IMPLEMENTING INDIRECT CORRECTIVE FEEDBACK TO IMPROVE NINTH GRADERS’ WRITING SKILLS

Abstract

This research aims at helping the ninth graders of a private learning course in Sidoarjo to improve their low writing performance. The students did not use the correct grammar and found it difficult to detect their errors existing in their composition of descriptive text. Indirect corrective feedback, as one strategy in teaching writing, was chosen as the way out. The result shows that the strategy improved the students’ writing skill. Meanwhile, the students had high positive response toward the strategy and also high involvement in the teaching and learning process. The success of the strategy was determined by some practical steps of implementing indirect corrective feedback strategy that were done in three meetings in a cycle. The implementation of the strategy is needed as an alternative strategy in teaching writing that can improve the students’ writing skills. Therefore, it is suggested that the English teacher implement indirect corrective feedback as an alternative strategy in teaching writing. Meanwhile, future researchers are expected to do other research in different learning contexts or text types and make any innovation that can improve the result and give positive contribution to the development and practice in English language teaching.