 39

b. Pre-test and Post-test Score of Control Class.................. 42

2. The Analysis of the Data ................................................. 45

a. Test of Normality ............................................................ 45

b. Test of Homogeneity....................................................... 50

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c. Test of Data Hypothesis .................................................. 50

d. Test of Effect Size........................................................... 52

B. Discussion ....................................................................... 53

CHAPTER V: CONCLUSION AND SUGGESTIONS ............................. 55

A. Conclusion......................................................................... 55

B. Suggestion ......................................................................... 55

REFERENCES............................................................................................... 57

APPENDICES ................................................................................................ 60

viii

LIST OF TABLES

Table 3.1 Research Design............................................................................... 27

Table 3.2 Research Instrument......................................................................... 29

Table 3.3 Analytical Scoring Rubric................................................................ 30

Table 4.1 Pre-test and Post test Score of The Experiment Class ..................... 40

Table 4.2 Pre-test and Post test Score of The Control Class............................ 43

Table 4.3 The Normality Test of pre-test........................................................... 45

Table 4.4 The Normality Test of post-test......................................................... 45

Table 4.5 The Homogeneity Test of pre-test..................................................... 50

Table 4.6 The Homogeneity Test of post-test................................................... 50

Table 4.7 Group Statistic................................................................................... 51

Table 4.8 Independent Sample T-test................................................................ 51

ix

LIST OF CHARTS

Chart 4.1 The graphic of pre-test in experimental class................................... 41

Chart 4.2 The graphic of post test in experimental class ................................. 41

Chart 4.3 The graphic of pre-test in control class ............................................ 44

Chart 4.4 The graphic of post test in control class........................................... 44

x

LIST OF FIGURES

Figure 4.1. The frequency distribution of pre-test in experimental class......... 46

Figure 4.2. The frequency distribution of post-test in experimental class. ...... 46

Figure 4.3. The frequency distribution of pre-tests in control class................. 47

Figure 4.4. The frequency distribution of post-test in control class................. 47

Figure 4.5. The Normal Q-Q Plot of pre-test in experimental class ................ 48

Figure 4.6. The Normal Q-Q Plot of post-test in experimental class............... 48

Figure 4.7. The Normal Q-Q Plot of pre-test in control class.......................... 49

Figure 4.8. The Normal Q-Q Plot of post-test in control class. ....................... 49

xi

LIST OF APPENDICES

Appendix 1 Lembar Pengesahan Skripsi ......................................................... 61

Appendix 2 Instrument Of Pre-Test................................................................. 63

Appendix 3 Instrument Of Post-Test ............................................................... 64

Appendix 4 Instrument Of Treatment In Experimental Class ......................... 65

Appendix 5 Lesson Plan (Rpp) Of Experimental Class................................... 66

Appendix 6 Lesson Plan (Rpp) Of Control Class ............................................ 70

Appendix 7 Statistic Descriptive Table............................................................ 74

Appendix 8 Syllabus ........................................................................................ 76

Appendix 9 Research Documentation.............................................................. 79

Appendix 10 Students’ Score In Experimental Class (High, Low, Medium).. 81

Appendix 11 Students’ Score In Control Class (High, Low, Medium) ........... 83

Appendix 12 Permission Letter Of The Research............................................ 85

1

CHAPTER I

INTRODUCTION

A. Background of The Study

Writing is being one of an obligatory subject in English language teaching

and learning. It cannot be reneged that every students in all stages have to deal

with writing subject in their English classes. For instance, in writing subject of

English classes students must deal with writing tasks such as journals, articles,

thesis, and etc. Moreover, in writing, students must learn to use the basic

components which would have a crucial contribution in their writing outcome.

According to Harmer, “writing, like any other skill, has its ‘mechanical’

components. These include handwriting, spelling, punctuation, and the

construction of well-formed sentences, paragrapghs, and texts.”1 It means that in

writing, students will learn some aspects that have been mentioned before to have

a good ability in writing and also to master the writing ability.

Meanwhile, the writing skill conjectured as the most difficult skill to master

because it craves an abroad perception and related to extensive thinking process.

According to Richards and Renandya stated that “there is no doubt that writing is

the most difficult skill for second language learners to master.”2 In writing

students have to build their idea on a piece of paper. Writing is structured thinking

and it needs much effort to form and produce the idea on a piece of paper.

A plenty amount of previous research showed that most of students have the

difficulties in writing are caused by the gaffe in teaching writing. Harmer stated

that, “Over the years, it has seemed that writing has been seen as only a support

system for learning grammar and vocabulary rather than as a skill in its own

right.”3 It indicates that sometimes, the important points in teaching writing are

only emphasize on the theory of grammar and vocabulray instead of giving the

1 Jeremy, Harmer. How to Teach Writing, (England: Pearson Longman, 2004), p. 44.2Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching, (New York:

Cambridge University, 2002), p. 303.3 Op cit., p. v.

2

students opportunity to write as much as possible and enhancing students’ writing

ability.

Additionally regarded to the fact of the pre-observation in Ruhama Islamic

Junior High School, showed that many teachers agree if the teacher didn’t find the

correct techniques to assess student’s writing. These facts could make the students

lose their interest to obtain writing ability. Moreover many English teachers do

not teach how the way to make a good writing, they also usually do not give the

steps, they only asked the students to write directly based on the topics given. This

fact, could make the students often repeat their mistakes in writing because the

teacher did not correct students’ writing very well. After they did the writing task,

the teacher takes the scores, and then neglected students’ writing.

In addition, based on the researcher’s observation also, in assessing students

writing, the teacher only give a short explanation about the major problems in

their writing. Then after finding out what are the major mistakes teacher will give

a brief explanation, so only a few students who can understand well. On the other

side the other students who don’t have the same mistakes or errors will be

confused and cannot straighten their misunderstanding. Indeed, students who

thought that writing is not important subject will ignore it. Moreover, the teacher

didn’t give any feedback to the students. The students did not give opportunity to

learn from their mistakes in their writing. So, these conditions decrease students’

writing achievements. Whereas, students need a feedback in writing to make the

process of learning writing is meaningful. Harmer said that, “in order for a

process writing approach to work well, some teachers may need to rethink the

way in which they react to their students’ work.”4

From the next observation result, students consider that descriptive text is

the most difficult text to master. Moreover they often make errors and mistakes

in writing descriptive paragraphs. The mistake part can be seen from the

grammatical aspect, vocabulary, spelling, punctuation, conjunction, and etc.

Students often confuse how to use the tenses in descriptive text, they sometimes

confuse between using passive and active sentences. They also cannot describe

4 Harmer, Op,cit., p. 12.

3

the parts, the forms, the qualities and the characteristics in systematic order.

Beside, students also have difficulties to choose the proper vocabulary in

arranging the sentences therefore they cannot completely describe the objects.

Dealing with the problems above the researcher would like to do an effort to

omit the complication. In fact, students need a technique to help them

understand their errors and mistakes in writing. It is important to make the

students learn from the mistakes in their writing so that they will not neglected

and ignore their works. The technique is also needed to develop students’ ability

especially in writing descriptive text by knowing their mistakes. Not only

knowing and learn from their mistakes but also in the future writing the students

are expected to be able to avoid them and make their writing results better. In

addition, this technique is needed for teacher in order that they could use an

appropriate way on how to give the feedback to their students.

One of the techniques that may overcome the problem is indirect corrective

feedback. Sivaji stated that “indirect correction stimulates learner to become

self-activated and responsible for their learning process.”5 It means that indirect

corrective feedback will give students opportunity to engage in the learning

process. they also may responsible to their mistakes by soling the problems and

make their written works better by finding the correct point of their writing.

Additionally, Chandler believes that indirect corrective feedback may give some

more benefits such as improving students accuracy, providing teacher more time

to give feedback, so that students will mixed up with the learning process.6

Beside Ferris states that “indirect correction stimulates learners’ responsibility in

correction, and improves their writing accuracy in the longer term” (cited in

Sivaji). It indicates that students who are given the indirect corrective feedback

will think critically about the mistakes, so that it makes them remember the

5Karuna Sivaji, The Effect of Direct and Indirect Correction Feedback on the GrammaticalAccuracy of ESL Writing of Undergraduates. Journal of Humanities & Social Sciences, Vol 7/8,(University of Jaffna, 2012), pp. 78—94.

6Jean Chandler, The efficacy of various kinds of error feedback for improvement in theaccuracy and fluency of L2 students writing, Journal of Second Language Writing, Vol 12, (USACambridge: Pergamon, 2003), p. 293.

4

mistakes and error that they have made in their written works because they not

only depend on the teachers’ answer but also find the solution by themselves.

They are likely to find the intention that given by the teacher before correcting

their mistakes. Then, after they are finding the correct answers later in the

further writing they will not repeat the same mistakes. Additionally not only a

few students who understand the feedback but also each students will got the

point of their mistakes and know which part they have to correct without rely on

teacher’s correction and answers.

Thus based on the preceding statement, the researcher would like to conduct

a research by the title: “The Effect of Teacher’s Indirect Corrective Feedback on

Students’ Writing Ability of Descriptive Text.” (A Quasi–experimental Study at

the Eighth grade of Ruhama Islamic Junior High School)

B. Identification of the Problem

As what have been stated in the background of the study, there are many

problems that found by the researcher. The problem of this study is identified as

follows:

1. Many students in Ruhama Islamic Junior High School have some difficulties in

writing because they are unconscious about the wrong part of their writing.

2. Students only do what the teacher asked within the direct feedback, they don’t

have opportunity to learn their mistakes in writing and produce the idea by

them self.

3. Students always repeating their mistakes in their writing, such as the mistake in

using auxiliary, conjunction, punctuation and vocabulary usage

4. The teacher only focuses on the students’ score, while they override the

feedback.

5. The teacher only gives a direct feedback, thus makes the students rely on the

teacher and have a short term memory.

6. Indirect corrective feedback is a possible technique which can be used in

assessing students’ writing.

5

C. Limitation of the Problem

To make the research more focused, it must be limited. The domain of this

research is to find the effect of teacher’s indirect corrective feedback on students’

writing ability of descriptive text, in the eighth grade students of Ruhama Islamic

Junior High School.

D. Formulation of the Problem

From the background and research focus that had been discussed, the

problem is formulated as follows:

Is there any effect of teacher’s indirect corrective feedback on students’

writing ability of descriptive text?

