THE EFFECT OF TEACHER’S INDIRECT CORRECTIVE FEEDBACK
TECHNIQUE ON STUDENTS’ WRITING ABILITY
OF EXPLANATION TEXT
(A Quasi-experimental Study at the Eleventh Grade Students of SMA Negeri
85 Jakarta in the Academic Year 2018/2019)
By:
Septia Tri Gunawan
11150140000082
ENGLISH EDUCATION DEPARTMENT
EDUCATIONAL SCIENCES FACULTY
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
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ABSTRACT
Septia Tri Gunawan (NIM 11150140000082). The Effect of Teacher’s
Indirect Corrective Feedback Technique on Students’ Writing Ability of
Explanation Text (A Quasi-experimental Study at the Eleventh Grade
Students of SMA Negeri 85 Jakarta in the Academic Year 2018/2019). Skripsi
of English Education Department at Educational Sciences Faculty of State Islamic
University Syarif Hidayatullah Jakarta, 2019.
The aim of this research was to obtain the empirical evidence in favor of
the effect of teacher‘s Indirect Corrective Feedback technique on students‘ writing
ability of explanation text. The chosen samples that were taken by using a
purposive sampling were 56 students from SMA Negeri 85 Jakarta. They were
divided into two classes, experimental class and controlled class. Each class thus
had 28 students. The research used a quantitative method with quasi-experimental
as the design. The data was gathered by using writing test in form of pre-test and
post-test. Then, the results of test were calculated statistically by normality test
and homogeneity test. The finding presented the improvement of students‘ ability
in writing an explanation text. The students‘ mean score of post-test in
experimental class was 64,71; while 58,25 was the students‘ mean score of post-
test in the controlled class. 9,67 was the gain of mean score between pre-test and
post-test in the experimental class. In addition, the hypotheses computation
showed that sig 2 tailed (p) was 0,015 with 0,05 as the alpha (α) making Ha was
accepted and Ho was rejected. The effect size level calculation was moderate
resulting in 0,68 points. In conclusion, the teacher‘s Indirect Corrective Feedback
had a medium effect on increasing students‘ writing ability of explanation text.
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ABSTRAK
Septia Tri Gunawan (NIM 11150140000082). Efek Teknik Umpan Balik Tak
Langsung oleh Guru terhadap Kemampuan Siswa dalam Menulis Teks
Eksplanasi (Penelitian Kuasi-experimen pada Kelas Sebelas di SMA Negeri
85 Jakarta Tahun Ajaran 2018/2019). Skripsi Jurusan Pendidikan Bahasa
Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Jakarta,
2019.
Penelitian ini bertujuan mendapatkan bukti empiris tentang pengaruh
teknik Umpan Balik Tak Langsung yang diterapkan oleh guru terhadap
kemampuan siswa dalam menulis teks eksplanasi. Sampel terpilih yang diambil
dengan menggunakan purposif sampling adalah 56 siswa dari SMA Negeri 85
Jakarta. Sampel-sampel ini terbagi dalam dua kelas, kelas eksperimen dan kelas
kontrol. Masing-masing kelas memiliki 28 siswa. Penelitian ini menggunakan
metode kuantitatif dengan kuasi-eksperimen sebagai desainnya. Pengumpulan
data diperoleh dari tes tulis dalam bentuk praujian dan pascaujian. Selanjutnya,
hasil dari kedua tes tersebut dihitung secara statistik dengan uji normalitas dan uji
homogenitas. Hasil dari penelitian ini menunjukkan adanya peningkatan
kemampuan siswa dalam menulis teks eksplanasi. Nilai rata-rata pascaujian siswa
dari kelas eksperimen adalah 64,71; sedangkan 58,25 adalah nilai rata-rata
pascaujian siswa di kelas kontrol. 9,67 adalah peningkatan nilai rata-rata antara
praujian dan pascaujian di kelas eksperimen. Selanjutnya, perhitungan hipotesis
menunjukkan bahwa signifikansi dua arah sebesar 0,015 dengan 0,05 sebagai alfa
(α) yang mengakibatkan Ha diterima dan Ho ditolak. Perhitungan level ukuran
pengaruh menghasilkan 0,68 poin. Kesimpulannya, teknik Umpan Balik Tak
Langsung yang dilakukan oleh guru memiliki dampak cukup signifikan dalam
meningkatkan kemampuan siswa dalam menulis teks eksplanasi.
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ACKNOWLEDGMENT
In the Name of Allah, the Most Beneficent and the Most Merciful
All praise be to Allah, the Lord of the Worlds, who has been granting the
writer unlimited blessing, strength, guidance, and opportunity to finish this
research entitled ―The Effect of Teacher‘s Indirect Corrective Feedback
Technique on Students‘ Writing Ability of Explanation Text (A Quasi-
experimental Study at the Eleventh Grade Students of SMA Negeri 85 Jakarta in
the Academic Year 2018/2019).‖ Peace and salutation be upon to the Prophet
Muhammad who has lead all the creatures from the darkness into the lightness.
The writer would like to express his sincerest honor and grace to his
beloved parents, Bambang Mulyono and Nurhayati, who have always encouraged,
prayed and given their affection by guiding him unstoppably during his ups and
downs process in creating the Skripsi. Then, the writer also thanks his brothers,
Irawan Adhi Saputra, S.Pd. and Dwi Ramadhian, S.Pd. who never put an end to
motivate him unconditionally.
The writer realizes that he would impossibly finish this research without
the hand of great figures around him. Therefore, he is conveniently to bestow his
special Gramercy to the advisors, Dr. Ratna Sari Dewi, M.Pd. and Zaharil Anasy,
M.Hum. for the valuable advice, suggestion, and motivation in finishing the
paper.
Furthermore, the writer‘s high appreciation and gratitude are also
presented to:
1. Dr. Sururin, M.Ag., as the Dean of Educational Sciences Faculty,
2. Didin Nuruddin Hidayat, Ph.D., as the Head of English Education
Department,
3. Zaharil Anasy, M.Hum., as the Secretary of English Education Department
and the Advisor of C Class in the academic year 2015/2016,
4. All lecturers in English Education Department who have taught and given a
lot of knowledge during the learning process,
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5. Drs. Mukhlis, as the Headmaster of SMA Negeri 85 Jakarta for helping and
allowing the research permission,
6. Fransiscus Xaverius Yulianto, S.Pd., as the English teacher at the eleventh
grade of SMA Negeri 85 Jakarta for his guidance during conducting this
research,
7. The students of XI MIPA 1 and XI MIPA 3 of SMA Negeri 85 Jakarta for
willingness to be the participants in this research,
8. All beloved friends of English Education Department 2015, especially for C
class, for the joyful moment in the entire study,
9. For everyone who has helped and offered willingness in giving a contribution
that the names cannot be mentioned one by one during arranging the research.
After all, the writer knows that this Skripsi is still definitely far from being
perfect. Hence, he would mind accepting any constructive suggestion and
criticism to make this Skripsi to be better and useful for further research.
