2. Indirect Feedback
Based on the form of feedback, Lee divides feedback into two kinds; direct and indirect. Direct error feedback or overt correction is provided when the teacher
writes the correct form on the student’s paper, while indirect error feedback is provided when the teacher indicates the location of the error on the paper without
providing the correct form.
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In other words, Ferris adds that indirect feedback is only “letting the writer know that there is a problem but leaving it for students to
solve it.”
17
Napaporn also states that when giving indirect feedback, errors are underlined and codes or symbols are used to indicate the type of errors.
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It means that indirect feedback can be done by using codes representing a specific kind of
error. For all those explanations, it can be concluded that teacher indirect feedback is
one of corrective feedbacks providing indications of errors students make by using codes but leaving no correct answer in order to let students correct by themselves.
3. Benefits of Teacher Indirect Feedback
As one of written corrective feedback, indirect feedback is assumed that it can bring more benefits to students’ writing development. Results from Chandler study
show that indirect correction is useful to impr ove more to students’ accuracy,
benefits teacher for the time to provide feedback, and makes students be more engaged in learning.
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It means that indirect feedback can involve students from the writing process until finishing process, besides it saves teac
hers’ time, too. Moreover, indirect feedback may also bring an effect to students’ long-term
memory and decrease the number of errors as supported by Purnawarman in his study who states that
indirect feedback strengthens students’ memory for longer
16
Icy Lee, Error Correction in L2 Secondary Writing Classrooms: The case of Hong Kong, Journal of Second Language Writing, 13, 2004, p. 286.
17
Dana Ferris and Barrie Roberts, 2001, “Error Feedback in L2 Writing Classes: How Explicit Does It Need to Be?”, in Paul Kei Matsuda, et al., Second-Language Writing in the
Composition Classroom , Boston: BredfordSt. Martin’s, 2006, p. 382..
18
Srichanyachon, op. cit., p. 10.
19
J. Chandler, The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing, Journal of Second Language Writing, 12, 2003, p. 293.
period of time and brings greater opportunity to the desired result, such as decreasing students’ errors.
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Moreover, by using the terms “guided learning” and “problem solving”, Corder as cited in Lalande states that indirect feedback could
be more instructional for both learner and teacher as discovering the correct answer is done by the learner.
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4. How to Give Indirect Feedback
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