E. Objective of the Study

The objective of this research is to obtain the empirical evidence regarding

the effect of teacher’s indirect corrective feedback technique on students’ writing

ability of descriptive text.

F. Significance of the Study

This study is prospected to give advantages regarding to the enhancement of

English language teaching and learning. The significances are described as

follows:

1. Significance for students: This research will provide the students a way to

overcome their difficulty in writing descriptive text. By implementing indirect

corrective feedback technique, students could learn their mistakes and could

not repeat it in their further writing.

2. Significance for teachers: The indirect corrective feedback could become an

appropriate technique in teaching writing, especially in giving feedback. By

utilizing this technique, teacher would not relied by the students. Then,

teachers could provide an appropriate feedback to avoid the misunderstanding

among the students.

6

3. Significance for further researchers: They could use this study as references

and investigate this topic entirely to find more advance effects in improving

another English ability.

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

1. The Definition of Writing

There are many definitions of writing that had been discussed by some

experts. Although the definitions are different, but the roots of each definitions

remain as one and they are related to each other.

According to Moats also stated that, “Writing is a mental juggling act that

depends on automatic development of basic skills such as handwriting, spelling,

grammar, and punctuation so that the writer can keep track of such concerns as

topic, organization, word choice, and audience needs.”1 It means that in writing

we need to be concerned to what we are going to deliver. Therefore we need to be

able to form the words in order that our messages delivered well to the readers. In

addition, Brown also stated that “Writing is a written product of thinking,

drafting, and revising that require specialized skills on how to generate ideas, how

to organize them coherently, how to use discourse markers and rhetorical

conventions to put them cohesively into a written text, how to revise text for

clearer meaning, how to edit text for appropriate grammar, and how to produce a

final product.”2

In addition, Hyland also stated that, “writing is a way of sharing personal

meanings and writing courses emphasize the power of the individual to construct

his or her own views as a topic.”3 Then, he also said that writing involves many

different features. Students must deal with the writing features such as “style,

wordiness, cliche, active versus passive voice and so on.”4

From the definition above, it can be concluded that writing is a productive

language ability which consists of many aspects such as spelling, punctuation,

1 Louisa C. Moats, How Spelling Supports Reading And Why It Is More Regular andPredictable Than You May Think.(American Educator, 2006), p. 12.

2 H. Douglas Brown, Teaching by Principles: An Interactive Approach to LanguagePedagogy, (San Francisco: Longman, 2000), p. 335.

3 Ken Hyland, Second Language Writing. (Cambridge University Press, 2003), p. 9.4 Ibid.,

8

sentence, construction, organizing a text and paragraphing, text cohesion and

register/style that can be used and improved in order to deliver an idea or

message into a written text or on a piece of paper.

2. The Definition of Ability

The definitions of ability have been identified by some experts. Carroll

define the word ‘ability’, he stated on his book that “An ability can be regarded as

a trait to the extent that it exhibits some degree of stability or performance even

over relatively long period of time.”5 Additionally, English and English (cited in

carroll) define ability as “actual power to perform an act, physical or mental,

whether or not attained by training and education.”6 Then according to Nordenfelt,

the concept of ability is “related to a set of accepted circumtantial. This set may be

a completely personal one. i.e, a set considered reasonable by the user of the

notion.”7

From the definitions above, it can be concluded that ability is a competence

in doing something. The word ‘ability’ is also related to skills, capacity, and

perform in doing something. The capability might get from their previous

knowledge or skill. Therefore, people who have a particular ability could do their

competence as well because they have practiced or learned it before.

3. The Definition of Writing Ability

Writing ability is a quality of someone to forms their idea and concept to

deliver their purposes through signs and symbols in written form.8 Therefore to

master the ability in writing, people have to train themselves to write as much as

possible. They should practice writing, not only inside but also outside classroom,

in order to become a successful writer.

5 John B. Carroll, Human Cognitive Abilities, (USA: Cambridge University, 1993), p. 7.6 Ibid., p. 3.7 Lennart Nordenfelt, Action, Ability and Health: Essays in the Philosophy of Action and

Welfare, (Kluwer Academic Publisher, 2000), p. 72.8 Penny Ur. A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge

University Press, 1996), p. 162.

9

Additionally Hyland stated that writing ability is “the mechanics view that

human communication works by transferring ideas from one mind to another via

language ... because meanings can be encoded in texts and recovered by anyone

with the right decoding skills.”9

Furthermore, from the definitions above, it can be concluded that writing

ability is the competence of developing and form the idea and arrange it into a

complex paragraph. Hence, to have a good ability of writing, writers should

practice to write as well because writing is one of another way in transforming

message or idea and deliver it to the readers.

4. The Process of Writing

There are many kinds of process in writing. Many experts give their opinion

about writing. Therefore each individual can take and use the writing process

differently to express their writing.

According to Oshima and Hogue there are four steps in writing, those are

explained below:10

1. Creating (Pre-writing): In creating (pre-writing) stage, writers take time to

think about the topic and generating ideas. Additionally after generating

ideas and choosing a topic, writers have to collect the information about it

and develop a rough plan for the paragraph that they are going write. In this

step, they have to focus ideas in controlling sentences.

2. Planning: In planning stage, writers have to generating the ideas to make an

outline. The first step to make an outline is by writing the sub list, the next

step is writing the topic sentences, and the next is make the outline. This

stage could facilitate the writer in making paragraph because it already

involves the topic sentence, supporting points, and supporting details.

3. Writing: In this step, writers have to write the rough draft by following the

outline. The writer might not worry about the grammar, punctuation, and

spelling in this step because a rough draft is not surmise to be perfect.

9Ken Hynland, Teaching and researching Writing, (London: Longman, 2002), pp. 6—7.10Alice Oshima and Ann Hogue. Writing Academic English 4th Edition. (New York: Pearson

Education Inc, 2006), pp. 265—275.

10

4. Polishing: This step also called revising and editing. In revising part, writers

should revise the content and the organization of paragraph. Then in editing

part writers should edit the sentences and words, including the punctuation,

grammatical correctness and the vocabulary usage.

Supporting the theory above, Nation explained about the steps in writing.

He gave more details and extraordinary parts in writing process those are

considering the goals of the writer, having a model of the reader, gathering ideas,

organizing ideas, turning ideas into written text, reviewing what has been written,

and editing.11

In addition, Brown also divided the process of writing into two: the first

draft and the second draft. The first draft includes (1) Choosing a topic, (2)

generating ideas, (3) writing the first draft, (4) peer-editing, and (5) revising.

While the second draft includes (1) writing the second draft and proof reading, (2)

using the teacher’s feedback, and (3) keeping a journal.12

From the definition above, it can be concluded that writing has the

important steps that must be followed by the writer. Some expert may define the

process differently, therefore writers are be able to use any steps that suitable for

them.

5. The Purpose of Writing

According to Penny Ur “The purpose of writing, in principle, is the

expression of ideas, the conveying of a message to the reader, so the ideas

themselves should arguably be seen as the most important aspect of writing.”13 It

means that every writer have their own message or information that they want to

say to the readers. Therefore, the written work must be written clearly and

understandably in order that the readers are not miss interpret the message that

they read.

11I.S.P Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p.114.

12Brown, op. cit., pp. 407—409.13 Ur, op. cit., p. 163.

11

On the other hand, Barnett stated that writing “as an expression of the

mental process which entails and as a means of communication.”14 This statement

means that writing has some roles, those are to assert the writer’s strong emotion

or feeling, then to give the reader information, as a tool of communication through

written symbols.

From the explanation above, it can be concluded that the purposes of writing

are to give the reader information or message, to express feeling and emotion, to

persuade and entertain the reader, or to make a literary work.

B. Feedback

In teaching and learning process, feedback plays a crucial role in improving

students’ knowledge. It also could help them to achieve their goals in learning.

Moreover in a writing process students will need a feedback to revise their works.

According to Brookhart feedback is a part of formative assessment which informs

the students about the activities that they are doing and helps them determine their

targets and plans to seize their objectives.”15 In addition, formative feedback is

“any information, process or activity which affords or accelerates students

learning based on comments relating to either formative assessment or summative

assessment activities.”16

Bitchener and Ferris stated that feedback is “important part of learning

process and written feedback is provided as a response to errors that learners have

made in their written output.17 Therefore students who get a feedback will tend to

be more motivated in revising their work because they know which part that they

need to revise. It is of course indicates that feedback play an important roles in

14 Marva A. Barnett, Writing as a Process, (Northeast: University of Virginia, 1992), p. 17.15 Susan M. Brookhart. How to Give Effective Feedback to Your Students, (Virginia:

ASCD, 2008), pp. 1—2.16Alastair Irons, Enhancing Learning Through Formative Assessment and Feedback,

(USA: Routledge, 2008), p. 7.17John Bitchener, and Dana R. Ferris, Written Corrective Feedback In Second Language

Acquisition and Writing, (New York: Routledge., 2012), p. 125.

12

languages teaching classroom. Irons also said that “formative feedback is very

powerful and potentially constructive learning tools.”18

From the definition above, it can be said that feedback is one of the

component of teaching and learning process that needed either by the teacher or

the students to engage in the learning process so that they know how far their

work can achieve the learners’ objectives.

C. Indirect Corrective Feedback

There are many experts that have defined indirect corrective feedback. Even

some of them compare the direct and indirect corrective feedback, but they argue

that indirect corrective feedback has the big impact and plays important roles in

teaching writing as an assessment tool.

According to Lee, indirect correction refers to a situation in which the

teacher marks the error and mistakes that made by the students without providing

the correct form of the error and mistakes, so that the students can determine and

correct their work by themselves.19 Furthermore, Loewen stated that corrective

feedback is giving the learners information about linguistic error that they have

made.20

So that giving indirect corrective feedback to students means the teacher

gives the students a guided instruction of how they should improve their writing.

The teacher has to pint out which part of the students’ mistakes and errors. The

way of giving feedback could be done by giving mark, circle, underline and etc.

Teacher first assesses the students’ first draft before it comes to the final draft.

From the definition above, it can be concluded that indirect corrective

feedback means the teacher correct the students’ works by his/herself and

provides the correction by pointing out the mistakes and error on the worksheet,

without providing the correct answer, so the teacher let the students to solve it.