Jakarta, June 25th
, 2019
Septia Tri Gunawan
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TABLE OF CONTENTS
APPROVAL SHEET ................................................................................ i
ENDORSEMENT SHEET ....................................................................... ii
SURAT PERNYATAAN KARYA SENDIRI ......................................... iii
ABSTRACT ............................................................................................... iv
ABSTRAK ................................................................................................. v
ACKNOWLEDGMENT .......................................................................... vi
TABLE OF CONTENTS .......................................................................... viii
LIST OF TABLES .................................................................................... xi
LIST OF GRAPHS ................................................................................... xii
LIST OF APPENDICES .......................................................................... xiii
CHAPTER I. INTRODUCTION ............................................................. 1
A. Background of the Research ....................................................... 1
B. The Identification of Problem ..................................................... 4
C. Limitation of Problem ................................................................ 4
D. Formulation of Problem.............................................................. 4
E. The Objective of the Research .................................................... 5
F. The Significance of the Research .............................................. 5
CHAPTER II. THEORETICAL FRAMEWORK ................................ 6
A. Writing Ability ........................................................................... 6
1. Definition of Writing Ability............................................... 6
2. The Purposes of Writing ...................................................... 7
B. Explanation Text ........................................................................ 8
1. The Definition of Explanation Text .................................... 8
2. The Purpose of Explanation Text ........................................ 8
3. The Schematic Features of Explanation Text ...................... 8
4. The Types of Explanation Text ........................................... 10
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5. Language Features of Explanation Text .............................. 10
C. Writing Ability of Explanation Text .......................................... 11
D. Feedback ..................................................................................... 11
1. The Application and Its Effect ............................................ 12
E. Indirect Corrective Feedback...................................................... 16
F. Previous Related Studies ........................................................... 18
G. Thinking Framework .................................................................. 20
H. Research Hypothesis................................................................... 21
CHAPTER III. RESEARCH METHODOLOGY ................................. 22
A. Place and Time of Research ....................................................... 22
B. Method and Design of Research ................................................. 22
C. Population and Sample of Research ........................................... 23
D. Data Collection Technique ......................................................... 24
E. Research Instrument ................................................................... 24
F. Technique of Data Analysis ....................................................... 28
1. Normality Test ..................................................................... 29
2. Homogeneity Test ............................................................... 29
3. T-test .................................................................................... 29
4. Determining the Effect Size Level ...................................... 31
G. Statistical Hypotheses ................................................................. 32
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ............ 33
A. Research Finding ........................................................................ 33
1. Data Description .................................................................. 33
a. The Data of Experimental Class ................................... 33
b. The Data of Controlled Class ....................................... 35
2. The Analysis of the Data ..................................................... 38
a. The Normality Test ...................................................... 38
b. The Homogeneity Test ................................................. 39
c. The Hypothesis Test ..................................................... 40
d. The Effect Size Test ..................................................... 41
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B. Discussion ................................................................................... 42
CHAPTER V. CONCLUSION AND SUGGESTION ........................... 44
A. Conclusion .................................................................................. 44
B. Suggestion .................................................................................. 44
REFERENCES .......................................................................................... 46
APPENDICES ........................................................................................... 50
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LIST OF TABLES
Table 2.1 Examples of Uncoded and Coded Feedback ...................................... 17
Table 3.1 Research Design .................................................................................. 23
Table 3.2 Pre-test Research Instrument .............................................................. 25
Table 3.3 Post-test Research Instrument ............................................................. 25
Table 3.4 Explanation Text Framework.............................................................. 26
Table 3.5 Writing Scoring Rubric ....................................................................... 26
Table 4.1 Students‘ Pre-test and Post-test Score of Experimental Class ............ 33
Table 4.2 Students‘ Pre-test and Post-test Score of Controlled Class................. 36
Table 4.3 The Normality Test of Pre-test............................................................ 38
Table 4.4 The Normality Test of Post-test .......................................................... 39
Table 4.5 The Homogeneity Test of Pre-test ...................................................... 39
Table 4.6 The Homogeneity Test of Post-test ..................................................... 40
Table 4.7 T-test Result of Post-test ..................................................................... 40
Table 4.8 Independent Samples Test .................................................................. 41
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LIST OF GRAPHS
Graph 4.1 Pre-test and Post-test Scores of Experimental Class .......................... 35
Graph 4.2 Pre-test and Post-test Scores of Controlled Class .............................. 37
xiii
LIST OF APPENDICES
Appendix 1 Lembar Pengesahan Proposal Skripsi ............................................. 51
Appendix 2 Pre-test Instrument .......................................................................... 52
Appendix 3 Post-test Instrument ......................................................................... 53
Appendix 4 Lesson Plan of Experimental Class ................................................. 54
Appendix 5 Lesson Plan of Controlled Class ..................................................... 61
Appendix 6 Syllabus ........................................................................................... 68
Appendix 7 Post-test Result of Experimental Class (High, Medium, Low) ....... 76
Appendix 8 Post-test Result of Controlled Class (High, Medium, Low) ........... 81
Appendix 9 Research Documentation ................................................................. 86
Appendix 10 Research Permission Letter ........................................................... 87
1
CHAPTER I
INTRODUCTION
A. Background of The Research
Writing, in English language teaching and learning, is one of a compulsory
subject. It cannot be evaded as every student in every level has to deal with
writing subject in their English classes. The students have to produce a written
product, for example a short narrative, journal, or an essay, by cultivating a
transformation of ideas cohesively and coherently. The terms cohesion and
coherence are associated with making the sense of language in a text. Cohesion
according to Ambika is the relationship of each semantic relation (e.g, synonymy,
antonymy, polysemy) in the text.1 Still in line with Ambika, coherence is ―the
contextual fitness of in the text that contributes in understanding the meaning or
message.‖2 So that means, a good combination of cohesive and coherent features
in the text results a good writing.
Even though writing is essential, according to Richards and Renandya,
writing is the toughest skill for EFL to master.3 The difficulties are not only in
generating and organizing ideas, but also in translating these ideas from Bahasa to
English—which both have differences in structural and grammatical terms and
styles—into a readable text.4 In addition, the students have to be capable of
converting the meaning context from one language into another one in order not
to make the writing result being nonsense when being read by people who
understand or are advance in English.
There are some kinds of text that will be learned by the students in writing
skill; one of them is the explanation text. Writing an explanation text is important
for EFL like Indonesia as it is in Curriculum 2013 (K13). Education and Culture
1 Ambika Prasad Poudel, Academic writing: coherence and cohesion in paragraph, (Dhankuta:
Dhankuta M. Campus, 2018), p. 4. 2 Ibid., p. 5.
3 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology
of Current Practice, (New York: Cambridge University Press, 2002), p. 303. 4 Ariyanti, The teaching of EFL writing in Indonesia, Dinamika Ilmu, Vol. 16 (2), (2016), p.
264.
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Ministry of Indonesia reveals a regulation that writing an explanation text appears
in the second semester for the eleventh grade. Moreover, an explanation text is
written to tell the cause of circumtances in the world. Its concern is more talking
about a process. The explanation also has a valuable purpose in creating and
putting people‘s knowledge. Technical and scientific writing commonly expose in
this type.
Many factors can influence student‘s ability at writing an explanation text,
such as internally and externally. Internally consist of motivation, interest,
personality, element of language, etc. On the other hand, externally consist of
learning media, facility of school, and teacher‘s ability. One of the factors that
come from teacher‘s ability is giving feedback. Feedback is sometimes still absent
from a teacher when giving an assement in a class. Nevertheless, it is technically
needed for students to gain information from their learning.
There is an important role of feedback in improving learning proficiency,
especially English, for the students. Feedback can be independent equipment for
students to observe, evaluate, and adjust themselves in learning.5 Moreover, John
Hattie and Helen Timperley define feedback as information provided from a
teacher, peer, book, parent, self, experience, which are categorized as an agent,
regarding aspects of one‘s performance or understanding.6 Feedback often
happens once a student‘s reaction, or when information is provided about the
particular task at hand. Simplified, it is a teacher‘s response to a student‘s work.
