ACKNOWLEDGMENTS

Alhamdulillah, praise to ALLAH SWT because of the mercy the writer can

finish this paper with the title “ Using Indirect Feedback In Correcting

Student’sWriting ”. It’s written to fulfill one requirement to get “Sarjana” Degree in

English teaching at the English Department of STKIP PGRI Sumatera Barat.

The writer would like the deepest gratitude to the advisor Shanti Octavia S.PD

for her enormously valuable inputs, comments, and guidance for the writer to finish

this paper. Also, thanks to Wiwit Sariasih S.pd as my academic advisor for her

suggestion and advice during the study. Then, thanks to Dra.Yelfiza M.PD as the

chairman of English Department. Finally, thanks to all of the lecturers who taught

and gives me advice and suggestion during the study at STKIP PGRI Sumatera Barat.

The writer further would like to express her grateful thanks to all of friends

who have supported him in completing this paper. His sincere gratitude addressed to

my parents, my beloved brother and sisters who have sacrificed for my success in

finishing this paper.

Finally, the writer is sure that the paper is not perfect yet. It still has much

weakness in substantial material technical writing and other aspects of writing.

Therefore he invites some critics and suggestion from the reader.

Padang, 10 August 2010

Writer

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ABSTRAK

Rianto, Seng (2010) Pengunaan Indirect feedback dalam mengoreksi karangan siswa. Padang: STKIP PGRI Sumatera Barat.

Dosen Pembimbing: Syanti Octavia S.pd

Makalah ini bertujuan untuk menjelaskan penggunaan teknik assesment Indirect Feedback dalam Mengoreksi karangan siswa . Teknik ini di aplikasikan dengan bentuk kegiatan belajar tentang deskriptive text. Kegiatan ini dilaksanakan dengan memberikan latihan menulis tentang descriptive text dan di lanjutkan dengan pengunaan Indirect feedback dengan beberapa tahap .

Teknik assesment ini sangat baik di pakai dalam sistem penilaian dengan bahan pembelajaran yang autentik dan relevan dengan pengetahuan siswa. Di harapkan teknik ini dapat memperkaya teknik assessment baik pada jenjang pendidikan pertama maupun tingkat lanjutan atas dalam rangka meningkatan kemampuan siswa dalam writing.

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CHAPTER I

INTRODUCTION

A .Background of the Problem

Nowadays, in modern society, English becomes more important as a tool of

communication. English as a global language sets the important role in teaching

English at school from elementary school until senior high school and even in

university. From these facts, students are not only expected to speak English fluently

but they also have to be able to fulfill four language skills; speaking, writing, reading,

and listening. These four skills are integrated and related to each other.

Based on KTSP, all skills in teaching and learning English that are integrated

each other must be learnt and taught by students and teacher, including writing skill.

Writing will help students mastering the other skills and of course in mastery English

completely. The students are sometimes afraid and shy to speak what they want to say

but they can tell what they think and what they want to say into draft or writing

before speaking. Thus, if students are having problem in expressing an idea, he/she

can write it down. Then, student itself or possibly the reader will understand it.

There are still some teachers who haven’t given their attention on this case

completely. If teacher want to help the students to be a good writer in English, he /

she must be able to teach writing effectively in the classroom. Teaching writing is

always related to how to give feedback directly or indirectly on writing in a good

way, especially by the teacher.

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Roger (2001) tells that some feedback from teacher serves unhelpful feedback

to student they are too generalized or unclear, subjective and focused on some aspect

of performance that make the students cannot change. That is why giving feedback to

students’ writing is important skill that is seldom taught. Through feedback, we can

help students compare their own performance with the ideal and to diagnose their

own strength and weaknesses.

B.Limitation of the Problem

There are so many Assessment that can be used by the teacher in teaching

writing , for example: Self correction, pair correction, Interactive, direct

feedback., Indirect Feedback and others assessment.

Based on the background above, the limitation of the problem in this

paper is limited in using Indirect feedback to develop students writing ability in

reproducing a descriptive text.

C .Formulation of Problem

The problem can be formulated in the following question “How to use

teacher’s indirect feedback to improve student ability .

D.The Significance of papers

For teacher, this paper could be a valuable contribution in how to correct

students’ writing using teacher’s indirect feedback. Meanwhile For students, is

hoped to be able to correct their own writing independently.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Nature Writing

1. Definition of writing

Writing is one of important skills that language learners need to learn

as an essential component not only for their academic practice but also later in

their professional life. Teaching or learning how to write successfully gets

even more complicated and challenged for both language teachers and

students. However, many teachers agree that in the classroom, writing should

get much attention as reading, speaking and listening.