18 Irons, loc. cit.19 Icy Lee, “Classroom Writing Assessment and Feedback in L2 School Context, (Singapore:

Springer, 2017), p. 58.20 Sahwn Loewen, “The role of feedback” ( Susan M. Gass and Alison Mackey (Eds)), The

Routledge Handbook of Second Language Acquisition, (Malden, MA:Wiley-Blackwell, 2012), p.32.

13

1. Kinds of Indirect Corrective Feedback

There are many various kinds of giving indirect corrective feedback that can

be used by a teacher to assess student’s writing. According to Chandler there are

three kinds in giving indirect corrective feedback, they are underlining,

describing, or underlining and describing.21

Figure 2.1

Underlining:

Underlining means the teacher gives the underline on students error part

without giving the correct form. It stimulates the students to think what are their

mistakes. Students have to discover the mistakes by seeing the underline that

given by the teacher.

Figure 2.2

Describing

21 Jean Chandler, The efficacy of various kinds of error feedback for improvement in theaccuracy and fluency of L2 students writing, Journal of Second Language Writing, Vol 12, 2003,pp. 282—283.

14

In Describing, teachers pointed out the errors by writing comments about

the students’ kind of mistakes, without giving the underline. Teachers could give

the name of the mistakes instead of the answer. Beside, giving the information

about the mistakes, teacher also could provide some suggestions.

Figure 2.3

Underlining and Describing:

In underlining and describing, teachers giving the underline under the

mistakes then give the comments afterwards. Teachers give the comments and

suggestions as short as possible yet must be clear. This kind of feedback is easier

for students to understand because it provides two ways of giving signs at the

same time.

2. The Benefit of Indirect Corrective Feedback

After giving the definitions of indirect corrective feedback, some experts

also agree that this technique could bring positive impacts. Lalande (cited in

Elham) stated that “indirect corrective feedback is preferable for most students

writers, because it engages them in ‘’guided learning and problem solving.”22 It is

because the students will have their time to think their mistakes and solve it by

themselves. He also said that indirect feedback is actually more effective in giving

the students opportunity to correct their errors.23 On the other hand, it is beneficial

for teacher because teachers could manage their time in the revision part and the

22 Elham Eslami, The Effect of Direct and Indirect Corrective Feedback Technique on EFL’sStudents Writing, (Iran: Elsevier Ltd, 2014), p. 446.

23 Ibid.,

15

assessment process. Then, they also would not relied by the students in giving the

correct answers. Thus it makes the students become independent.

Moreover, the other expert argues that indirect corrective feedback brings

some advantages for students. Ferris stated that “it can be argued that cognitive

investment of editing one’s text after receiving error feedback is likely a

necessary, or at least helpful, step on the road to longer term improvement in

accuracy.”24 It means that students will have a long term memory and could

remember their fault. Thus, they would not repeat it again in the future.

Additionally, indirect corrective feedback also promotes students to have a

self-editing section. A self editing exercise “will clearly demonstrate for students

that they really can learn to fend for themselves, at least to some extent, without

excessive intervention by the teacher.”25

From the explanation above, it can be concluded that indirect corrective

feedback brings more benefits either for students or teachers. First, students could

involve as the learning center because they engage to the learning process. Then,

they also will have a long term memory, and could understand their mistakes in

writing. While for teachers, they could abridge their time in assess students

writing and not hanged by the students anymore.

3. The Role of Teacher in Indirect Corrective Feedback

Teachers have to follow some roles to implement the Indirect Corrective

Feedback technique in English classroom. Ellis draws the guidelines about what

the teachers should do before using this technique.26 The guidelines of the

teachers’ roles are mentioned as follows:

a. Teachers clarify their students’ attitude towards the use of indirect corrective

feedback and explain the aims and goals of using this technique.

b. Teachers might not hesitated to correct students’ writing

24 Dana R. Ferris, Treatment of Error in Second Language Student Writing, (USA: TheUniversity of Michigan Press, 2011), p. 12.

25 Ibid., p. 129.26Ellis Rodd, Corrective Feedback and Teacher Development. L2 Journal, Vol 1, (University

of California: eScholarship, 2009), p. 14.

16

c. Teachers identify the specific linguistic targets for correction (example

grammar, vocabulary, punctuation, and etc.)

d. Teachers make sure their students that they are being corrected

e. Teachers start to correct from the implicit form of correction, then move to a

more explicit form.

f. Teachers have to set the time limit in the correction or revision part.

g. Teachers have to watch and pay attention to their students’ attitudes in doing

the revision, especially in produce the correct form.

h. In accordance with the cognitive and affective needs of the individual learners,

teachers are prepared to vary who, when, and how they correct students’ work.

i. To enable the learner to achieve full self-regulation, teachers are prepared to

correct a specific error on several occasions

j. Teachers design the strategies to overcome the anxiety that caused by some

learners in doing indirect corrective feedback. They have to ensure that the

anxiety facilitates rather than debilitates.

4. The Role of Students in Indirect Corrective Feedback

Students have some roles in indirect corrective feedback. The following

instruction is consist of some steps about what the students do in implementation

the indirect corrective feedback:

Pay attention to the learning materials that will taught by the teacher

Follow the instruction (based on the research instrument)

Make a descriptive paragraph by following the steps of writing

Revise the written work based on the indirect corrective feedback that

have given by the teacher

Discovering the wrong part of their writing

Re-write the paragraph

Submit the final draft to the teacher.

Those are some roles that must be followed by the students. In addition, the

students will explore more knowledge than they think they might get. They also

may ask the teacher if the feedback that given by the teacher was not clear

17

enough. However, teachers are forbidden and prohibited to give the answer

anyways

.

D. Descriptive Text

1. The Definition of Descriptive Text

The definition of descriptive text has been explained by some expert. Kane

stated that “Description is about sensory experience–how something looks,

sounds, tastes. Mostly it is about the visual experience, but description also deals

with other kinds of perception.”27 Then According to McCarthy “descriptive

writing is that domain of writing that develops images through the use of precise

devices such as metaphor and the sounds of words.”28 The words image in this

statement also means the object or things that being described, thus the things and

objects are not only a real object but also an abstract object.

Additionally Gerot and wignell stated that “descriptive text is a kind of text

with a purpose to give information. The context of this kind of text is the

description of particular thing, animal, person, or others.”29

From the definition above, it can be concluded that the definition of

descriptive text is a text which draw what the objects being describes looks like.

The objects can be things, person, animals, or places.

2. The Purpose of Descriptive Text

Every kinds of text absolutely have their own purposes. It is to define what

the function of the text is written for. Barbara stated that there are six purposes of

descriptive text, those are to entertain, to express feelings, to relate experiences, to

inform, and to persuade.30 The explanation and the example of each purpose are

explained below:

27 Thomas S. Kane. The Oxford Essential Guide to Writing. (New York: Barkley Books,2000), p. 351.

28Tara McCarthy, Descriptive Writing (New York: Scholartic Professional Books), p. 5.29Linda Gerot and Peter Wignell. Making Sense of Functional Grammar. (USA: Antipodean

Educational Enterprises, 1994), pp. 15—16.30Barbara Fine Clouse. The Student Writer. (McGraw-Hill Companies Inc, 2006), p. 154.

18

To entertain: A descriptive to entertain means writing about the description of

a particular object that can please the readers. For instance an amusing

description of teenager’s daily make up.

To express feelings: A descriptive to express feelings means writing about the

writer’s impressions of a particular object. For instance a description of the

writer’s favorite food, places, person, and etc.

To relate experience: A descriptive to relate experience means writing about

the description of the writer’s last experience, not retelling but describing. For

instance a description of the writer’s childhood house to remember or bring

back the memories.

To inform: A descriptive to inform means writing vividly about the

description of particular objects that unfamiliar for the readers. For instance

describing a new invention of disease, medicine and its compositions, and

many others.

To persuade: A descriptive to persuade means writing about the description of

particular objects that can grab or attract the reader’s attention. For instance a

description of holiday places, the cozy cafe or restaurants, or an upcoming

products like cell phone, cars, motorcycle, and etc. Then, after describing, it

also aimed to invite the readers to visit the places or to buy the products.

3. The Generic Structure of Descriptive Text

According to Wardiman, there are two components of the generic structure

of descriptive text.31

The first is identification, it consists of paragraph which identifies the

phenomenon or introduces the character that being described. Then the second is

description, which consists of paragraph that describes the character. The

important features that should be included are:

a. Part/things (physical appearance)

31 Artono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma. English in Focus forGrade VII Junior High School, (Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional,2008), p. 122.

19

b. Qualities (degree of beauty, excellence, or worth/value)

c. Other characteristics (prominent aspects that are unique).

It indicates that a descriptive paragraph has two substances, those are to

identify the subjects and to describe the quality, quantity, and to draw the parts.

4. The Types of Descriptive Text

There are some kinds of descriptive text. The type of descriptive text is

listed as follow:

a. Describe of people: in describing people, the things that might be explained

are about the statistical information (height, weight, age), also the visible

appearance (hair color, skin, eyes, lips). Additionally the characteristics or the

attitude of the people are included such as kind, mean, beautiful, ugly and etc.

b. Describe of places: in describing places, the things that might be explained are

about the controlling idea which consists of the general characteristics of the

place. For instance describing about my room, so the whole text is describe

about the broad, the floor, the color of the wall, the atmosphere, and etc.

c. Describe of things: In describing things, the objects that might be explained

are about the general appearance about the things since things are not having

the attitude. For instance describe about my diary, so the whole text describe

about its color, its amount of pages, its price, and etc.

d. Describe of animal: In describing things, the objects that might be explained

are about the general appearance about the animal such as the attitude of it, the

color of the eyes, tail, skin, the fur, and etc.

5. The Language Features of Descriptive Text

The grammatical features of descriptive text are stated as follow:32

Often use a Simple Present Tense to describe things from a technical or factual

point of view. For example: Eats, Sings, Lays, Swim.

32 Petter Knapp and Megan Watkins, Genre, Text, Grammar, Teachnologies for teaching andassessing writing, (Australia: University of New South Wales Press Ltd, 2005), p. 98.

20

However, sometimes use the Simple Past Tense to describe the things in the

past or doesn’t exist anymore. For example had, enjoyed, seemed, sparkle.