The writer spotted a problem in a school, SMA Negeri 85 Jakarta, where he
had a observation in March 2019. He found almost eleventh-science graders from
two classes somehow could not differentiate parts of speech in a certain tense. For
example, the students were asked to rewrite, fill in the blank, and change an active
sentence into the passive one and vice versa with a positive, negative and question
5 Mamoon Al-Bashir, Rezaul Kabir, and Ismat Rahman, The value and effectiveness of
feedback in improving students‘ learning and professionalizing teaching in higher education,
Journal of Education and Practice, Vol. 7 (16), (2016), p. 38. 6 John Hattie and Helen Timperley, The power of feedback, Review of Educational Research,
77 (1), (2007), p. 81.
3
context in present simple tense. The result was many of them still formulating a
verb base with a be.
Ideally, if the teacher can apply the learning technique which matches with
the students' situation, they are more interested and they will improve their ability
in mastering an explanation text. The teacher nevertheless always uses a
conventional method, such as lecturing. According to Sazeli, lecturing is a one-
way utter contact alone without questioning, discourse, and intense exercise.7
Student‘s will to interact with the teacher is not provided or is assumed
inessentially. Due to that passive learning strategy, the students are not involved
in the learning process causing them to have a lack of motivation and to have no
new income of knowledge affecting their ability in writing an explanation text.
Therefore to solve the problem, essential techniques vary that can be used in
teaching writing in a class like Direct or Indirect Corrective Feedback. The writer,
however, chose Indirect Corrective Feedback which can foster students to build a
comprehensible input about an explanation text. Indirect Corrective Feedback
means the teacher drawing students‘ attention to the locations of their errors
without providing corrections.8 The teacher makes it a simple way to give
assessment for them by giving a symbol, line, for instance. Moreover, this
application brings positive impacts on students. Their cognitive is defied to
correct their informed knowledge of grammar, vocabulary, etc.9 Students‘
engagement and attention to forms and develop their problem-solving skills also
extend that helps the growth of long-term acquisition.10
Based on the explanation above, the writer would like to conduct research
by a title: ―The Effect of Teacher’s Indirect Corrective Feedback Technique on
Students’ Writing Ability of Explanation Text‖. (A Quasi-experimental Study at
the Eleventh Grade of 85 Senior High School)
7 Sazelli Abdul Gani, Cooperative learning versus the lecture method of instruction in an
introductory statistics course, Jurnal Sains dan Matematik, Vol. 1 (1), (2009), p. 60. 8 John Bitchener and Dana R. Ferris, Written Corrective Feedback in Second Language
Acquisition and Writing, (New York: Routledge, 2012), p. 52. 9 Ahmed Hassan and Samah Mohammed, The impact of direct-indirect corrective efeedback on
efl students‘ writing accuracy, Theory and Practice in Language Studies, Vol. 7, (2017), p. 168. 10
Ibid.
4
B. The Identification of Problem
From the background of the research, the writer makes an identification as
follows.
1. Students' ability in writing is low. Many are difficult to explore or find the
main idea. They yet do not know what they have to write afterward when
wanting to start writing.
2. Students dislike writing a text. Most of them don‘t get used to make a note or
to initiate making a personal narrative.
3. Teachers‘ method in teaching writing is not interesting. Teachers mostly apply
a lecturing strategy that makes students actually do not take parts in the
learning process.
4. Students have difficulties in putting language aspects properly, for instance
auxiliary, vocabulary usage, conjuction, punctuation, and tense. They always
haunt students when talking about English, especially in writing. Students
mostly think if their grammar is imperfect, they will fail; making them stop
writing.
5. Indirect Corrective Feedback is an attainable strategy which can be used to
overcome the problem.
C. Limitation of Problem
The writer concerns and limits the problem on the effect of teacher‘s
Indirect Corrective Feedback technique on students‘ writing ability of explanation
text in eleventh grade of SMA Negeri 85 Jakarta.
D. Formulation of Problem
From the research problems that has been shown, the writer proposes a
research question:
"Is there any effect of teacher’s Indirect Corrective Feedback technique on
students’ writing ability of explanation text?"
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E. The Objective of the Research
The objective of this research is to prove the effects of teacher‘s Indirect
Corrective Feedback technique on students‘ writing ability of explanation text.
F. The Significance of the Research
By conducting this research, the writer looks forward to contributing to the
development of English language teaching in writing skill. Hopefully, this
research can benefit the teachers, the students, and the writer himself.
1. For teachers
If there was a positive effect on giving Indirect Corrective Feedback, a teacher
may use this technique in a class to develop students' writing skill.
2. For the students
The students who had a problem with writing skill can learn, correct, and
would not repeat their mistakes after equipping this approach.
3. For the writer
The writer can bring himself out to apply the technique in order to improve his
writing skill. He may also use it vary in the class wherever he teaches.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Writing Ability
1. Definition of Writing Ability
Writing is one of productive skills that must be mastered when learning
English. Students can use it as a medium expression from their mind. To be a
well-skilled writer, they need great capabilities, such as understanding the
grammar, knowing the steps of writing, comprehending every single vocabulary,
and many more.
Some experts have explained the definition of writing. According to Flynn
and Stainthorp, writing is used by writers to translate their ideas into words on the
page so they can communicate their ideas to other people.1 The translation of
ideas also needs a long process as it takes more time and energy.2
Furthermore, Hyland also classified writing ability which was excerpted by
Yi as ―the mechanic‘s view that human communication works by transferring
ideas from one mind to another via language ... because meaning can be encoded
in texts and recovered by anyone with the right decoding skills.‖3 To reach this
level, learners have to train themselves to write as much as possible to master the
ability because writing is challenging to comprehend. It is supported by Richards
and Renandya. The complexity sticks not only in producing and organizing ideas
but also in rendering these ideas into a readable text.4 They then should practice
writing, not only inside but also outside a classroom, in order to become a
successful writer.
From the explanation above, writing ability can be described as productive
competence to express something imaged or pictured in the mind into written
1 Naomi Flynn and Rhona Stainthorp, The Learning and Teaching of Reading and Writing,
(West Sussex: Whurr Publishers Limited, 2006), p. 34. 2 Ratna Sari Dewi, Teaching writing throught dictogloss, IJEE, Vol 1 (1), 2014, p. 67. 3 Jyi-yeon Yi, Defining writing ability for classroom writing assessment in high schools,
Journal of Pan-Pacific Association of Applied Linguistics, Vol. 13 (1), (Chongshin University,
2009), p. 56. 4 Richards and Renandya, loc. cit.
7
form. It is the action of providing information or expressing one's feeling in a text
and needs some seek-out activities in order to gain information to provide writing.
Thus, writing is not only to compose text, but also to interact with others in a
social act.
2. The Purposes of Writing
Whitaker in her study mentions three purposes of writing which consist of
persuasiave; analytical; and informative purpose as explained below.5
a. Persuasive Purpose
Persuasive means a writer convinces readers to accept his/her ideas. This
is purposed to change their opinion within the reader lays a question with
strong reason and fact shown in a topic. Argumentative and position
paper are the likes of purposive writing.
b. Analytical Purpose
Analytical writing often investigates causes, examine effects, assess
effectiveness and ways to clear up issues, discover the relationships
between several ideas, or interpret other people‘s thoughts. The goals are
to explain and evaluate possible answers after all being put together to
the writer‘s question, then selecting the best answers based on his/her
criteria. This type of writing can be found in analysis papers and critical
analyses.
c. Informative Purpose
This kind literally is different from the analytical one in which a writer
more focuses on enlarging the readers‘ view than driving writer‘s belief
to the readers. Contextually, in the informative purpose, the writer
explains the possible answers to the question, providing the readers new
information about a topic discussed.