The teaching of writing is a matter of prescribing a set of

predetermined tasks or exercises to the students. When teachers teach writing

course not only teach about how to develop ideas in writing, but also need a

serious attention of how to write English sentences grammatically and

systematically. So, teaching writing will be good if depends on the teachers'

ability how to teach writing effectively which can make the students’ ability

being improved.

According to Lee (2005), in improving the effectiveness of writing,

there are some important notes must be noticed in teaching writing and

assessment. In teaching writing, the teaching should engage students in peer

/self-evaluation. When they apply the criteria, they become better informed

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about the requirements of good writing (for specific genres) and Provide

students with a language for discussing their writing. In assessing writing,

teacher should respond to writing based on criteria that have been

communicated and taught to students and responses to errors. To respond the

error teacher can use a feedback that contains specific criteria for the writing

task and criteria that have been taught and communicated to the learners.

2. Writing process

Gardner and Johnson (1997) describe the stages of the writing process:

"Writing is a fluid process created by writers as they work. Accomplished

writers move back and forth between the stages of the process, both

consciously and unconsciously. Young writers, however, benefit from the

structure and security of following the writing process in their writing”.

Additionally, as Campbell points out, "there is no single writing process"

(1998), there are three basic stages writers go through: prewriting, drafting,

and revising.

Besides, three basic stages in writing also delivered by Ron White

(1987) states that the stages of writing process consists of planning, drafting,

and revising. Planning is a series of strategies designed to find and produce

information in writing planning is any orderly procedure used to bring about a

desire result. In this stage, the author/writer just builds basic of a topic that

should depends on the writer/author’s knowledge, ideas and experiences.

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Drafting is a series strategy designed to organize and develop a

sustained piece of writing. In here, the writer can explore and improve his/her

idea. This stage also concentrates to the content tan punctuation, grammar, or

spelling. Revising is a series of strategies designed to re-examine and re-

evaluate the choices that have created a piece of writing. The revising always

comes up after giving feedback to the writing. The feedback is important to

tell which the words/sentence should be changed or need correction. Revising

writing can be started by making decisions about how you

want to improve your writing, looking at your writing from a different point

of view, and picking places where your writing could be clearer, more

interesting, more informative and more convincing to the reader.

Appelebe in Mappe (2000) states more complete stages, that “there are

different views on the stages that the writers go through in producing a piece

of writing, but a typically through model identifies four stages: pre-writing,

drafting, revising and editing”.

The description of each stage is shown as follows:

1 Pre-writing

In this stage, students involve the activities, such as reading,

brainstorming, mind mapping, discussing, fast writing, questioning,

interviewing, encourage them before they write their sentences in the first draft.

A typical pre-writing activity in the process approach would be for learners to

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brainstorm on the topic being provided. By this way, students would get

motivation to write because they feel that they have something matter to say.

(Richard & White in Mappe, 2000).

2 Drafting

In this stage, students would select among ideas during pre-writing

and structure. The result of brainstorming session to provide a plan of

description of topic. The content might be written without considering the

grammatical aspect first.

3 Revising

In this stage, the students review a draft to check content and

organization based on the feedback from him or herself and teacher or peers.

Biaael in Mappe (2000) emphasizes that revision is a process in which writers

not only polish their style, but also develop their ideas. In this stage, the

teacher help the students through the revision to shape and reshape the text

into final form, and it’s focused more on audience, mood, voice, length,

clarity, completeness and consciousness.

4 Editing

This is where the role of teacher in giving indirect feedback will be

applied. In this stage, the students check their final text for some mistakes they

have made based on the feedback given, such as spelling, punctuation,

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grammar, and all presentation. Shih in Mappe (2000) classifies three stages of

editing for grammar: editing at discourse level, sentences level and word level”.

Editing at discourse level is meant the writer needs to make changes in

one sentence, such as making the subject plural instead of singular. Editing at

sentence level is to find out the errors in sentences, such as: phrase, clause and

sentence pattern. Editing at word level, editing morphological errors require

checking to see that affixes and grammatical function words, such as: auxiliary

verb, articles and preposition correct. The writer needs to focus his/her special

attention on the ends of words in order to catch the missing of an incorrect

ending: s/es, d/ed, -ing as well an awareness of different points of view.

B. Feedback

1. Definition of feedback

One of the ways to make students be able to create good writing is the

teacher should provide constructive feedback to their writing. In this section,

the writer wants to explain what kind of feedback that important to students’

writing, the advantages and disadvantages of the feedback itself.

