Electronic Theses and Dissertation

This experimental study investigated the application of Indirect Corrective Feedback in teaching writing recount text. True experimental research was designed in this study involving one experimental group, which was given Indirect Corrective Feedback, and one control group, which was not given Indirect Corrective Feedback. The subjects of the study were tenth grade students of SMAN 1 Meulaboh. The instruments used are writing tests and questionnaire. The data from tests were analyzed by using Statistical Package for the Social Science (SPSS). Meanwhile, the questionnaire items were calculated using percentage system. The findings indicate that Indirect Corrective Feedback helps students to reduce errors in terms of nine aspects: verb, noun ending, spelling, word form, word order, pronoun, conjunction, missing and unnecessary word. It is shown from the decrease of mean number of error in the post-test (x ?= 12.17) which was lower than in the pre-test (x ? = 27.07 ). Verb was the aspect reduced mostly (56) then followed by word order (18), word form (16), spelling (14), pronoun (12), noun ending (11), unnecessary word (8), missing word (3), and the last aspect was conjunction (1). From t-test analysis on post-test of both groups, it was found that t-counted was higher than t-table (1.823 ? 1.68) and the value of two-tailed significance was 0.01 ? 0.05. Thus, H0 was rejected. It can be concluded that Indirect Corrective Feedback can significantly improve the students’ writing achievement by the reduction of errors. Moreover, the result of questionnaire revealed that the students had positive responses toward the implementation of Indirect Corrective Feedback.

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