5 Anne Whitaker, Academic Writing Guide: A Step-by Step Guide to Writing Academic Papers,
(Bratislava: City University of Seattle, 2009), p. 2.
8
B. Explanation Text
1. The Definition of Explanation Text
An explanation is one of writing text that has multiple definitions sorted by
experts. According to Blake, it is a text which establishes that the phenomenon
exists and explains why or how this came about.6 A similar definition of
explanation text is also defined in a national curriculum school book Bahasa
Inggris as a non-fiction narrative used to describe natural, social, and scientific
phenomena formed.7 Based on the description above, the writer can draw a big
picture of explanation text: a text which gives the reason ‗why‘ and ‗how‘ the
process of events that has no human involved in.
2. The Purpose of Explanation Text
To explain why and how something in the universe happen is an explanation
text‘s function. The text is more concerned to actions that have scientific and
technical processes. In other words, the purpose is to illustrate a series of actions
or operations conducing to an end involved in the formation or working of pristine
or something that involves a combination of social and cultural factors
phenomena.8
3. The Schematic Features of Explanation Text
Schematic features that are part of explanation text are.9
a. Title
Explanations have a title that provides and drives the reader to the text.
This can appear in a sort of forms from a topic that identifies the action to
a how and why issue or a problem that is answered by the explanation.
6 Blake, Explanation Texts Structure and Features of Explanation Texts, (Blake Education
Fully Reproducible, 2011), p. 62. 7 Mahrukh Bashir, Bahasa Inggris: SMA/MA/SMK/MAK kelas XI, (Jakarta: Pusat Kurikulum
dan Perbukuan, 2017), p. 101. 8 Achmad Doddy, Ahmad Sugeng, and Effendi, Developing English Competencies 3: for
Senior High School (SMA/MA) Grade XII of Natural and Social Science Programmes, (Jakarta:
Pusat Perbukuan, 2008) p. 52. 9 Blake, op. cit., pp. 62−63.
9
b. General statement
A general statement begins in the first paragraph to introduce or identify
the scientific or technical phenomenon. The audience gets a brief
introduction to the event or thing and an understanding of the type of text
that is to follow.
c. Series of sequenced paragraphs
At this stage, students‘ explanations are producing causal connections as
well as consecutive ones. The logically sequenced paragraphs more
describe the cause of something rather than concentrating on an object.
The explanation order should consist of a series of events, actions,
causes, or processes that are the aim of the text type. Actions, causes or
events, that link text results in the phenomenon about which the
explanation, is written. Events may be associated with period or cause or
by both and should be specific and precise, guaranteeing that all
components have been involved. Sequences often develop by
demonstrating how the events appear over a period of time: this happens
and follows the next event. It is important that in addition to investigating
the facts, students get the reasons following these facts. Attention should
be focused on writing these reasons in their explanations.
d. Labelled diagrams and flow charts
Labelled diagrams and flow charts are an addition that can be used to
clarify information or to add additional information not included in the
explanation. In the scientific text, specific charts and figures are essential
to support them.
e. Concluding paragraph
An optionally final statement can bind the information.
10
4. The Types of Explanation Text
An explanation text has various types as follow:10
a. Explaining something-mechanical works
It may be power-driven demonstrating how a garden engine works,
technological about how a computer operates, and natural when
illustrating how landslides happen.
b. Explaining things happen
This type explains about why objects expand and contact something. For
example why bathroom mirrors mist up when somebody showers.
5. Language Features of Explanation Text
Many language use components mostly should be considered to write an
explanation text as follow:11
a. Use present tense as the text tells about an evidence. For example:
The lungs, trachea, and nose trachea, and lungs are the central organs
which shape up the respiratory system.
b. Use abstract nouns (phrases) as a subject or an object. For example:
It all happens in the space of a single breath.
c. Use pronouns for words already introduced. For example:
This oxygen is brought first in by the nose or mouth. It later moves into
the trachea (the pharynx) and on within the voice box (the larynx).
d. Use action verb with its agreement. For example:
The intercostal muscles push the rib cage back inwards.
e. Use adverbial phrases of time and place to tell when and where actions
happen. For example:
Amazon valley produces the world's oxygen by forty percent.
10
Blake, loc. cit. 11
Blake, op. cit., p. 62.
11
f. Use time sequence connectors, like first, then, after, etc. For example:
After moving down the trachea, the oxygen goes into the lung underneath
either the right or left bronchus.
g. Use passive voice to link the events through cause and effect.
The bronchioles and alveoli are covered with small blood vessels called
capillaries.
h. Use time conjunctions to keep the text flowing. Placing them in the
beginning of sentence can hook reader‘s attention. For example:
When a Tsunami comes, it hits everything like trees and building.
C. Writing Ability of Explanation Text
Writing ability is one of the important elements in English acquisition. It is
the way to draw concepts or show ideas into written form. This ability is also
required when writing an essay or text, for example, an explanation. The
explanation is a text that specifically explains social, natural, scientific, and
cultural habits. To sum up, writing ability of explanation text is a capability to
compose and set down the mind‘s eye becoming a group of sentences containing a
scientific topic.
D. Feedback
Feedback has long been considered as one of the essential aspects for the
improvement of writing skills, both for its potential for learning and for student
motivation. In process-based, learner-centered classrooms, for example, it is
known as an essential developmental medium stimulating learners through many
drafts towards the ability for powerful self-expression.
According to Probst cited in Hyland and Hyland, feedback is considered as
―an important means of establishing the significance of reader responses in
shaping meanings.‖12
Narciss adds definition feedback as all post-response
information that is granted to a learner as notification for their actual nature of
12
Ken Hyland and Fiona Hyland, Feedback on second language students‘ writing, State of the
Art Review Article, (Cambridge University Press, 2006), p. 77.
12
study or accomplishment.13
Feedback is classified into two models by Nelson and
Schunn that was stated in Maryam, Seyyed, and Maryam, cognitive and affective
feedback.14
In cognitive feedback, extra attention is given to the content of the
work and includes summarizing, specifying and describing features of the work
under review. While the quality of works and using affective language to award
praise and criticism, or using non-verbal expressions, such as facial expression
gestures and emotional tones, are the major concerns of affective feedback.
Based on the principles above, feedback can be described as one of the
powers to bring on learning and achievement that the information gathered from
other sources.
1. The Application and Its Effects
Feedback can be provided from peer and teacher. Peer feedback is one of the
forms of feedback provided by equaled-status learners in terms of ‗age or class-
level of students, but there are apparently personal variations affecting the
recognized status and probably influence peer feedback perceptions and
succeeding performance.‘15
The feedback covers the information that can be
directed to the task, process, self-regulation or personal levels.16
It is line with Liu
and Hansen, which was cited by Ratna Sari: peer feedback becomes a ―vehicle‖ to
provide criticism for each other about the drafts during the writing process.17
The peers are able to offer options what needs must be done or improved that
can expand understanding of learning goals. This increases students‘ social
interaction among them in order to develop social experience collaboration and
13
Susanne Narciss, Feedback strategies for interactive learning tasks, (Technische Universitaet
Dresden, 2008), p. 127. 14
Maryam Bijami, Seyyed Hosein Kashef, and Maryam Sharafi Nejad, Peer feedback in
learning english writing: advantages and disadvantages, Journal of Studies in Education, Vol. 3
(4), (Penang: Universiti Sains, 2013), p. 92. 15
Georgeta Ion, Ingrid Agud, and Angelina Sanchez-Marti, Giving or receiving feedback:
which is more beneficial to student‘ learning?, Assessment & Evaluation in Higher Education,
(2018), p. 2. 16
Ibid. 17
Dewi, The effect of peer feedback on students‘ argumentative essay: A quasi experimental
method at the fifth semester students of the English education department, educational sciences
faculty UIN Syarif Hidayatullah Jakarta 2016, International Journal of Engineering &
Technology, Vol. 7, (2018), p. 139.
