Indirect Corrective Feedback on Writing Accuracy of Students Across Different Level of Grammatical Sensitivity
DOI:
https://doi.org/10.61132/yudistira.v3i4.2192Keywords:
corrective feedback, writing accuracyAbstract
People tend to communicate their ideas, opinion, and views through writing. However, in English language learning context in Indonesia, writing is usually thought as the most challenging skill to be mastered. As language facilitator, teacher has to be able to provide the students with teaching strategy that can assist them to master writing skill. A quasi-factorial design was aimed at investigating the effect of indirect corrective feedback on students’ writing accuracy viewed from the different level of students’ grammatical sensitivity. There were control and experimental group. The experimental group was exposed to the use of indirect corrective feedback, while control group was exposed to the use of direct corrective feedback. Independent T-Test and Two-way ANOVA were used to test the hypotheses. The study revealed that there was significance difference on writing accuracy between the experimental and control group. Students with high level of grammatical sensitivity got higher mean score than the lower students. There was no interaction between indirect corrective feedback on writing accuracy and students’ level of grammatical sensitivity. It is recommended to the English teacher to use indirect corrective feedback to assist the students’ learning on writing.
Downloads
References
Aghajanloo, Khadijeh. (2016). The Effect of Teachers’ Written Corrective Feedback (WCF) Types on Intermediate EFL Learners’ Writing Performance. Journal of Advances in Language and Literary Studies, 7(3), 28-37.
Ashwell, Tim. 2000. Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method?. Journal of Second Language Writing 9.3: 227–257.
Ary, D., Lucy, C.J. & Razavieh, A. 2010. Introduction to Research in Education. Belmont: Wadsworth.
Baker, W. & Bricker, R. H. 2010. The Effects of Direct and Indirect Speech Act on Native English and ESL Speakers’ Perception of Teacher Written Feedback. System, 38, pp. 75-84.
Beuningen, van Katherine. 2010. Corrective feedback in L2 writing: Theoretical Perspective, Empirical Insights and Future Direction. International Journal of English Studies, 10.2: 1–27.
Beuningen, V., Jong, N.H.de., & Kuiken, F. 2008. The Effect of Direct and Indirect Corrective Feedback on L2 Learners’ Written Accuracy. International Journal of Applied Llinguistics. 156 (8): 279-296.
Bitchener, John, & Ute Knoch. 2010. Raising The Linguistic Accuracy Level Of Advanced L2 Writers With Written Corrective Feedback. Journal of Second Language Writing, 19.4: 207−217.
Bitchener, John. 2008. Evidence In Support Of Written Corrective Feedback. Journal of Second Language Writing, 17: 102-108.
Bobrova, Larysa. 2018. The Effect of Written Feedback on ESL Writers’ Ability to Edit Word Choice Errors. International Journal of Applied Linguistics & English Literature. 7 (3), pp. 1-13.
Boardman, C. A. 2008. Writing to Communicate 2: Paragraphs and Essays. Essex: Pearson Longman.
Brown, H. Douglas. 2004. Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd Ed. London: Longman.
Brown, H. Douglas. 2007. Principles of Language Leraning. USA: Longman.
Budianto, Langgeng. 2010. Students’ Psychological Factors in SLA: A Dilemma for Teachers of English. Journal of LiNGUA, Vol. 5, No. 1, pp. 61-68.
Byrne, Donn. 1988. Teaching writing Skill. New York: Longman.
Caroll, J. B., & Sapon, S. M. 1959. Modern Language Aptitude Test. San Antonio: Psychological Corporation.
Davis, P., & Pearse, E. 2000. Success in English Teaching. London: Oxford University Press.
Dvorak, T. 1986. Writing in the Foreign Language. In B. Wing. Litening, Reading, Writing: analysis and Application, VT: Northeast Conference on the Teaching of Foreign Language, 145-167.
Ellis, R. 2009. Corrective Feedback and Teacher Development. L2 Journal. Vol. 1 No. 1.
Erel, S., & Bulut, D. 2007. Error Treatment in L2 Writing: A Comparative Study of Direct and Indirect Coded Feedback in Turkish EFL Context. Journal of Social Sciences, 22 (1), pp. 397-415.
Erlam, R., Ellis, R., & Batstone. 2013. Oral Corrective Feedback on L2 Writing: Two Approaches Compared. System, 41 (2), pp. 257-268.