Relational verbs are used when classifying and describing appearance/

qualities and parts/ functions of phenomena (is, are, has, have) for example:

My favorite toy is a teddy bear because it is cuddly and friendly. It is my

friend too.

Turtles do not have teeth, they have a sharp beak instead.

Action verbs are used when describing behaviors/ uses: for example;

An ant has three body parts,

Some ants have wings,

The queen ant lays the eggs

Ants live in colonies

In literary and commence descriptions, action verbs are used metaphorically to

create effect: for example;

Mia bubbled with enthusiasm. Declan smashed the record

Mental verbs are used when describing feelings in literary descriptions: for

example;

She felt unhappy. He liked dancing

Adjective are used to add extra information to nouns and may be technical,

everyday or literary, depending on the text; for example;

Possums are nocturnal

It is grey and brown

Adjective can be used on their own, as above, or as part of a noun group, as

below:

He has cool hairstyle

His luminous, dark coat gave him an eerie quality

Adverbs are used to add extra information to verbs to provide more detailed

description, for example:

Turtles swim slowly

Adverbial phrases are used in descriptions to add more informations about the

manner. For example:

21

The students work hardly just before the exam.

Sentences and paragraphs are thematically linked to the topic of description,

for example;

It is grey and brown

It is bumpy and has stretch mark

Personal and literary description generally deal with individual things, for

example;

My favorite toy, my house, my big bear

Technical descriptions generally deal with classes of things rather than

individual things, for example;

Snails, turtles, and volcanoes.

E. Teaching Writing by Using Indirect Corrective Feedback

The procedure in implementing indirect corrective feedback technique is

explained below. The researcher, as the teacher:

1. Deliver the material about descriptive text and how to make the framework;

the teacher is teaching the definition, the purpose, and the structure of

descriptive text. Additionally students are taught how to make the framework

of descriptive text.

2. Provides students topics to write; the students are provided some topics about

descriptive text. They can choose the interesting topic that had been given by

the teacher.

3. Ask students to make a framework and outline of their own writing; students

are asked to make an outline or framework. Beside it is to implement the first

step in writing, that is generating ideas and drafting, it also helps them to

elaborate their writing.

4. Ask students to elaborate their writing; in this part, the students have to

elaborate their framework and outline into some paragraphs of descriptive

text. The text must be consisted of 50 - 100 words.

5. Ask students to submit their writing; students have to submit the writing in the

same day.

22

6. Provide students the feedback by underlining and describing; in this part,

teacher correct and assess the students’ writing. Then the teacher marks the

feedback by underlining or circling the wrong part and describes the kind of

mistake the students made.

7. Ask students to revise their writing; students have opportunity to revise and

repair their paper by seeing the feedback that have given by the teacher.

8. Give students explanation and suggestion; in this part the teacher can give a

suggestion and explanation about how to make a good writing related to the

feedback without showing the correct part of their mistakes, while the students

revise their work.

9. Ask students to submit their revision; students are asked to submit their

revised writing.

10. Scoring and evaluating students writing; teacher scoring students writing by

using analytical scoring rubric.

F. Relevant Previous Studies

There were some relevant studies that had been conducted by some experts

about teacher’s indirect corrective feedback to improve writing. Some of the study

compares between direct and indirect correction, but some of them have a positive

result on indirect correction and indicates that it has a positive effect. The results

of those studies are explained below:

The first study is conducted by Elham Islami under the title The Effect of

Direct and Indirect Corrective Feedback Technique on EFL Student’s writing. He

implemented this study to compare two different written feedback techniques. The

participants were 60 low intermediate EFL students in Karaj, Iran. Then the

participant were divided into two groups, the first group is given direct corrective

feedback and the second group given the indirect corrective feedback. Both

groups provided a treatment with three pieces of writing, those are pre-test,

immediate post-test, and delayed post-test in order to survey students’

achievement. The result of the study showed those indirect corrective feedback

groups have a better change in delayed post-test. This study proves that indirect

23

corrective feedback is more beneficial because it leads to better level of accuracy.

Additionally indirect corrective feedback could give students a long term memory

because they learn from their mistakes and figure out by themselves the correct

form of the errors and mistakes.33

The next study is by Maryam Ghandi & Motjaba Maghsoudi entitled The

Effect of Direct and Indirect Corrective Feedback on Iranian EFL Learners’

Spelling Errors. The aim of this study is to analyze the effect of indirect corrective

feedback on Iranian high school students’ spelling accuracy. The sample is 56

high school sophomores and they divided into two groups of 28 person, the first

group is given the direct corrective feedbackand the second group given the

indirect corrective feedback. They were treated differently based on their spelling

errors and this experiment takes time for about five weeks. The result of this study

pointed out that direct corrective feedback that given for spelling accuracy is not

effective. On the other side, indirect corrective feedback tend to be more effective

strategies in assessing students’ spelling accuracy because by using this technique

students is engage in the revision and the correction process. Indirect corrective

feedback provides students to contribute in the improvement of their learning.

Moreover, they can be more responsibility in correcting their task. However this

study improves students’ writing accuracy in long term memory and could make

them aware of their mistakes and errors.34

In addition Sogand Noroozizadeh also conducted a study under the title

Indirect Feedback: A Plausible Suggestion for Overcoming Error Occurrence in

L2 Writing. The purpose of the study is to prove that indirect corrective feedback

is an effective technique for teaching writing. The populations are two groups of

22 students whom given 8 essays that they have to be written on suggested

subjects during one semester. The first group is treated by indirect corrective

feedback, they just given a specific error categories that marked by the teacher

33 Elham, Islami, The Effect of Direct and Indirect Corrective Feedback Technique on EFLStudent’s Writing. Procedia and Behavioral Sciences 98, (Elseiver: Karaj, 2014), pp. 445—425.

34 Maryam Ghandi & Motjaba Maghsoudi, The Effect of Direct and Indirect CorrectiveFeedback on Iranian EFL Learners’ Spelling Errors, Canadian Center of Science and Education,Vol. 7, 2014.

24

and they have to edit the essay by themselves, also they have to give the first draft

of their revision. While the second group treated by direct corrective feedback,

they given the detail comments on every single errors. After giving those

treatments, the participants have to make an essay by themselves. Furthermore,

the result of the study showed a significant difference between two groups. The

first group proves that indirect corrective feedback is a meaningful way because

they were required to do self-editing to their written text based on the type of

errors and mistakes that marked by the teacher. Moreover indirect corrective

feedback could help them to improve their writing ability because they can focus

on their inaccuracies of their written works.35

From the relevant studies above, it can be seen that most of previous

research were purposed to differentiate the direct and indirect corrective feedback

technique in teaching writing and spelling. The aims of these researches are using

the indirect corrective feedback technique to see the errors that occurred on

students’ performance. While the uniqueness and the difference of this research

with the previous research above, this research is only focusing on the effect of

indirect corrective feedback technique, on students’ writing ability of descriptive

text.

G. Thinking Framework

In teaching and learning English, writing is one of the important skill that

have to be mastered by the students. Moreover this ability will be used by the

students whenever they continued their study whether in school or collage and not

only in English subject but also others. Writing is a written result of structured

and generated ideas. It has some main steps that must be followed to get a good

quality of writing those are planning drafting, revising, and final draft. It is not an

instant steps therefore students need a feedback where they can improve their

writing ability. The feedback must be marked clearly because it will be used by

35 Sogand Noroozizadeh. Indirect Feedback: A Plausible Suggestion for Ovecoming ErrorOccurrence in L2 Writing. The journal of Asia TEFL, Vol. 6, No 4, (Iran: K. N. Toosi Universityof Technology, 2009), pp. 245—262.

25

the students to improve their writing in order they can write concisely, credibly,

clearly, and correctly.

Hence English teacher need a technique where they can manage the

feedback without relied by the students. If the teacher is relied by the students,

they will keep repeating their mistakes in writing and did not know how to make

their writing result better. Moreover, they don’t engaged with the learning process

and do not know how far their progress.

By seeing the fact that students feel more comfortable to get a correction

from the teacher, and they are able to make time in revising their work, so the the

researcher assumes that Indirect Corrective Feedback technique is an effective

way that can be implemented to overcome the difficulties in writing descriptive

text.

H. Research Hypothesis

The hypothesis of this research is, there is a significant effect of teacher’s

indirect corrective feedback on students writing ability of descriptive text.

26

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time

The research was conducted at the eighth grade of Ruhama Islamic Junior

High School which is located on Jl. Tarumanegara No. 67, Cirendeu, Ciputat,

Kota Tangerang Selatan, Banten 15419. The research began on July – August

2017.

B. Method of Research

The method that used in this research is quantitative method. It used to see

the impact of teacher’s indirect corrective feedback on students’ ability in writing

descriptive text. The variables are teachers’ indirect corrective feedback as the

independent variable (X variable) and students’ writing ability as the dependent

variable (Y variable).

According to Creswell quantitative method is defined as a method that

focuses on investigating the use of positive statement to develop knowledge, use

enquiry strategies such as experiment, survey, and collect and get the statistic data

on predetermined instrument.1 The empirical statement here means that the

descriptive point of what “is” the problem in the context of the real world. Then, it

is examined by using statistical procedures and explained in a numerical

terminology. Therefore, a certain guide in this method is really important in the

data collection process and data analysis because in this study the problem will be

objectively determined based on the reality of real world context.

Since this study is a quasi-experimental design, thus the researcher decided

to use a quantitative method. Additionally, the quantitative method was chosen

after monitoring the background of the study and in accordance with the goals of

this study it self

1John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed MethodsApproaches: Second Edition, (New York: Sage Publication, 2003), p. 21.

27

C. Design of The Research

The design of this research is Quasi-Experimental design. According to

Levy and Ellis “Quasi-experimental design is a type of experimental design in

which the researcher has limited leverage and control over the selection of study

participant.”2 In detail, the researcher conducted the research by using quasi

experimental design which is the researcher didn’t have ability to decide the

participant and lack of control over the condition to make any form of new group.

Furthermore, in this study, the treatment of teacher’s indirect corrective

feedback was implemented on the experiment class, while the control class didn’t

receive any control at all. Therefore both groups were given pre-test and post-test

to see the improvement of students writing of descriptive text.

Table 3.1

Research Design

From the table 3.1 above, it can be seen that the one who received the

treatment was only the experimental group. The treatment was given after the

implementation of the pre-test. On the other hand, the control group was assessed

by using the technique that usually used by the English teacher.