13
decreases stress while expressing idea during writing process.18
Despite bringing
the positive effects, the feedback has lacks at the same time for instance some
students are not confident enough.19
They have limited language proficiency
making them preferred teacher‘s feedback which is considered as more
experienced and can sound better quality feedback.20
Some dominant students
sometimes also may cause offensive and over-critical comments on their peers‘
writing.21
In contrast to peer feedback, teacher feedback is teachers explaining and
justifying a grade including also some general suggestions for the students to be
considered. Teachers are hoped to be a source of students in the form of
information about the correctness, accuracy, or appropriateness of the students‘
past performance.22
This was proved by a study surveying 81 respondents.23
The
result was many of them considering teacher feedback was as efficient compared
to peer feedback. Nonetheless, another study showed that teacher feedback might
discourage learner-writer as many error corrections given rather than focusing the
content.24
In the matter of process of time, feedback itself has divided into two types:
during and after learning. Feedback during learning means students are to get
feedback on board immediately and to try to realise improvement during the
learning process.25
On the other hand, feedback after learning allows teachers to
give students an evaluation and a corrective information when the session comes
to an end. This technique somehow affects teachers to have not unlike remark
over and over again since students are unable to convert and stimulate their advice
18
Ibid., p. 140. 19
Sumon Kunwongse, Peer feedback, benefits and drawbacks, Thammasat Review,
(Thammasat University: Language Institute, 2013), p. 281. 20
Ibid. 21
Dewi, loc. cit. 22
Nooreiny Maarof, Hamidah Yamat and Kee Li Li, Role of teacher, peer and teacher-peer
feedback in enhancing esl students‘ writing, World Applied Sciences Journal 15 (Innovation and
Pedagogy for Lifelong Learning), (2011), p. 30. 23
Ibid. 24
Ibid. 25
Public School NSW, Types of feedback, Strong start, Great teachers — Phase 3, (State of
New South Wales: Department of Education and Communities, 2015), p. 1.
14
into another context.26
In other words, students fail to remember the information
given.
Actually, every issue has its solution. Experts therefore unveiled some
suggestions to overcome the problem above.27
1. Making students understand what good performance or goal means
Students will be ―effortless‖ to accomplish learning goals if they concern
more to these. They are supposed to be owners of goals and must have a
pratical understanding of self-assessment. In higher education, students and
teachers should set a reasonable similarity level of targets. This is rationally
important for them to serve the criteria as the self-regulation.
2. Simplifying the improvement process of self-assessment or reflections in
learning
To provide students a good chance to exercise regulating characteristics of
their own learning and to reflect on that practice is an effective way to boost
self-regulation process for students. They are usually involved in monitoring
gaps between internally set task goals and the outcomes that they are
generating. Cultivating self-assessment can make feedback more effective.
3. Providing quality information to students about their learning
A crucial role is held by the teachers in increasing their students‘ own ability
to understanding the self-regulation process. They are a central source of
external feedback too. Feedback from teachers traditionally has been a source
where students can evaluate progress. The students can also explore their own
internal progression by the feedback given by the teachers. Furthermore,
teachers are usually more efficient in detecting mistakes in students‘ work
rather than themselves. As a result, providing quality information to students
is very important in implementing student learning.
4. Enabling peer dialogue in following the feedback
Peer dialogue feedback means the student will not only obtain written
feedback information but also has the opportunity to have a forum about that
26
Ibid., p. 2. 27
Al-Bashir, Kabir, and Rahman, op. cit, pp. 38−40.
15
feedback afterward. In these situations, in order to make feedback more
effective and valuable, it should be recognized by the student before it can be
adapted to make product improvements.
5. Encouraging positive motivational feelings
At the moment of giving feedback, it is essential that after reading that a
student should have a positive impression about that feedback. This is
considered as a process of motivating the students to utilize the feedback they
have received. Feedback should not be intimidating the students in any
particular situation. It is crucial to draw the student‘s awareness of the less
successful coursework. However, the teachers should be careful in providing
―negative feedback‖ of this kind. Teachers thus can develop students‘
learning atmosphere by giving feedback in a proper way.
6. Providing opportunities to close the gap between current and desired
performance
Feedback can accommodate the students' freedom in sealing the gap between
their current and desired performance. For self-regulation, it should be
recognized how feedback affects the educational made product. Feedback
also opens an opportunity for the tutor to clinch a gap within current
performance and the demanded performance.
7. Powerful feedback can bring information to teachers that can be utilized to
shape the teaching
Good feedback in practice not only can contribute helpful information to the
students in promoting their learning, but also can offer trustworthy
information to teachers, which eventually enhance the learning expertise for
the students.
8. Choosing the right moment
One major issue modern day lecturers need to understand that they should
limit the amount of feedback they are providing. If the teachers do not pay
attention to this, they may discover an astonishing fact that their students
uninterested and fatigued with the feedback they are receiving. Teachers,
likewise, should not create too many criteria. They should narrow the number
16
of criteria to the most important aspects of coursework and giving feedback
on them.
9. Adopting numerous E-Feedback techniques
E-Feedback ways have been produced to enhance the students learning the
process. These techniques can be selected by the teachers to develop feedback
for the students. Moreover, the kinds of them are Email, audio and video
feedback, and recycling-written comments commonly operating by soft-
wares, and in others standard word-processing packages.
Feedback is considered as an important strategy to empower EFL students in
writing. In learning process, it is designed to provide an understanding of
performance through offering guidance on the knowledge of students‘ input that
can be applied by both a teacher and friends. The both sources hence have to
determine the ways of implemention appropriately in order to be effective.
E. Indirect Corrective Feedback
Corrective feedback avails options that are Direct and Indirect Corrective
Feedback which are in written form. Those strategies have been compared by
experts and they agreed that Indirect Corrective Feedback has more significant
impact.
Indirect Corrective Feedback demands teachers only to mark the certain error
without giving the correct form. Bitchener and Knoch state that Indirect
Corrective Feedback is the indication made by a teacher by underlying the errors
or giving the codes for the errors.28
The teachers only put clues making students
being alerted about their errors by using a line, a circle, a code, a mark, or a
highlight to show omissions in learner‘s text.
Furthermore, according to Elashri stated by Ahmed and Samah, Indirect
Corrective Feedback has two sub-types: uncoded and coded.29
In the uncoded
indirect feedback, the teacher underlines or circles the error without writing any
symbols and the student has to think what the error is and corrects it. As for the
28
John Bitchener and Ute Knoch, The value of written corrective feedback for migrant and
international students, Language Teaching Research, Vol. 12 (3), (2008), p. 414. 29
Hassan and Mohammed, loc. cit.
17
coded indirect feedback, the teacher underlines the error and writes the symbol
above that error, and then he/she gives the composition to the student to correct
the error as this symbol encourages the student to think. These symbols and codes
indicate the location and type of error.30
Table 2.1
Examples of Uncoded and Coded Feedback
In the indirect feedback, students‘ cognitive are dared to correct the error
based on their informed knowledge meant to raise and to form their problem-
solving skills that cultivate their long-term acquisition.31
In addition, according to
Moser and Jasmine in Ahmed and Samah‘s study, the advantage of this approach
is the students who are indirectly corrected by using an error code in revising their
essays accomplished significantly greater earnings than those whose writing
assignments are directly corrected by the instructor.32
As the instructor which also means the teacher, the writer has procedures to
implement indirect corrective technique in a class which is illustrated below.