Feedback is kind of assessment that concern to the giving information

about students’ writing performance. Ur (1996) says that “in the context of

teaching general, feedback is information that is given to the learner about his

or her performance of the learning task, usually with the objective of

improving their performance”.

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In addition, Roger (2001) says “Feedback is not just about

weaknesses. Student will respond if teachers are encouraging as well as

allowing mistakes, emerging capabilities, and give ideas for directing further

learning”. From these definitions, it is clear that feedback is very useful in

teaching and learning process, besides students will learn how to evaluate

their self (self-evaluate), it also help students to take greater confidence of

their learning and increasing the students’ performance.

In providing feedback, teacher should encourage students to continue

writing, in order students feel good with their writing and carry the activity

through completion (Grabe and Kaplan). So, in process writing teacher must

motivate students to do more toward their writing.

2. Type’s of teacher’s feedback

Feedback consists of some types. One of them is teacher’s

feedback/correction. Feedback from teacher on the students’ writing could

play a vital role especially in teaching process. In this case, teacher recognizes

that teachers’ feedback is essential element in helping students improve, and

an essential part of the teaching process (Anderson, 1982). It indicates that

under teacher’s feedback, students will know the appropriate of the language

feature for their composition, how their composition should be arranged and

their composition will be better.

There are two kinds of teacher’s feedback; they are direct and indirect

feedback. Direct feedback is a technique of correcting students’ error by

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giving explicit written feedback. While, indirect feedback is when the

teacher/tutor alerts students to error using general comments, but gives

students the opportunity to fix errors themselves Ferris, (2002 ). Lee (2005)

defines Direct feedback is provided when the correct form is written on

student’s paper whereas indirect feedback is provided if the teacher indicates

the location of the error indirectly on the paper by underlining, highlighting or

circling, or indirectly by indicating in the margins that there is an error on that

line but without providing the correct form.

3. Direct feedback Vs indirect

feedback

Although there are some types of feedback, there must be the

difference when using direct or indirect feedback on students’ writing.

Frodesen (2001) says that indirect feedback is more useful than direct

feedback. Students are able to express their ideas more clearly in writing and

to get clarification on any comments that teachers have made. Similarly,

Fulgor (2006) states that in indirect feedback, students appreciated its

beneficial effect on their learning and direct feedback to be more helpful when

revising syntax and vocabulary, whereas they felt that indirect feedback was

useful in encouraging them to reflect on aspects of their writing and to

develop improvements.

Moreover, some research evidences suggest that indirect feedback is

more helpful on students’ long-term writing development than direct feedback

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(Ferris, 2002). The results showed that indirect feedback with student self-

editing contributes to accuracy more than direct feedback. Others have

reported that indirect feedback may be more beneficial to students than direct

feedback in editing, because indirect feedback can guide learning and help the

students solve problem by themselves (Lalande, 1982).

From those statements, the writer believes that indirect feedback will

be more increasing the students’ ability in writing and students who get

indirect feedback will be preserved in his/her brain in a long time. While,

direct feedback will be kept in their mind in a short time. If the students are

only provided by direct feedback, the student will not have opportunity to

reflect and correct the errors for themselves; they only note the note of the

errors from the teacher.

To make indirect feedback is more effective, Lee (2004) state that

indirect feedback can be done by a symbol representing a specific kind of

error (T=verb tense, Sp=spelling) and to reduce student confusion, teachers

can consistently use a standard set of symbols or markings to indicate place

and type of error and train the students in what kinds of corrections to make

based on each symbol. Furthermore, teachers should familiarize students with

the system so they will not be surprised when new symbols are occurred.

Ken and fiona (2006) gives the symbols or code that can be used to

indicate error in indirect feedback can be seen as follows:

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Table 1 Correction codes used to indicate error types in indirect feedback

No Code Meaning Kinds of errors

1 WC Word choiceThe words are inapplicable with the sentences/ meaning

2 PREP Preposition Wrong preposition

3 VT verb tense or GR =  more general grammar problems

Wrong tense/ use another tense

4 S/V A subject verb agreement subject and verb don’t agree

5 SP spelling errorWrong spelling/punctuation your spelling

6 ART ArticleUse article a, an or the for singular noun

7 N.P new paragraph Unorganized paragraph8 ^ missing word There is a missing word need to insert

9 ? question mark) unclear meaning

I can’t understand this. The meaning is not clear. Write in another way to make the meaning clearer.

