ABSTRACT

The aims of this research are (1) to find out whether the implementation of indirect corrective feedback can improve the students in learning writing; and (2) to describe what happens when teacher’s indirect corrective feedback is implemented at the eleventh grade of SMA Negeri 1 Boyolali.

The research design used in this study is a classroom action research which was conducted in two cycles. Each cycle consists of planning, action, observation, and reflection. In this action research, the researcher is as the teacher in the teaching learning process. The research data were collected using qualitative and quantitative technique. The qualitative technique can be divided into two categories: (1) observational (observation, diaries, audio recording, transcriptions and photographs), and (2) non-observational (interview and document). While the quantitative technique was obtained from the writing test that consists of pre-test and post-test. In analyzing qualitative data, the researcher used the steps of: assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. While in the quantitative data, the researcher compared the mean score of pre-test and post-test. The result of this research showed that (1) the implementation of teacher’s indirect corrective feedback can improve the students’ writing skill. It can be seen from the improvement of the students’ score. From the written test, the students’ pre-test mean score is 65.42, improves to 72.89 in post-test 1 and improves to 77.93 in post-test 2; (2) the implementation of teacher’s indirect corrective feedback gives good impact in the class situation. Indirect corrective feedback changes the class situation in becoming more active and interactive, especially in learning writing. Indirect corrective feedback can also attract the students to join the teaching learning process.

Keywords: Writing, Indirect Corrective Feedback