2 Yair Levy and Timothy J. Ellis, A guide for Novice Researchers on Experimental andQuasi-Experimental Studies in Information System Research, Interdisciplinary Journal ofInformation, Knowledge, and Management, Vol. 6, (USA: Nova Southeastern University, 2011),p. 155.

Groups Test Treatment Test

Experimental

Group

Pre-test Utilizing the treatment

(Indirect Corrective Feedback)

Post-test

Control

Group

Pre-test

Not utilizing the treatment

Post-test

28

Furthermore, this research used the quasi-experimental design since the goal

of this research is to see the effect of indirect feedback technique on students’

writing. As we know that quasi-experimental design was used to see the effect of

one variable into the other variable.

D. Population and Sample

The population of this study is the eight grade students of Ruhama Islamic

Junior High School. The amount of the eight grade students were 136, however

the participant that engaged in this research were 50 students.

Then the researcher will limit the sample on the two eighth grades of regular

classes. Since this research was a quasi-experimental study, there were two groups

that determined as a sample. They are experiment class and control class. The

technique of sample that used was purposive sampling. Cohen stated that

purposive sampling, is often used in quantitative research in which the researcher

choosing the informant deliberately due to the qualities the informant’s specific

needs. “As its name suggests, the sample has been chosen for specific purposes.”3

The experiment class that had been chosen was VIII 2. It is because the

English teacher suggested that this class was lower than VIII 1. While VIII 1 was

decided as the control class because it is paralleled with others. Each of group was

consist of 25 students, and both of class was accessible for the research.

E. Technique of Data Collection

The researcher got the quantitative data of this research from the result of

the pre-test and post test. The researcher gave the students a free writing test to

compare students’ writing result before and after the implementation of teachers’

indirect corrective feedback, both in experiment class and control class. The

students’ writing score was counted based on analytical scoring rubric.

Furthermore, after giving the pre-test, the students got the treatment of

indirect correction feedback which is they received teacher’s correction without

3Louis Cohen, Lawrence Manion, and Keith Morrison, Research Methods In Education,6th Edition, (USA: Routledge, 2007), pp. 114 – 115.

29

any correct form of the answer. Then they have a time to revise their first draft

before they took the post test. The post test was given to see the effect of teacher’s

indirect corrective feedback on students writing of descriptive text.

F. Research Instrument

The research instrument that used in this study was a test. The pre test was

given before the implementation of the indirect corrective feedback, while the

post test was given to see whether teacher’s indirect corrective feedback would

give a significant effect on students’ writing ability of descriptive text or not.

Additionally in doing the test, the students have to choose a topic that has

decided about descriptive text. Then, they will have a free writing test. Then, the

amount of words was 50 - 100 word. It is aimed to limit the written work. There

are four topics that have been chosen, those are “Describing myself,” “Describing

My Favorite Things,” “Describing My Favorite Animal,” and “Describing My

Parents.” The research instrument is provided in Table 3.3 as follows:

Table 3.2

Research Instrument

WORKSHEET

FREE WRITING TEST OF DESCRIPTIVE TEXT

Write a descriptive text about “Describing myself” based on yourknowledge. Follow the instruction below to complete the test:You have 60 minutes to write your essayThe criteria of the writing descriptive essay is:1. Contet = 30%2. Organization = 20%3. Grammar = 20%4. Vocabulary = 15%5. Mechanics = 15%

Amount of words = 50 – 100 words

30

In calculating the score or in assessing students’ writing, the writer used the

analytical scoring rubric that adopted from H. Douglas Brown.4 The scoring

rubric is provided as follows:

Table 3.3

Analytical Scoring Rubric

Score =. .

x 10

4 H. D. Brown, Language Assessment:Principles and Classroom Pratice, (California:Pearson ESL, 2003), p. 246.

31

In addition the researcher also provides the blueprint of writing descriptive

essay. The blueprint was developed to support students in writing assignment. The

blueprint of writing descriptive text is attached as follows:

1. Describing Myself

A short form of an autobiography of yourself. The focus is on your own brief

characteristics. The purpose is to describe yourself and to recognize your own

specific information.

Paragraph 1 : IntroductionInstruction : Describe your self.

- Your name- Your age

Objectives : Students are able to developing the topic sentence about thedescription of themself.

Paragraph 2 : DescriptionInstruction : Add extra information.

- Your address- Your status- Your shcool/collage- Your favorite food/drink

Objectives : Students are able to organize and elaborate the paragraph. Useconjunction and punctuation as well. Use the new vocabulary andproper tenses.

Paragraph 3 : ClosingInstruction : End description.

- What is the thing that makes you love yourself?- Why?

Objectives : Students are able to end the description and focus on the closing.

2. Describing My Favorite Things

A short form of description about the things that you love the most. The focus

is on its characteristics and features. The purpose is to give information to the

reader about your favorite things.

Paragraph 1 : IntroductionInstruction : Describe the items you love.

32

- The name- The characteristics/features

Objectives : Students are able to developing the topic sentence about thedescription of the things that they love.

Paragraph 2 : Description

Instruction : Add extra information.

- Where do you buy/get?- Why you love it?- What you usually do to it?

Objectives : Students are able to organize and elaborate the paragraph. Useconjunction and punctuation as well. Use the new vocabulary and proper tenses.


- Would you keep it or purchase another one?


3. Describing My Favorite Animal

A short form of description about the animal that you love the most or your

pet. The focus is on its appearance, characteristics and features. The purpose is to

give information to the reader about your favorite animal.

Paragraph 1 : Introduction

- The characteristicsObjectives : Students are able to developing the topic sentence about the

description of the animal that they love.



- Where do you buy/get?- Why you love it?- What is its habitation?- What its favorite food?

Instruction : Describe the animal you love.- The name/what it is

33

Objectives : Students are able to organize and elaborate the paragraph. Useconjunction and punctuation as well. Use the new vocabulary and proper tenses.


- What you usually do with it?


4. Describing My Parents

A short form of an autobiography of your parents. The focus is on your

parents physical appearance and their characteristics. The purpose is to describe

your parents and to recognize your parents’ specific information.

Paragraph 1 : IntroductionInstruction : Describe your parents.

- Their name- Their characteristics- Their physical appearance

Objectives : Students are able to developing the topic sentence about thedescription of their parents.



- What are they doing?- What you usually do with them?

Objectives : Students are able to organize and elaborate the paragraph. Useconjunction and punctuation as well. Use the new vocabulary andproper tenses.


- Their character that you love.


34

G. Validity

The validity of the instrument that used in a research is very important.

According to Hudges, “A test is said to be valid if it measures accurately what it is

intended to be measure”.5 It means that, the test must be involved the subject that

the tester wanted to know the result. For instance, this research is aimed to see the

effect on students’ writing. Therefore, the test that used in this research is a

writing test.

The validity of the essay was taken from the triangulation of school’s

curriculum and text book used by the teacher. A validation is needed to see

whether the data is valid or not.

H. Reliability

According to Brown, “A reliable test is consistence and dependable. If you

give the same test to the same student or matched students on two different

occasions, the test should yield similar result.6 It means that reliability refers to

the consistency of measurement when the test procedure is being tested on another

population of a group. In other words reliability refers to the consistency of

assessment score.

The test of this research is using a subjective test. Therefore, the reliability

of the test was taken from the analytical scoring rubric and sometimes a rater or

judgment reliability is needed.

I. Technique of Data Analysis

In this study the researcher used T-test to figure out the differences of two

variables from the pre-test and post-test. First, the researcher counted students’

score of the writing before calculating the hypothesis testing. Then after

calculating and analyzing the students score, the next step is calculating the

normality test to see if the data was distributed normally. Then, measuring the

homogeneity test to see the homogenous of the data, and the last is calculating the

5Arthur Hudges, Testing for Language Teacher Second Edition, (Cambridge: CambridgeUniversity Press, 1989), p. 22.

6Brown, Op. Cit., p. 20.

35

independent sample T-test to see the significance of the independent variable

towards dependent variable by using the SPSS software.

1. Test Normality

The normality test in this research was measured by using SPSS 22

software. This test is used to make sure whether both sample of both group from

population is distributed normally or not. The normality test was used the

Kolmogorov-Smirnov and Shapiro-Wilk table. The data is normal when Fobserved <

Ftable, therefore the score of normality test or the score in Kolmogorov-Smirnov

and Shapiro-Wilk table must above 0,05 in order that the data is normally

distributed.

2. Test Homogeneity

The Homogeneity test is also conducted by using SPSS 22 software. This

test is aimed to see the similarity of the condition of two populations. The

homogeneity result was seen from the Levene’s table. The data is homogenous if

the p-output is higher than significant difference at 0.05. Therefore the score of

this test in Levene’s table should be above 0.05 in order that the data is

homogenous.

3. T-Test

The T-test in this research is measured by using the SPSS software. The T-

test is used to see the significant effect of the study. However, there was a manual

formula in measuring the T-test, the formula is:

a. Determining the mean score of the experimental group:

=∑

Description:

= Mean score of the experimental group∑ = The total score of the students in the experimental group

36

N = The total students in the experiment group

b. Determining the mean score of control group:

=∑

Description:

= Mean score of the control group∑ = The total score of the students in the control group

N = The total students in the control group

c. Determining the standard deviation in experiment group:= ∑ 2 − (∑ )d. Determining the standard deviation in control group:= ∑ 2 (∑ )e. Determining T-test:

To calculate the T-test, the data from mean score and standard deviation

from both experimental and control group are needed. Therefore, after calculating

the mean score and standard deviation, the T-test is calculated by using the

formula below:

t = ∑ ∑Description:= Mean score of the experimental group= Mean score of the control group∑ 2 = The total score obtained by the students in the experiment group

37

∑ 2 = The total score obtained by the students in the control group= The total students existed in the experimental group= The total students existed in the control groupf. Determining t-tableThe significance level of t-table is 5% and 1% with the degree offreedom (df). The formula is described as follows:= ( − ) − 2Description== The total students of experimental group= The total students of control group4. Determining The Effect Size Level

After calculating the significance level, the next step is calculating the effect

size of significance. It is to measure how big the significance effect of this study.

the formula is adapted from Cohen and described as follows7:

d =( ) – ( )

Description:

m1 = Mean score of group A (experimental class)

m2 = Mean score of group B (control class)

Pooled Standard deviation = Standard deviation from experimental class -

Standard deviation from control class.