1. Delivers the explanation text material and how to make the framework. The
teacher describes the definition, the purpose, and the structure of explanation
text.
2. Provides interesting topics of explanation text to students. The teacher
prepares some topics that relate to it.
30
Ibid. 31
Ibid. 32
Ibid.
18
3. Asks students to make a framework and their own writing outline. Making an
outline is intended to generate ideas.
4. Asks students to elaborate their writing. The students, in this case, have to
expand their framework in detail into some paragraphs of explanation text.
The text must be consisted of 150-200 words.
5. Asks students to submit their writing in the same day.
6. Provides students the feedback by marking. The teacher sends a signal of
students‘ errors which is as feedback by circling or underlining.
7. Asks students to revise their writing. Students have an opportunity to revise
and repair their paper by seeing feedback given by the teacher.
8. Gives students explanation and suggestion. The teacher might suggest and
demonstrate how to make a proper writing related to the implicit feedback as
the students revise their works by improving and correcting them.
9. Asks students to write a new topic.
10. Assesses and evaluates students‘ works. The teacher scores students‘ work by
using analytical scoring rubric.
Based on the theories above, Indirect Corrective Feedback means indicating
the location of errors without granting any information of the correct forms for
students. The signals that can be applied in giving feedback are underline, mark,
circle, cross, and etc. Students have to self-correct and solve the errors they have
made.
F. Previous Related Studies
Some teacher‘s Indirect Corrective Feedback studies about boosting writing
skill had been conducted by a few experts. Most studies discuss about comparison
between indirect corrective assessment. Meanwhile, there is another study
carrying a topic about an analysis of direct and indirect evaluation with a positive
effect. Those resulted studies are explained below:
The first study was conducted by Sea Hee Choi entitled The Effects Of
Written Corrective Feedback on Second Language Writing Focused on The
English Article System. The participants were 25 undergraduate students in two
19
intact ESL writing courses receiving indirect or direct feedback, while one of the
classes were asked to keep error logs after receiving corrective feedback. To
examine students‘ improvement, he used an analysis of four writing tasks, and a
grammaticality judgment test was carried out. The results also showed that
Indirect Corrective Feedback was more powerful than Direct Corrective Feedback
when students were asked to keep error logs after receiving corrective feedback.
Direct Corrective Feedback, however, was more efficient than when they did not
maintain error logs. The results proved that receiving corrective feedback and
keeping error logs can have a positive effect on L2 acquisition and the
effectiveness of indirect and direct feedback can be affected by other variables.33
The next study was done by Seli Oktaria Jati as the title follows The Effect of
Teacher’s Indirect Feedback on Descriptive Writing at Sma Al-Azhar 3 Bandar
Lampung. She chose SMA Al-Azhar 3 Bandar Lampung and participated 25
students from X IPA 2 of. She used a pre and post writing test to collect the data.
The treatments were applied in five meetings. In the first meeting, she conducted
pre-test. In the next meeting, descriptive text was taught by supplying its example,
generic structure, and language features. After being explained, the students were
ordered to make the first draft of descriptive text. In the next meeting, she injected
about aspects of writing and the kind of feedback given. She demonstrated the
correction codes or symbols of teacher‘s indirect feedback, which was shown in
their draft, and requested the student to revise their first draft into the second draft.
In the fourth meeting, she noted students‘ mistakes in common and provided the
example of their correct form. Next, the students were asked to complete their
second draft revision into the third one based on the feedback given. In the last
meeting, she conducted post-test. The result displayed that there was a statistically
significant growth in students‘ writing of the descriptive text.34
Likewise, Aridah conducted a study The Effectiveness of Direct and Indirect
Written Corrective Feedback in EFL Writing Performance. There were 63
33
Sea Hee Choi, The Effects of Written Corrective Feedback on Second Language Writing
Focused on The English Article System, (Urbana: University of Illinois, 2013). 34
Seli Oktaria Jati, The Effect of Teacher’s Indirect Feedback on Descriptive Writing at Sma
Al-Azhar 3 Bandar Lampung, (Lampung: Universitas Lampung, 2018).
20
English Department students of Mulawarman University taken as the samples of
this study. She divided them into three groups that were specifically two
experimental groups and one controlled group. Each group consisted of 21
students. The first experimental group was given Direct Corrective Feedback and
the second group was given Indirect Corrective Feedback while the controlled
group applied peer feedback. The study used writing task to collect the data. The
tasks were written with five different topics and different methods that each of
which was given at the end of the every cycle of writing process. The first writing
assignment was an essay which was developed by using examples, then followed
by giving comparison and contrast, classification, process, and argumentation
consecutively. The result of this study was all of the feedbacks giving an effective
impact in improving students‘ writing performance. However, based on the mean
score among them, teacher written feedback still surpassed non-teacher written
feedback.35
From the prior studies above, it can be seen that the relevant researches
mostly discussed the different results between Direct and Indirect Corrective
Feedback. The goal of those studies which talked about Indirect Corrective
Feedback was to distinguish errors in which occurred on students‘ perfomance.
Even though there was similarity at those studies, the writer in this research
brought a diversity topic exploring an explanation text with investigating the
result after Indirect Corrective Feedback given. He also conducted the study in
eleventh-grade which was different from the previous ones.
G. Thinking Framework
Writing is one of the crucial ability that students have to comprehend. This
skill is a requirement in every subject, such as English or any other languages,
whether they want to enroll in school or college. Furthermore, writing is a tool to
pour ideas in a typed form that through diverse steps to get excellent quality. It
35
Aridah, The effectiveness of direct and indirect written corrective feedback in efl writing
performance, Proceedings of the Fourth International Seminar on English Language and
Teaching (ISELT-4), (2016).
21
has several purposes that students must understand in order to be more
meaningful.
Moreover, an English teacher has to avoid a traditional approach to teach
writing that makes the learning process becoming meaningless for students.
Hence there is no shortcut for them to develop writing skill and to know their
mistakes without getting the feedback. It can be written implicitly to trigger and
challenge students‘ cognitive. It also must be signed vividly as they use that input
to boost their writing skill to be more properly.
By identifying the problem of students, the wtiter assumes that Indirect
Corrective Feedback can be an advantageous solution to be implemented to make
them being cozier getting a correction from a teacher to cope difficulties in
writing an explanation text.
H. Research Hypothesis
Based on the theories above, it could be proposed a theoretical hypothesis
that there is a significant effect of teacher‘s Indirect Corrective Feedback on
students‘ writing ability of explanation text.
22
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of Research
The writer had a research of SMA Negeri 85 Jakarta which was located at Jl.
Srengseng Raya, Srengseng, Kembangan, Kota Jakarta Barat, Daerah Khusus
Ibukota Jakarta 11630. From April 2019, he investigated about the effect of
teacher‘s Indirect Corrective Feedback technique on students‘ writing ability of
explanation text for the eleventh graders.
B. Method and Design of Research
Quantitative was the method used for the research. It is characterized by the
collection of information which can be analyzed numerically, the results of which
are typically presented using statistics, tables, and graphs.1 Its purposes are to test
pre-determined hypotheses and to produce general results.2
Moreover, the research design of this research was quasi-experimental design.
