The Effect of Teacher’s Indirect Corrective Feedback Technique toward the Students’ Writing Ability of Narrative

Abstract

Many studies have shown that the indirect corrective feedback has a good impact on the ESL students’ written work. Therefore, the purpose of this research is to determine whether the indirect corrective feedback given by the teacher has an effect or not on the learning process of writing narrative text. The method used in this research was a quantitative method using quasi-experimental design. Two classes were taken as the sample of the research with 40 students of SMK NEGERI 1 Medan. Both classes were assigned to the experimental and the control class. The experimental class was taught by providing teacher’s indirect corrective feedback while the control class was taught only using the teacher’s presentation. The data was collected through pre-test and post-test. Based on the calculation, the mean of the gained score of the experimental class was 15,65 and the control class was 6,3. It is also supported by the strong effect size level of teacher’s indirect corrective feedback on this research; it was 0.05. Therefore, it can be concluded that the teacher’s indirect corrective feedback is effective because it showed a significant effect on the students’ writing narrative text at tenth grade students of SMK NEGERI 1 Medan.