Then, the criteria of effect size level are:

(d = 0.2) = Small effect size (1/5 of a standard deviation)

(d = 0.5) = Medium effect size (1/2 of a standard deviation)

(d = ≥ 0.8) = Large effect size (8/10 of a standard deviation)

7 Cohen, Op cit., p. 521.

38

J. Statistical Hypothesis

According to Gottfried Noether, “A statistical hypothesis is a statement

about the distribution of observable quantities. A test of a statistical hypothesis is

a procedure that permits us to accept or reject the hypothesis under consideration

on the basis of available experimental data.”8 Then, according to Cohen, the level

of significance degree that used in hypothesis testing is 0.05.9 The description is

explained below:

If t0 > t-t Ha is accepted and H0 is rejected

If t0 < t-t Ha is rejected and H0 is accepted

The descriptions are:

Ha: There is a significant effect of teacher’s indirect corrective feedback on

students’ ability in writing descriptive text.

H0: There is no significant effect of teacher’s indirect corrective feedback on

students’ ability in writing descriptive text.

8Gottfried E. Noether, Introduction to Statistics, (USA: Houghton Mifflin Company, 1971), p. 63.9 Cohen, op cit., p. 516.

39

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter discusses the calculation about the effect of teacher’s indirect

corrective feedback to heighten students’ ability of writing descriptive text. The

description of the data is explained the pre-test and post-test scores of

experimental and control class. Additionally, in this chapter the analysis of the

data and the discussion of the data are enlightened as well.

A. Research Finding

1. The Description of The Data

Since the instruments of this research were pre-test and post-test, therefore,

the gathered data based on the calculation of both tests would be describe below.

Specifically, the obtained data were dragged from the samples’ scores in their pre-

test and post-test.

a. Pre-test and Post-test Score of Experiment Class

The experimental group of this study was all the eighth grade students of

Ruhama Islamic Junior High School from the VIII 2 class. It consisted of 25

students taught by using indirect corrective feedback as a technique in teaching

writing. The students did the free writing test as the pre-test before receiving the

treatment. The mean score of the pre-test that have been given to the experimental

class was 56.16 with 71 as the highest score, and 45 as the lowest score.

After giving the pre-test the researcher implemented the treatment

afterwards. The treatment was given three times followed by the post-test. On the

other hand, the mean score that obtained by the experimental class in post-test was

75.63. It means that the students’ score in post-test is higher than the pre-test with

92 as the highest score, and 55 as the lowest score. Therefore this findings

indicates that students’ score is increased with the range of 19.47 points between

the pre-test and post-test. The data related to the pre-test and post-test scores of

the experimental class are revealed in the table 4.1.

40

Table 4.1

Pre - Test and Post - Test Score of the Experiment Class

No Students’ Code Pre - Test Post - Test Gain Score

1 A 1 64 86 22

2 A 2 50 74 24

3 A 3 53 75 22

4 A 4 70 92 22

5 A 5 62 88 26

6 A 6 50 74 24

7 A 7 72 93 21

8 A 8 71 90 19

9 A 9 53 55 3

10 A10 50 72 22

11 A11 56 78 22

12 A12 50 65 15

13 A13 62 81 19

14 A14 52 71 19

15 A15 66 80 14

16 A16 45 73 28

17 A17 51 60 9

18 A18 52 70 18

19 A19 62 85 20

20 A20 57 72 15

21 A21 45 65 20

22 A22 45 68 23

23 A23 58 73 15

24 A24 45 62 17

25 A25 63 82 19

Mean Scores 56.16 75.63 19.12

41

The graphics data of students’ score in pre-test and post-test in experimental

class are also attatched as follows:

Chart 4.1

The graphic of pre-test in experimental class

Chart 4.2

The graphic of post-test in experimental class

42

Based on the scores at the table and charts above, the experimental students’

pre-test mean scores are relatively low. It indicates that the students in

experimental class have some difficulties in doing the writing test. The students

are more likely have difficulties in formatting their idea on a piece of paper. On

the other hand, the mean score obtained by the students in the post-test is

significantly increased 19.47 points. It can be said that the students passed the

post-test well after the treatments given.

Even though the treatments only given three times, each score could

increase point by point. Additionally, based on what I have overseen students in

experimental class more likely to feel comfortable to do the revision. In this stage,

students can understand what their mistakes in writing are. Then, in their further

writing they seldom repeat their mistakes.

b. Pre-test and Post-test Score of Control Class

The control group of this study was all the eighth grade students of Ruhama

Islamic Junior High School from the VIII 1 class. This class also pass the pre-test

as same as the experimental class and learned writing as the part of English

subject as well. Nonetheless, the control class did not receive the treatment of

indirect corrective feedback like the experimental class. Then, after teaching how

to write the descriptive text in control class, the post-test was conducted. The data

related to the pre-test and post-test scores of the control class are revealed in the

table 4.2.

Based on the following score table and charts, it can be seen that the mean

score of the pre-test in the control group was low. It indicates that the control class

also feels some difficulties in writing descriptive text like the experimental class

before. Furthermore after teaching writing in the control class, the free writing test

of descriptive text for the post-test was conducted. The mean score of the pre-test

was 60.08 while the post-test score increased 9.76 points. The mean score

obtained from the post-test in control class was 69.84.

43

Table 4.2

Pre - Test and Post - Test Score of the Control Class

No Students’ Code Pre - Test Post – Test Gain Score

1 B 1 72 70 -2

2 B 2 59 68 9

3 B 3 65 73 8

4 B 4 78 83 5

5 B 5 67 72 5

6 B 6 46 65 19

7 B 7 70 75 5

8 B 8 69 70 1

9 B 9 47 50 3

10 B10 56 72 16

11 B11 75 82 7

12 B12 62 70 8

13 B13 53 64 11

14 B14 56 72 16

15 B15 76 70 -6

16 B16 64 77 13

17 B17 44 60 16

18 B18 61 75 14

19 B19 72 80 8

20 B20 73 85 12

21 B21 56 65 9

22 B22 52 63 11

23 B23 44 60 16

24 B24 61 75 14

25 B25 42 50 8

Mean Scores 60.8 69.84 9.04

44

The graphics data of students’ score in pre-test and post-test in control class

are also attached as follows:

\

Chart 4.3

The graphic of pre-test in control class

Chart 4.4

The graphic of pre-test in control class

45

2. The Analysis of The Data

a. Test of Normality

There are several steps that must be followed before conducting the t-test.

The distribution of normal data is one of the stipulations, it is required to see

whether the data is normally distributed or not. Therefore, the result of normality

test from the pre-test is presented below:

Table 4.3

The Normality Test of pre-test

The result of normality test from the pre-test was p ≥ α (0.079 ≥ 0.05) and

(0.281 ≥ 0.05). It means that the pre-test data in this study were normally

distributed. The scores of p could be seen from the Sig. in the table Shapiro-Wilk.

In the meantime, the kolmogorov-Smirnov columns were abandoned because the

sample of the study was less than fifty.

Table 4.4

The Normality Test of post-test

46

The result of normality test from the post-test was p ≥ α (0.818 ≥ 0.05) and

(0.343 ≥ 0.05). Therefore, this result indicates that the data from the post-test was

normally distributed. The p scores also can be seen from the Shapiro-Wilk

columns as what explained before.

Below is presented the frequency distribution histogram and the Normal Q-

Q Plot to see the details of the results of normality data from the pre-test and post-

test in the experimental and the control classes.

Figure 4.1

The Frequency Distribution of pre-test in the experimental class

Figure 4.2

The frequency distribution of post-test in the experimental class

47

Figure 4.3

The Frequency Distribution of Pre-test in the control class

Figure 4.4

The frequency distribution of post-test score in the control class

48

Figure 4.7

The Normal Q-Q Plot of score from the pre-test in experimental class

Figure 4.8

The Normal Q-Q Plot of score from the post-test in experimental class.

49

Figure 4.9

The Normal Q-Q Plot of score from the pre-test in control class

Figure 4.10

The Normal Q-Q Plot of score from the post-test in control class.

50

b. Test of Homogeneity

The homogeneity test in this study is required to measure the variance

homogeneity between Y variable score which is clustered based on the similarity

of X score. Hence, the result of the homogeneity test is presented as follows:

Table 4.5

The Homogeneity Test of pre-test

The data in the table 4.4 shows that the result of the test showed the

associated p-value is more than the declared level 0.05 (0,179 ≥ 0.05). Therefore,

it means that the data of the pre-test was homogenous.

Table 4.6

The Homogeneity Test of post-test

The data in the table 4.5 shows that the result of the test showed the

significance score of post-test between experimental and control class. The result

was 0,389 which is higher than 0.05. Therefore, it means that the data of post-test

was homogenous.

c. Test of Data Hypothesis

The test of data hypothesis in this research is required to see whether there

was a significant difference of the result from pre-test and post-test after the

sample was given the treatments. Therefore to test the hypothesis of this research,

the software SPSS 22 was used. However to measure and calculate the data, the

51

mean score of pre-test and post-test were input. The significance value or alpha

(α) was determined from the formula that is 0.05 or 5%. Additionally, as the

symbol of the calculation, symbol 1 indicates the experimental class, while

symbol 2 indicates the control class. Then, the result of the t-test is previewed in

the figure below.

Table 4.7

The table below defines the statistical result of the experimental and control

classes. From the column code on the table above, it showed that 1 is the symbol

or code for the experimental class, while 2 is the symbol for the control class.

Then, the column N means the total of the sample which was 25 from each class.