10 Good Good idea, good detailYou have something good here: a good word, idea, detail, etc

11 WO word orderthe words in this sentence are in the wrong order

12 NN Not Necessary Word The word is not necessary

C.The role of teacher in providing indirect feedback to Students’ writing

The students cannot write alone and writing also not only a single step but a

process. To pass the process , they need guidance, supporter to make their writing

better. Therefore, they need someone to check about the mistake that they made. It

could be from teacher or peer because writing usually involves one person for another

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to help them in expressing their ideas in writing form. Even though peers feedback is

more advantageous, the teacher’s feedback is eventually needed to provide a whole

class impression before they are engaged in an individual writing as practice. Here,

teacher can be as describer when he/she gives feedback. But before that, teacher

should be a reader and as advisor for them.

The patterns of feedback and responses given by the writing teacher depend

very much on the teacher’s conception of the composing process and his/her

understanding of learner’s errors. Teachers may, on the one hand, present themselves

as helpful facilitators offering support and guidance; on the other hand, they may act

as an authority imposing critical judgment on writing products, Ferris ( 2002).

Teachers can offer self–correction opportunity for their students by providing

indirect feedback on student’s grammatical errors ,Chandler ( 2003 ). The assistance

and feedback given by the teacher should not be confined to the last stage of the

writing process. The marking of products should always open more opportunities in

which students can redraft their work. By depriving them of their opportunity for

redrafting and reassessing, the students cannot have the chance of correcting the

wrong behavior and re-practicing the correct behavior.

In addition, students are able to express their ideas more clearly in writing and

to get clarification on any comments indirectly that teachers have made to their

writing, because here the teacher as advisor that can help them to improve their

writing

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D .Procedure of giving indirect feedback on students’ writing

The procedure in application of indirect feedback as follows:

1. Teacher explained about the descriptive text in general and explains the

codec error that was given in their composition.

2. Students draft and ‘monitor’ their texts

3. Students write their composition

4. Teacher responded by giving feedback of all aspects but more concentrate on

the body of text in area of language use and organization .

5. Teacher used indirect feedback to correct students’ composition,

6. After the teacher give feedback to students, the students rewrote their

compositions and corrected their own mistakes.

7. The teacher provided grade and praise to students’ final draft.

D. The Assessment Technique of Students’ Writing

In assessing the students’ writing Quality, Jacob (1981) suggests five

components or criteria to evaluate the students’ writing quality: content, organization,

vocabulary, language use (grammar) and mechanics.

Content of Writing must be knowledgeable, substantive, , relevant to assigned

topic. Organization of Writing must be fluent expression, idea clearly

stated/supported, well-organized, logical sequencing, . Vocabulary of Writing must

be sophisticated range, effective word/idiom choice, and usage, word form mastery,

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and appropriate register. Language use (grammar) in writing activity, the students

will create the sentences based on their ideas and the words in the sentences must be

arranged grammatically which deals with tenses and agreement. The last is

Mechanics of Writing which consists of Spelling and Punctuation (Capital letter,

Period {.}, Question mark {?}, Exclamation mark {!}, Comma {,}, semi colon {;},

Apostrophe {‘}).

E. EVALUATION

In evaluating the students’ writing the researcher used the ESL composition profile

proposed by Holly Jacobs, et al (1981), in which the evaluation of writing consist of

four component but the writer only focused on two component of writing, they are

language use and organization. Here are the criteria of ESL composition:

Aspect of Writing Criteria

Organization and

Language use(grammar)

1 Excellent to Very good ; fluent

expression, ideas clearly stated/ supported,

, well organized, logical sequencing and

few error in

grammar ,punctuation,article ,pronoun and

preposition.

2. Good to average; several errors in

grammar, punctuation , article .loosely

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organized but main ideas still stand out.

3. Fair to poor; no fluent, ideas confused or

disconnected lacks logical sequencing and

development , frequent errors of negation,

agreement, tense, number, word

order/function, article, pronoun,Preposition.

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CHAPTER III

DISCUSSION

In this chapter the writer discusses how to improve students’ writing ability by

using assessment of Teacher’s indirect feedback. The teacher starts the learning

process by giving students copies of model text. Then the teacher instructs students to

learn the model of text. After that, teacher asks students to discuss about the generic

structure and language feature of the model text.

In discussing about introduction, the teacher asks the students’ opinion about

the pattern of descriptive text. Here students give the respond to teacher’s command

by delivering what they read in the text. They mention that the generic structure

which provided in the text consists of orientation, description, and

re-orientation/conclusion. After that, the teacher explained what should be written in

each part of descriptive text.