Howard and Shagun stated that quasi-experimental designs identify a comparison
group that is as similar as possible to the treatment group in terms of baseline
characteristics.3 In this research, he selected two classes as experimental and
controlled class. The step began by giving pre-test for both classes: experimental
and controlled class.
Indirect Corrective Feedback was the treatment employed in the experimental
class in learning explanation text while controlled class was taught without using
it. The treatment was implemented for three times (meetings). Next, the both
classes have been given post-test in order to see the end result of given treatment.
After getting the end result of data, then it was processed by using statistical
calculation. The writer used two types of variables. First variable was Indirect
1 Acaps, Qualitative and Quantitative Research Techniques for Humanitarian Needs
Assessment, (New York: Acaps Better Assessment Better Aid, 2012), p. 4. 2 Ibid., p. 5.
3 Howard White and Shagun Sabarwal, Quasi-Experimental Design and Methods, (Florence:
UNICEF, 2014), p. 1.
23
Corrective Feedback as independent variable which would give effect to
dependent variable. Meanwhile, another variable was students‘ ability of writing
explanation text as dependent variable which got the effect from independent
variable.
Table 3.1
Research Design
Groups Test Treatment Test
Controlled
Group Pre-test
Not employing Indirect
Corrective Feedback Post-test
Experimental
Group Pre-test
Employing Indirect
Corrective Feedback Post-test
C. Population and Sample of Research
The writer assigned the eleventh graders of SMA Negeri 85 as his population.
As the writer impossibly conducts all of them who were 216 persons in total, he
only participated 56 students to be involved in this research. The reasons why the
writer chose the eleventh-grade students as population were because they were
expected to have sufficient knowledge and ability in making a good paragraph,
especially explanation text which had been taught at the eleventh grade.
Moreover, purposive sampling was used in choosing sample of the study.
According to Bernard (cited in Ilker et.al), purposive sampling is a nonrandom
technique that does not need basic theories or a set number of participants. The
writer simply decided what needs to be known and set out to find people who can
and were willing to provide the information by virtue of knowledge or
experience.4 He also got a recommendation from the teacher who managed and
knew the characteristics of both the controlled class and the experimental one. As
4 Ilker Etikan, Sulaiman Abubakar Musa, and Rukayya Sunusi Alkassim, Comparison of
convenience sampling and purposive sampling, American Journal of Theoretical and Applied
Statistics, Vol. 5, No. 1, (2016), p. 2.
24
an explanation above, the writer can argue that purposive sampling is a collection
data technique to select or choose a sample based on own knowledge and a
suggestion from a person or more about population, elements, and the nature of
research aims.
D. Data Collection Technique
There were some procedures to collect the data in this research. The form of
pre-test and post-test were writing an explanation essay which as the media to
gather the numerical data. First, pre-test was given both in the experimental and
controlled class to see the writing result before applying teacher‘s Indirect
Corrective Feedback. After giving the pre-test, the students in the experimental
class received Indirect Corrective Feedback treatment three times—whereas the
students in the controlled class did not gain any additional approach—from the
teacher by correcting their assignment without providing any correct form of the
answer. They were ordered to revise their draft and create some writing before
having the post-test. The post-test was then given to figure out the effect of
teacher‘s Indirect Corrective Feedback on students‘ writing of explanation text.
Hence each result of the tests in both classes was compared and scored by
analytical scoring guidance.
E. Research Instrument
A test was the main research instrument used in this study. In the test section,
the students were instructed to write an explanation text that has 150-200 words
from one of a topic given by the writer. Moreover, different topic for each pre-test
and the post-test was provided. In the pre-test, students were asked to write a
natural phenomenon text about ―Flood‖. After getting the treatments, the students
were examined to write another phenomenon titled ―Natural Water Cycle‖
meaning as the post-test. To make it clearer, the writer arranged the detail of the
pre-test and post-test research instrument as follows:
25
Table 3.2
Pre-test Research Instrument
WORKSHEET
WRITING EXPLANATION TEXT
Follow the instructions below to do the test:
1. Write an explanation text titled ―Flood‖ based on your knowledge
2. The text must have Introduction, Sequence Statement, and Concluding
Statement
3. You have 60 minutes to write your essay
4. Number of words: 150-200
5. The result of this test will not affect your score in Rapor
Table 3.3
Post-test Research Instrument
WORKSHEET
WRITING EXPLANATION TEXT
Follow the instructions below to do the test:
1. Write an explanation text titled ―Natural Water Cycle‖ based on your
knowledge
2. The text must have Introduction, Sequence Statement, and Concluding
Statement
3. You have 60 minutes to write your essay
4. Number of words: 150-200
5. The result of this test will not affect your score in Rapor
Furthermore, it is provided an explanation framework for writing the essay.
This was created to assist students in writing an assignment. The framework was
displayed below in Table 3.4.
26
Table 3.4
Explanation Text Framework
Title
Introduction
A general statement introducing the subject.
Sequence Statement
Describe the actions in the order that it happens.
Concluding statement
End the explanation by describing how the subject will continue or explaining
very briefly what has happened.
Moreover, in determining students‘ assessment, Writing Scoring Rubric is
used, adopted from Sara Cushing Weigle.5 The scoring rubric is shown as follows.
Table 3.5
Writing Scoring Rubric
Aspects Level Score Criteria
Content
(C)
Excellent to
very good 30-27
Knowledgeable, substantive, through
development of thesis, relevant to
assigned topic
Good to
average 26-22
Some knowledge of subject,
adequate range, limited development
of thesis, mostly relevant to topic but
lacks detail
Fair to poor
21-17
Limited knowledge of the subject,
little substance, inadequate
development of topic
5 Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2002), p.
116.
27
Aspects Level Score Criteria
Content
(C)
Very poor
16-13
Does not show knowledge of
subject, non-substantive, not enough
to evaluate
Organization
(O)
Excellent to
very good 20-18
Fluent expression, ideas clearly
stated/supported, well organized,
logical sequencing, cohesive
Good to
average 17-14
Loosely organized, limited support,
logical but incomplete sequencing
Fair to poor
13-10
Non-fluent, ideas confused or
disconnected, lacks logical
development and sequencing
Very poor 9-7
Does not communicate, no
organization, not enough to evaluate
Vocabulary
(V)
Excellent to
very good 20-18
Sophisticated range, effective word
usage, word from mastery
Good to
average 17-14
Adequate range, occasional errors of
word usage but meaning not
obscured
Fair to poor 13-10
Limited range, frequent errors of
word usage, meaning confused
Very poor 9-7
Essentially translation, little
knowledge of English
Language use
(L)
Excellent to
very good 25-22
Effective constructions, few errors
of agreement, tense, number, word
order, article, pronouns, prepositions
Good to
average
21-18
Effective but simple constructions,
minor problems in complex
constructions, several errors of
agreement, tense, number, word
order, article, pronouns, prepositions
28
Aspects Level Score Criteria
Language use
(L)
Fair to poor
17-11
Major problem in simple
construction, frequent errors of
negation, tense, number, word order,
article, pronouns, prepositions
Very poor
10-5
No mastery of sentence construction
rules, dominated by errors, does not
communicate or not enough to
evaluate
Mechanics
(M)
Excellent to
very good 5
Demonstrates mastery of
conventions, few errors of spelling,
punctuation, capitalization,
paragraphing
Good to
average 4
Occasional errors of spelling,
punctuation, capitalization,
paragraphing but meaning not
obscured
Fair to poor
3
Frequent errors of spelling,
punctuation, capitalization,
paragraphing, poor handwriting,
meaning confused or obscured
Very poor
2
No mastery of conventions,
dominated by errors of spelling,
punctuation, capitalization,
paragraphing, handwriting illegible,
not enough to evaluate
F. Technique of Data Analysis
Technique of data analysis in the research was statistical analysis with t-test.