From the table above, it also can be seen that the mean score of the experimental

class and the control class is significantly different. The mean score that obtained

by the experimental class was 75.36 while the mean score of the control class was

69.84. Additionally, the statistical hypothesis of this study is presented in the table

below:

Table 4.8

52

From the data in the 4.7 table, it can be seen that the score which obtained

by Sig. (2-tailed) is 0.046. It means that this score is smaller than the determined

significance value 0.05. This fact indicates that p < α: (0,046 < 0.05), then the t-

value from the table above is 2,044, while the t-table of df 48 is 1.6772, point out

that the t0 is > t-table which means that the null hypothesis (H0) is rejected while

the alternative hypothesis (Ha) is accepted. In other words there was a significant

effect of teacher’s indirect corrective feedback on students writing ability of

descriptive text.

d. Test of Effect Size

In this study there was a formula that used to see the effect size level of the

research. The formula is described as follows:

d =( ) – ( )

M1 indicates the mean score of experimental class and the m2 indicates the

mean score of control group. The pooled standard deviation can be seen from the

table 4.13. Therefore, the effect size in this research can be seen from the result of

the calculation below:

m1 = Mean score of group A (experimental class) = 75.63m2 = Mean score of group B (control class) = 69.84Mean score of group A – Mean score of group B = 5.79Standard deviation of group 1 = 10.115Standard deviation of group 2 = 8.947Pooled standard deviation = 1.168

d = ( – ( )d =

..d = 0.49

53

The criteria of the effect size level are:

(d = 0.2) = Small effect size

(d = 0.5) = Medium effect size

(d = ≥ 0.8) = Large effect size

Based on the result of the calculation above, it can be said that the effect

size level of this study was small because the result of the test was 0.49. It

indicates that there was a small significant effect of indirect corrective feedback

on students’ writing ability of descriptive text. Even though the result is small, it

doesn’t indicate that there was no significant effect. However, there was still

significant effect but it is a bit significant.

B. Discussion

Elucidating the data from the statistical analysis, the mean score of both

experiment and control class were increased. It can be seen in the description of

the data at table 4.1 which is taken from 25 sample of the experimental class, the

mean score of pre-test before given the treatments was 56.16. While the mean

scores from the post-test was 75.63. It indicates that the mean score was increased

19.47 point. On the other hand it can be seen in table 4.2 which is taken from 25

sample of the control class, the mean score of pre-test was 60.08 while the mean

score from the post-test was 69.84. It means that the mean score was increased

9.76 points. However, the points from experimental group were significantly

increased than the control group.

Furthermore, the normality test and homogeneity test was conducted before

calculating the effect of each variables by using the t-test formula. The outcome of

the normality and homogeneity test which was calculated from the mean score of

the pre-test and post-test, showed that the data were normally distributed and

homogenous because it was higher than 0.05. Moreover, it also can be seen from

the Normal Q-Q Plot score of the pre-test and post-test from both experimental

and control group. The Normal Q-Q Plot score showed that the dots on the figures

were not spread far away from the line. Therefore it showed that the data was

normally distributed.

54

According to the t-test calculation which was tested by using the software

SPSS 22, it can be seen that p (Sig.(2-tailed)) < α; 0.046 < 0.05. Therefore this

result indicates that Ho was rejected and Ha was accepted which means that there

was a significant effect of indirect corrective feedback on students’ writing ability

of descriptive text. Especially, the indirect corrective feedback technique was

affected the eighth grade from the VIII 2 students of Ruhama Islamic Junior High

School, in their writing ability.

Additionally the effect size level of this study was small. It can be seen from

the aforementioned formula of the effect size level in the previous paragraphs. It

showed that the result was 0.49 which means that the effect size was small size.

As a result, it can be seen from the research findings that indirect corrective

feedback technique was proven to have a bit significant effect on students’ writing

ability of descriptive text. The experimental class has the higher score than the

control class. Therefore it indicates that the students who taught writing by using

indirect corrective feedback technique, has positively exceed the students who

were not taught by using this technique or did not receive the indirect corrective

feedback treatments at all.

55

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter consists of the conclusion related to the result of the study

that had been discussed in the previous chapter. Additionally, the positive

suggestion of this study is also provided.

A. Conclusion

Interpretation the data by using quasi experimental design, on the result of the

study, it can be seen that there was a significant difference between the students

who receive the indirect corrective feedback technique and the students who did

not receive the treatment as well. This fact can be seen from the statistical

hypotheses, the students’ mean score of the experimental group from pre-test

before receiving the indirect corrective feedback was 54.04. While the mean score

from the post-test after receiving the treatments for about three times was 75.63.

Additionally, the data analysis showed that the result of the t-test was 0.045, on

the other words the p (Sig.(2-tailed)) was 0.046 and it is smaller than the

significance level, α (0.05). This result indicates that Ho was rejected and Ha was

accepted which means there was significant effect of indirect corrective feedback

on students’ was writing ability of descriptive text. Then, after calculating the t-

test, the writer also measures the effect size of the research. The result was 0.49

which means that the effect significant size was small.

B. Suggestions

In regard to the teaching writing by using teachers’ indirect corrective

feedback technique, the writer would like to give some suggestions for the

teacher, students, and further research as follow:

For the teachers:

1. The teacher should properly use this technique as a part of teaching and

learning writing process in order to improve students’ ability in writing. It

is important for the teacher to know that this technique could make the

56

students engage to the learning process. Beside by using this technique,

the students will be aware of their mistake in writing and certainly will not

repeat it in their future writing.

2. The teacher should be more aware of the students. As we know that there

are high and slow learners in every class. Therefore the teacher is expected

to give a more concern and special treatments of this technique to the slow

learners.

For the students:

1. The students are suggested to improve their writing outside the classroom.

If they are used to writing, it will be easier for them to deliver and format

their ideas in writing subject.

2. The students are expected to always remember the feedback that has been

given by the teacher in order that they are not repeating the mistake in

their future writing.

3. The students should have a good relationship with the teacher. As we

know that this technique requires the students to ask the teacher if they

have less understanding about the indirect feedback given.

For further research:

1. The result of this study and the research findings could be used by further

researcher as references of quasi experimental study especially about the

implementation of indirect corrective feedback.

57

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Oshima, Alice and Ann Hogue. Writing Academic English 4th Edition. NewYork: Pearson Education Inc, 2006.

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Rodd, Ellis. Corrective Feedback and Teacher Development. L2 Journal, Vol 1.University of California: eScholarship, 2009.

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Wardiman, Artono. Masduki B. Jahur, and M. Sukirman Djusma. English inFocus for Grade VII Junior High School. Jakarta: Pusat PerbukuanDepartemen Pendidikan Nasional, 2008.

Wishon, George E and Julia M. Burks. Let’s Write English, New York: Littoneducational Publishing, 1980.

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APPENDICES

61

APPENDIX 1

Pengesahan Proposal Skripsi

63

APPENDIX 2

INSTRUMENT OF PRE-TEST

The Instrument of the Study for Pre-test Experiment Group

The Instrument of the Study for Pre-test Control Group

WORKSHEET

TEST OF FREE WRITING DESCRIPTIVE TEXT

Write a descriptive text about “Describing myself” based on yourknowledge.You have 60 minutes to write your essayAmount of words = 50 – 100 wordsThe score is based on the structure of the text, formatting the ideas,proper vocabulary selection, and the grammar usage.

WORKSHEET


Write a descriptive text about “Describing myself” based on yourknowledge.You have 60 minutes to write your essayAmount of words = 50 – 100 wordsThe score is based on the structure of the text, formatting the ideas,proper vocabulary selection, and the grammar usage.

64

APPENDIX 3

INSTRUMENT OF POST-TEST

The Instrument of the Study for Post-test Experiment Group

The Instrument of the Study for Post-test Control Group

WORKSHEET


Write a descriptive text about “Describing my parents”You have 60 minutes to write your essayAmount of words = 50 – 100 wordsThe score is based on the structure of the text, formatting the ideas, propervocabulary selection, and the grammar usage.

WORKSHEET


Write a descriptive text about “Describing my parents”You have 60 minutes to write your essayAmount of words = 50 – 100 wordsThe score is based on the structure of the text, formatting the ideas, propervocabulary selection, and the grammar usage.

65

APPENDIX 4

INSTRUMENT OF TREATMENT IN EXPERIMENTAL CLASS

The Instrument of Treatment 1



Write a descriptive text about “Describing my favorite animal” basedon your knowledge.Amount of words = 50 – 100 wordsYou have 60 minutes to write your essayThe score is based on the structure of the text, formatting the ideas,proper vocabulary selection, and the grammar usage.

Write a descriptive text about “Describing myself” based on yourknowledge.Amount of words = 50 – 100 wordsYou have 60 minutes to write your essayThe score is based on the structure of the text, formatting the ideas,proper vocabulary selection, and the grammar usage.

Write a descriptive text about “Describing my favorite things” based onyour knowledge.Amount of words = 50 – 100 wordsYou have 60 minutes to write your essayThe score is based on the structure of the text, formatting the ideas,proper vocabulary selection, and the grammar usage.

66

APPENDIX 5

Lesson Plan (RPP) of Experimental Class

67

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

KELAS EXPPERIMENT

Nama Sekolah : SMP Islam Ruhama

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII 2/ 1 (ganjil)

Alokasi Waktu : 2 x 40 menit (1 x pertemuan/ 2 JP)

Materi : Descriptive Text

A. Standar Kompetensi1.2 Menulis

Mengungkapkan makna dalam teks tulis fungsional pendek sederhanadescriptive dan untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar

2.1 Merespons makna yang terdapat dalam monolog pendek sederhana secaraakurat, lancar, dan beterima untuk berinteraksi dengan lingkungan sekitar dalamteks berbentuk descriptive2.2 Mengungkapkan makna dalam monolog pendek sederhana denganmenggunakan ragam bahasa lisan secara akurat, lancar dan berterima untukberinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive.

B. Indikator Mengidentifikasi berbagai informasi dalam teks monolog descriptive Mengidentifikasi tujuan komunikatif teks descriptive Membaca nyaring bermakna teks esai berbentuk descriptive Mengemukakan makna dalam monolog pendek sederhana descriptive text

C. Tujuan Pembelajaran Siswa dapat mengidentifikasi berbagai informasi dalam teks monologdescriptive

Siswa dapat mengidentifikasi tujuan komunikatif teks descriptive Siswa dapat membaca nyaring bermakna teks esai berbentuk descriptive Mengemukakan makna dalam monolog pendek sederhana descriptive text

D. Materi Pembelajaran1. Teks monolog berbentuk descriptive

68

2. Kosa kata yang terkait dalam text descriptive text3. Penjelasan tentang simple present tense4. Penjelasan tentang pronoun5. Penjelasan tentang adjective dalam descriptive text6. Penjelasan tentang action verbs dalam descriptive text

E. Metode Pembelajaran1. Tanya jawab2. Diskusi3. Penugasan

F. Langkah - langkah Kegiatan Pembelajaran1. Kegiatan awal Mengucapkan salam pembuka Berdoa Mengecek kehadiran siswa Memberitahu tujuan pembelajaran Melakukan apresepsi

2. Kegiatan Inti Konfirmasi

- Siswa merevisi hasil tulisan masing-masing yang telah diberi indirectfeedback oleh guru (hasil tulisan siswa yang telah dikerjakan padapertemuan sebelumnya)

- Siswa memperbaiki bagian tulisan yang salah, kemudian mencarijawaban yang benar dengan sendirinya

- Siswa menulis ulang paragraf deskriptif yang telah direvisi- Mengumpulkan final draft kepada guru untuk diberi nilai.

