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.
D. Previous Study
Lalande‟s 1982 study, which involved 60 German foreign language learners, compared two different treatments of error correction: direct
correction in a traditional manner by providing correct forms to be incorporated by students into their written text, and indirect correction in the
form of “guided learning strategies” by providing students with systematic marking using an error correction code. Students were asked to interpret these
codes, correct their mistakes, and rewrite the entire essay upon corrective feedback. Results of his study showed that students receiving indirect
corrective feedback made significantly greater gains as compared to students who received direct corrective feedback from the teacher.
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Chandler‟s 2003 study involving 31 ESL university undergraduate students shows that indirect feedback with underlining on students‟ errors is a
preferred alternative to direct correction in a multiple-draft setting as indirect feedback engages the students in the correction process and engages them
more cognitively during the process. It is important to note that, in her study where students were required to make corrections, both direct feedback and
indirect feedback with underlining of errors resulted in significant increase in accuracy and fluency in subsequent writing over the semester. An additional
finding of Chandler‟s study is that if students did not revise their writing
54
Lalande, J.F., Reducing Composition Errors: An Experiment, Modern Language Journal, 1982, p. 66.
based on teacher feedback about their errors, getting their errors marked was comparable to receiving no feedback as their correctness did not increase.
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Similarly, the study conducted by Ferris 2006, involving 92 ESL students in the United States receiving several types of direct feedback and
indirect feedback, shows that there was a strong relationship between teacher‟s indirect feedback and successful student revisions on the subsequent
drafts of their essays.
56
55
Chandler, J., The Efficacy of Various Kinds of Error Feedback for Improvement in the Accuracy and Fluency of L2 student writing, Journal of Second Language Writing, 2003, p. 12.
56
Ferris, D., 2006, „Does error feedback help student writers? New evidence on short- and
long- term effects of written error correction‟ in K. Hyland and F. Hyland eds., Feedback in Second
Language Writing: Contexts and issues, Cambridge: Cambridge University Press, 2006.
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CHAPTER III RESEARCH METHODOLOGY
This chapter talks about the research methodology used in this study. It presents place and time of the research, design of the research,
population and samples of the research, instrument and technique of data collection, and technique of data analysis.
A. Place and Time of the Research
The researcher conducted the research at SMP Plus Ibadurrahman Cipondoh which is located on Jl. KH Hasyim
Asy’ari, Cipondoh, Tangerang, Banten. The research was held on February 23 to March 8,
2016, by making it into 6 meetings consist of Pre-Test at the first meeting, then treatments at the second until the fifth meeting, and finished by Post-
Test at the last meeting.
B. Design of The Research
The researcher uses quantitative method in this research. According to Creswell, quantitative research is divided into three types;
experimental, correlation and survey.
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In detail, the researcher uses quasi- experimental design which allowed the experimental research to be
conducted without form any new group.
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This is suitable with the condition met by researcher in the school that prohibits him to create any
new class for his research. The researcher implements indirect feedback technique in
experiment class and not implements it in the control class. This study focuses on giving treatment to the experimental class by applying indirect
feedback in teaching writing, and observes the result through student test.
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John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research
– International Edition, Boston: Pearson, 2002, p. 12.
58
Ibid. p. 309.
C. Population and Sample of The Research
The population of the research is the first grade of SMP Plus Ibadurrahman Cipondoh. Total students of first grade at SMP Plus
Ibadurrahman Cipondoh are 220 students. However, only 50 students were engaged in the research.
Due to the rule of quasi experimental study, the writer selected two groups as samples of the research; experiment class and controlled class.
In sampling, technique, the writer chose purposive sampling. In purposive sampling, the sample is chosen because of particular purpose. Things or
people are chosen because the researcher thinks that things or people have information needed in the research.
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The researcher chose VIII 1 as the experiment class because based on teacher explanation he said that this
class is lower than VIII 2, when VIII 2 as controlled class because is paralleled with other. Moreover, both of these classes are more accessible
for the research. Therefore the writer chose VIII 1 and VIII 2 as the subject for the research. Both classes are consisted of 25 students.
D. Instrument and Technique of Data Collection
The instrument of this research is a writing test which is scored based on a rubric by J. B. Heaton that consists of five aspects:
- 13-30 Content
- 7-20 Organization
- 7-20 Vocabulary
- 5-25 Language Use
- 5 Mechanics
Furthermore, the researcher uses the instrument to collect the data in pretest and posttest. The researcher will give pre-test to both experimental
class and control class with similar questions form before teaching and
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