T-test was used to test the difference between the result of pre-test and post-test in
both experimental and controlled class.6 The total scores of experimental and
controlled class in pre-test and post-test were compared. Then the writer counted
normality test to see whether the data was normally distributed and measured
homogeneity test to find the homogenous of data. The last was determining the
6 Lynne M Borden, et al, Understanding t-Tests: A How-To Guide, (University of Arizona: Az
Reach), p. 2.
29
significance of the independent variable toward dependent variable by calculating
the independent sample of t-test. All of the steps were computed by a software
SPSS (Special Package for the Social Sciences).
1. Normality Test
Normality test was conducted in order to know whether the distribution
from the two classes is normal or not. The test used Kolmogorov-Smirnov
or Shapiro-Wilk table. The result of the Kolmogorov-Smirnov or Shapiro-
Wilk table should be more than 0.05 in order to have normally distributed
data.
2. Homogeneity Test
The homogeneity test in this research was also conducted to know whether
the data from two classes had the same or different variant. The test used
Levene's table. The result of the Levene‘s table should be more than 0.05
in order to have homogeneity distribution data. These two kinds of tests
were conducted in pre-test score and post-test score. The steps were the
same as those of normality test.
3. T-test
a. Formula to find population mean of experimental group:
M =
Definition:
M = Mean score of the experimental group
= The total score of the students in the experimental group
= The total students in the experimental group
b. Formula to find population mean of controlled group:
M =
Definition:
M = Mean score of the experimental group
= The total score of the students in the experimental group
= The total students in the experimental group
30
c. Formula to find the standard deviation in the experimental group:
= −
d. Formula to find the standard deviation in the controlled group:
= −
e. Determining t-test
To calculate the t-test, the data from the mean score and
standard deviation from both experimental and controlled group were
needed. Therefore, after calculating the mean score and standard
deviation, the t-test was calculated by using the formula below:
𝒕 =
√(
)(
)
Description:
𝑴𝒙: Mean score of the experimental group
𝑴𝒚: Mean score of the controlled group
Σ𝒙𝟐: The total score obtained by the students in the experimental
group
Σ𝒚𝟐: The total score obtained by the students in the controlled group
𝑵𝒙: The total students existed in the experimental group
𝑵𝒚: The total students existed in the controlled group
f. Determining the t-table
The significance level of t-table is 5% and 1% with the degree
of freedom (df). The formula is described as follows:
𝒅𝒇=(𝑵𝒙 − 𝑵𝒚) – 𝟐
31
Description :
𝒅𝒇: degree of freedom
𝑵𝒙 : total students of the experimental group
𝑵𝒚 : total students of controlled group
4. Determining the Effect Size Level
After conducting the t-test, calculating an effect size was needed in
order to know if the effect is weak or strong. The formula which is adopted
from Cohen to measure the effect size can be seen as follows:7
d =
Pooled standard deviation: (standard deviation of experimental group +
standard deviation of controlled group) / 2
Description:
d: effect size
: mean for experimental group
: mean for controlled group
Thus, the criteria of effect size level are.8
0 - 0.20: weak effect
0.21 - 0.50: modest effect
0.51 - 1.00: moderate effect
> 1.00: strong effect
7 Daniel Muijs, Doing Quantitative Research in Education With SPSS, (London: Sage
Publications Ltd., 2004), p. 136. 8 Ibid., p. 139.
32
G. Statistical Hypotheses
Statistical hypotheses are statements about two or more relationships which
may match the truth or they may miss to do so.9 In a sample, statistical hypotheses
have the special feature that one commonly attempts to test them—to reach a
judgment about whether or not one believes the statement is correct, in the sense
of corresponding to the reality—by observing evidences which are relevant to the
hypothesis. Thus the criteria for the statistical hypotheses are explained below.
If t-test (t0) > t-table (tt) in the significant degree of 0.05, Ha is accepted and
H0 is rejected.
If t-test (t0) < t-table (tt) in the significant degree of 0.05, Ha is rejected and
H0 is accepted.
The descriptions are described as follows:
H0: There was no significant effect of teacher‘s Indirect Corrective Feedback on
students‘ ability in writing an explanation text. It implied the rates of the
mean score of the experimental class were the same as or lower than the
controlled class. In addition, the teacher‘s Indirect Corrective Feedback had
no effect on the students‘ writing ability of explanation text.
Ha: There was a significant effect of teacher‘s Indirect Corrective Feedback on
students‘ ability in writing an explanation text. It indicated that the rates of
the means score of the experimental class were higher than the controlled
class.
9 Ronald E. Wyllys, Statistical hypotheses, Mathematical Notes For Lis 397.1: Introduction To
Research In Library and Information Science, (University of Texas, 2003), p. 1.
44
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
A quasi-experimental design with a quantitative method and a writing test
were used in assigning data. The data showed applying teacher‘s Indirect
Corrective Feedback technique to improve eleventh-graders‘ writing ability of
explanation text has significant results rather than the equaled-level students who
did not gain the same treatment at SMA Negeri 85 Jakarta. From the statistical
hypothesis, it figures out a piece of evidence that the mean score of pre-test of
experimental class before being guided by teacher‘s Indirect Corrective Feedback
technique was less than sixty points. Meanwhile, after gaining the treatment for
about three times, the mean score of the post-test in the same class increased nine
point sixty seven from the previous test meaning 64,71 points in total. Moreover,
the data analysis showed the result of the t-test with ρ (sig. (2-tailed)) was 0,015,
which was smaller than α (0,05). It means the null hypothesis H0 was rejected and
the alternative hypothesis Ha was accepted. The result of effect size was less than
seven points indicating its effect was moderate. In short, Indirect Corrective
Feedback is a suitable way to teach writing explanation text for eleventh graders
at SMA Negeri 85 Jakarta.
B. Suggestion
Speaking about teaching writing English with teacher‘s Indirect Corrective
Feedback technique, the writer is eager to deliver some useful suggestions for the
teachers, students, and other researchers who have interest with teacher‘s Indirect
Corrective Feedback as follow:
1. For teachers
The teacher should handle this technique precisely as a part of the teaching
and learning process in order to improve students‘ writing ability. It is
essential for the teacher to understand the application technique. It is a way to
45
make students engaged not only their motivation, but also the learning
process. Apart from using the technique, the students will be conscious of
their errors and even mistakes in writing and certainly will not repeat them in
their future writing.
Awareness of teacher in identifying for each students‘ limitation in a class
is needed. In general, every single class has a variety of proficiency owned by
students. Some of them are probably favorable in English, and others are not.
Hence, it means the teacher is expected to give more concern and special
treatments of this technique to the low-proficiency students.
2. For students
The students are hinted to boost the grammatical aspect, especially when
writing a text, outside the classroom. It will be easier for them to generate
their ideas into written form if they are mastering English rules.
After receiving the treatment, the students are demanded to remember and
take notes of the given feedback. This is purposed to prevent students to
rewrite the same mistakes in the future.
As Indirect Corrective Feedback needs a communicative way, the students
are hoped to build and keep the relationship with the teacher. If this is
successfully created, the students will have enjoyable access to ask the
materials that are difficult to understand to the teacher frequently.
3. For future research
The research result and the research findings can be used by the further
researcher as primary information or references of quasi-experimental study,
especially about the implementation of teacher‘s Indirect Corrective
Feedback.
46
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