Teacher explains to the students that in descriptive text, the subject of writing

could be ordinary or extraordinary. It means that they have to make it as interesting as

possible by emphasizing what makes it interesting or new and unusual. The teacher

continues the explanation about the organization. The teacher tells them, when they

want to create a clear pattern of descriptive text, the introduction should be started

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from general to specific description It has several paragraphs that is developed and

described the topic and then in conclusion, The teacher also notices them that they

can use their sense to describe the subject.

After discussing about the characteristic of descriptive text, the teacher then

explains the language feature in descriptive text. in discussing language feature,

teacher asks some students to identify and show what these that the text model use,

for example the teacher says “can you tell me what tense does the text use?” some

students respond by saying “simple continuous tense”, “passive voice present” and

other students say “simple present tense”. After that, teacher clarifies the wrong

answer by showing the sentences taken from text and teacher himself. Teacher say “if

you want to describe about something or the person activity or condition in the

present, you have to use simple present tense and the characteristic where Do, Does,

V1, Vs/es, to be”. The teacher also gives some related example (he eats banana every

day, I go to the market every Sunday, he goes shopping twice a week) and the adverb

frequency (sometimes, usually, always, never, etc).

After discussing about the organization and language feature of descriptive

text and also give them the model text, the teacher asks students to write a

descriptive text. Some topics are prepared by the teacher, such as “my favorite thing”,

“the most important person in my life”, and “my favorite place”. Their composition

consists of 3 or more paragraphs and each paragraph can consists of 3-4 sentences.

Then the teacher explains kinds of feedback will be used. In here, the teacher explains

what indirect feedback is, the function of indirect feedback , and how later the teacher

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will give indirect feedback to their writing then The teacher explains about each

symbols are used in part of language use and tell them in part organization the teacher

will comment the introduction, description and conclusion. So the students can

correct their writing and add their knowledge.

The teacher takes note about students’ questions, their strength and their

weaknesses during the process. After explanation of the material to the students, the

teacher asks them to write their composition about the topic they have chosen before,

The teacher monitors the process during students composing and the teacher

sometimes helps them when they have problem with the vocabularies or words in

English. The teacher collects the student composition and chooses one of them and

the teacher asks one of the students to write down his /her writing in front of class and

discusses it together by using indirect feedback like below.

My brother

I have brother.(PUNC) But one that I’m very(NN)like. He have name is

Ramadhan(S/VA). He is policeman.. He live (S/VA) in jl. Ir. Soekarno number 42T . he

is the most important person in my life because he that(NN) always to(NN) pay me to

school. He already have (S/VA) family now.

He have (S/VA) one boy . He very (WO) like (S/VA) to play by her boy .

Bedidest(SP) he also like ( S/VA) sports . Sports that he likes is badminton, football

and table tennis ( GR). Although he often sports (WC) but her person very biggest

and fat (GR) . He don’t(S/VA) like if see peoples (WC) that always to(NN) play dice(PUNC)

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he always (NN) teach( S/V)A me about lessons, that I don’t know. So(PUNC) he don’t(S/VA)

like if I don’t go to school one day. His always angry to me about it(?????).

From the example above ,the writer can correct some mistakes by giving a code that

is made by student and ask the student to recheck their composition . Finally the

teacher give score to the student writing

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BAB IV

CONCLUSION AND SUGGESTION

A .Conclusion

Based on the discussion, it can be said that the implementation of teacher’s

indirect feedback in assesing writing can improve students’ writing quality. It can be

seen on students’ progress during the process. In the first draft, the students started to

make a composition by using descriptive text pattern and they produced disorder

organization and lack in language use although they had been taught about the

generic structure and the language feature of the text. And they started to write a

composition by using descriptive text. In here they were already able to produce good

organization after the teacher gave them indirect feedback that showed their problem

in writing, even tough, they were still lack in language use aspect. Then, they were

taught about the language use more intensively and the result is in the third draft,

students had produced good organization and correct language use. This result shows

that the students did improve in their practices.

B .Suggestion

After conducting this paper, the writer offers several suggestions for further

writer as follow:

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1. For the next researcher who wants to conduct the same design, may conduct

the study in the same level by using different kind of feedback. The researcher

also may take the other aspect of writing of descriptive text because this study

is focused on organization and language use aspect of writing.

2. The next researcher who wants to take the same approach for the same level,

she/ he may take other kinds of genre because in this study, the focus is

descriptive text.

3. For teacher, especially teachers of senior high school, it is better for them to

apply indirect feedback in assessing teaching writing.

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