Eksplorasi- Guru menjelaskan materi descriptive text tentang topik lain.- Membuka sesi tanya jawab sesuai dengan materi yang telah dijelaskan

Elaborasi- Guru memberikan kesempatan kepada siswa untuk membuat outline

tentang topik yang diberikan.- Mengembangkan outline tersebut kedalam satu kalimat sederhana- Siswa diminta untuk menulis satu paragraf deskriptif sesuai dengan

outline yang telah dikembangkan.

69

Konfirmasi- Melakukan kegiatan refleksi dengan siswa- Membantu siswa menyelesaikan masalah

3. Kegiatan Penutup Siswa dan guru menyimpulkan kegiatan yang telah dilakukan terkait

materi describing myself. Guru mengapresiasi siswa yang berperilaku aktif selama pembelajaran

berlangsung Mengadakan relaksasi untuk mengembalikan semangat siswa

G. PenilaianGuru melakukan penilaian dengan ketentuan sebagai berikut:a. Teknik penilaian : Penugasanb. Bentuk penilaian : tugas individu

Indikator pencapaiankompetensi

Teknik penilaian Bentuk instrumen

1. Mampumengidentifikasistruktur teksdeskriptif

2. Mampu memahamidan mengemukakankembali unsurkebahasaan dalamteks deskriptif

Tes tulis Membuat teks deskriptifsesuai dengan strukturgeneriknya.Menjawab soal seputarkata-kata adjective yangdi gunakan dalam teksdeskriptif.

Cirendeu, 17 Juli 2017Mengetahui,Guru mata pelajaran Bahasa Inggris Mahasiswa

Lailani kasyfi amania, S. Pd. Meilinda Nur Afifah

70

APPENDIX 6

Lesson Plan (RPP) of Control Class

71

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

KELAS CONTROL

Nama Sekolah : SMP Islam Ruhama


Kelas/Semester : VIII 1/ 1 (ganjil)

Alokasi Waktu : 2 x 40 menit (1 x pertemuan/ 2 JP)

Materi : Descriptive Text

H. Standar Kompetensi1.2 Menulis

Mengungkapkan makna dalam teks tulis fungsional pendek sederhanadescriptive dan untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar

2.1 Merespons makna yang terdapat dalam monolog pendek sederhana secaraakurat, lancar, dan beterima untuk berinteraksi dengan lingkungan sekitar dalamteks berbentuk descriptive2.2 Mengungkapkan makna dalam monolog pendek sederhana denganmenggunakan ragam bahasa lisan secara akurat, lancar dan berterima untukberinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive.

I. Indikator Mengidentifikasi berbagai informasi dalam teks monolog descriptive Mengidentifikasi tujuan komunikatif teks descriptive Membaca nyaring bermakna teks esai berbentuk descriptive Mengemukakan makna dalam monolog pendek sederhana descriptive text

J. Tujuan Pembelajaran Siswa dapat mengidentifikasi berbagai informasi dalam teks monologdescriptive

Siswa dapat mengidentifikasi tujuan komunikatif teks descriptive Siswa dapat membaca nyaring bermakna teks esai berbentuk descriptive Mengemukakan makna dalam monolog pendek sederhana descriptive text

K. Materi Pembelajaran7. Teks monolog berbentuk descriptive

72

8. Kosa kata yang terkait dalam text descriptive text9. Penjelasan tentang simple present tense10. Penjelasan tentang pronoun11. Penjelasan tentang adjective dalam descriptive text12. Penjelasan tentang action verbs dalam descriptive text

L. Metode Pembelajaran4. Tanya jawab5. Diskusi6. Penugasan

M. Langkah - langkah Kegiatan Pembelajaran4. Kegiatan awal Mengucapkan salam pembuka Berdoa Mengecek kehadiran siswa Memberitahu tujuan pembelajaran Melakukan apresepsi

5. Kegiatan Inti Eksplorasi

- Guru menjelaskan materi descriptive text.- Membuka sesi tanya jawab sesuai dengan materi yang telah dijelaskan

Elaborasi- Guru memberikan kesempatan kepada siswa untuk membuat outline

tentang topik describing myself. (name, hobby, age, dst)- Mengembangkan outline tersebut kedalam satu kalimat sederhana- Siswa diminta untuk menulis satu paragraf deskriptif tentang dirinya

sendiri sesuai dengan outline yang telah dikembangkan. (describingmyself)

Konfirmasi- Melakukan kegiatan refleksi dengan siswa- Membantu siswa menyelesaikan masalah

6. Kegiatan Penutup Siswa dan guru menyimpulkan kegiatan yang telah dilakukan terkait

materi describing myself.

73

Guru mengapresiasi siswa yang berperilaku aktif selama pembelajaranberlangsung

Mengadakan relaksasi untuk mengembalikan semangat siswa

N. PenilaianGuru melakukan penilaian dengan ketentuan sebagai berikut:c. Teknik penilaian : Penugasand. Bentuk penilaian : tugas individu

Indikator pencapaiankompetensi

Teknik penilaian Bentuk instrumen

3. Mampumengidentifikasistruktur teksdeskriptif

4. Mampu memahamidan mengemukakankembali unsurkebahasaan dalamteks deskriptif

Tes tulis Membuat teks deskriptifsesuai dengan strukturgeneriknya.Menjawab soal seputarkata-kata adjective yangdi gunakan dalam teksdeskriptif.

Cirendeu, 17 Juli 2017Mengetahui,Guru mata pelajaran Bahasa Inggris Mahasiswa

Lailani kasyfi amania, S. Pd. Meilinda Nur Afifah

74

APPENDIX 7

STATISTIC DESCRIPTIVE TABLE

Statistic Descriptive Table of Pre Test

75

Statistic Descriptive Table of Post-Test

76

APPENDIX 8

SYLLABUS

77

SILABUSSekolah : SMP Islam Ruhama

Kelas : VIII (Delapan)


Semester : 1 (Satu)

Standar Kompetensi : Menulis

6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar

KompetensiDasar

MateriPokok/Pembelajaran

KegiatanPembelajaran Indikator

Penilaian AlokasiWaktu

SumberBelajarTeknik Bentuk

InstrumenContoh

Instrumen

6.1. Mengungkapkanmakna dalam bentukteks tulis fungsionalpendek sederhanadengan menggunakanragam bahasa tulissecara akurat, lancardan berterima untukberinteraksi denganlingkungan sekitar

6.2. Mengungkapkanmakna dan langkahretorika dalam eseipendek sederhanadengan menggunakanragam bahasa tulis

Teks fungsional pendekberupa :

- Undangan- Pengumuman- Pesan Singkat

Teks rumpangberbentuk- descriptive- recount

Kalimat acak

1. Tanya jawabberbagai halterkait tema/topikteks fungsionalyang akandibahas

2. Penguatankembali kosakatadan tata bahasaterkait jenis teksfungsional

3. Menulis kalimatsederhana terkaitjenis teks

4. Menulis teksfungsional pendekberdasarkankonteks

1. Review ungkapan-ungkapan yangmendeskripsikan

Melengkapirumpang teksfungsional pendek

Meyusun katamenjadi teksfungsional yangbermakna

Menulis teksfungsional pendek

Melengkapirumpang teks essaipendek berbentukdescriptive

Tes tulis

Tes tulis

Tes tulis

Essay

Completion

Jumbled

1.Write simplesentences basedon the situationgiven.

2.Write aninvitation/ anannouncement /message basedon the situationgiven.

Complete theparagraph usingthe suitablewords.

Rearrange the

8 x 40 menit

8 x 40 menit

1.Buku teks yangrelevanContohundangan,pengumuman,SMS

2.Gambar yangrelevan

1. Buku teks yangrelevan

2. Gambar terkaittema/topik

3. Benda-benda

78

KompetensiDasar

MateriPokok/Pembelajaran

KegiatanPembelajaran Indikator

Penilaian AlokasiWaktu

SumberBelajarTeknik Bentuk

InstrumenContoh

Instrumensecara akurat, lancardan berterima untukberinteraksi denganlingkungan sekitardalam teks berbentukdescriptive danrecount

benda, orang atautempat.

2. Menulis kalimatyangmendeskripsikanbenda, tempat,orang ataubinatangberdasarkangambar/realia.

3. Melengkapirumpang dalamteks deskriptifdengan kata yangtepat.

4. Menyusun kalimatacak menjadi teksdeskriptif yangterpadu.

5. Membuat draftteks deskriptivesecara mandiri.

6. Mengekspos teksdescriptive yangditulis di kelas.

Menyusun kalimatmenjadi teks yangbermakna dalambentuk descriptive

Menulis teks essaidalam bentukdescriptive .

Tes tulis

sentences

Essay

followingsentencescorrectly.

Write an essaydescribingsomething or acertain place.

sekitar

Cireundeu, 17 Agustus 2017Mengetahui:Kepala SMP Islam Ruhama Guru Mata Pelajaran,

Drs. Juhdi Asidi. Lailani kasyfi amania, S. Pd.NIP.19620210 199403 1 002

79

APPENDIX 9

RESEARCH DOCUMENTATION

1. Pre test in Experimental Class

2. Pre test in Control Class

3. Treatment 1 in Experimental Class

80



6. Post test in Experimental Class 7. Post-test in Control Class

81

APPENDIX 10

STUDENTS’ SCORE IN EXPERIMENTAL CLASS

(HIGH, LOW, MEDIUM)

83

APPENDIX 11

STUDENTS’ SCORE IN CONTROL CLASS

(HIGH, LOW, MEDIUM)

85

APPENDIX 12

PERMISSION LETTER OF THE RESEARCH

the effect of teacher’s indirect...

Documents