Farbairn, G. & Winch, C. 1996. Reading, Writing, and Reasoning: A Guide for Students. England: Open University Press.
Ferris, D. R. 1995. Students Reactions to Teacher Response in Multiple-Draft Composition Classrrom. TESOL Quarterly, Vol. 29 (1), pp. 33-53.
Ferris, D. 1995. Teaching ESL Composition Students to Become Independent Self-Editors. TESOL Journal, 4 (4), 18-22.
Ferris, D. 2007. Preparing Teachers to Respond to Student Writing. Journal of Second Language Writing, pp. 16.
Ferris, D.R., & Robert, B. 2001. Error Feedback in L2 Writing Classes. Journal of Second Language Writing. 10 (3), pp. 161-184.
Harris, J. 1993. Introducing Writing. London: Penguin English.
Harmer. J. 2004. How to Teach Writing. London: Longman.
Hayes, John R. 2006. Handbook of Writing Research. New York: Guilford Publications.
Hyland, K. 2003. Second Language Writing. Cambridge: Cambridge University Press.
Hyland, K. & Hyland, F. 2006. Feedback on Second Language Students’ Writing. Language Teaching. 39, pp.83-101.
Husin, M. Said. 2017. The Ability of Indonesian EFL Learners in Writing Academic Papers. Dinamika Ilmu, Vol. 17. No. 2.
Jacobs, H.J et.al., 1981. Testing ESL Composition: a Practical Approach. MA: Newbury House.
Jolita H., & Ramune K. 2015. Learners’ Preference Towards Corrective Feedback in Writing Assignments in Tertiary Education. Explorations in English Language and Linguistics, 3.2 (2015), pp. 70-83.
Khadijeh A., Fariba M, & Robab K. 2016. The Effect of Teachers’ Written Corrective Feedback on Intermediate EFL Learners’ Writing Performances. Advances in Language and Literary Studies, 7(3), pp: 28-37.
Krashen, S.D. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Krashen, S. D. 1982. Principles and Practices in Second Language Acquisition. New York: Pergamon Press.
Kisnanto, Y.P. 2016. The Effect of Written Corrective Feedback on Higher Education Students’ Writing Accuracy.
Kormos, J. 2012. The Role Of Individual Differences In L2 Writing. Journal of Second Language Writing, 2(3), 179-217.
Lalande, J. F. 1982. Reducing Composition Errors: an Experiment. Modern Language Journal, 66, 140-149.
Lee, Icy. 2004. Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing 13.4: 285−312.
Leki, I. 1991. The Preferences of ESL Students for Error Correction in College-Level Writing Classes. Foreign Language Annals, 24, pp. 203-218
Lightbown, Patsy, M., & Spada, Nina. 1993. How Language Are Learned. Oxford: University Press.
Nowbakht, M. 2016. The Comparative Effect of Comprehensible Input, Output and Corrective Feedback on the Receptive Acquisition of L2 Vocabulary Items. Advances in Language and Literary Studies, 6 (4), pp. 103-114.
Nunan, David. 1992. Research Methods in Language Learning. Cambridge: Cambridge University Press.
O’Malley, J. M., & Pierce, L. V. 1996. Authentic Assessment for English Language Learners. New York: Addison-Wesley
Ortega, Lourdes. 2009. Understanding Second Language Acquisition. New York: Routledge.
Palmer, B. C, at.,al. 1994. Improving Students Reading, Writing, with newspaper-based Instruction. SAGE Journal,1.
Patel, M.E., Jain, P.M. 2008. English Language Teaching. Jaipur: Sunrise Publishers & Distributors.
Piraud, M. O. 2008. Grammatical Sensitivity. Colombia Applied Linguistics Journal, 10, 93-111.
Puspasari, I. D. 2011. Designing A Rubric to Assess Vocational High School Students’ Writing. Yogyakarta: Yogyakarta State University.
Rosdiana. Students’ Perception Toward Written Corrective Feedback in Writing Classroom. English Education Department. STKIP Bina Bangsa Getsempena.
Salimi, Asgar. 2016. The Effect of Coded and Uncoded Written Corrective Feedback on the Accuracy of Learners Writing in Pre-Intermediate Level. International Journal of Applied Linguistics & English Literature, 4 (3), pp. 116-122.
Santos, Maria., Serrano, L. S., & Manchon, R.M. 2010. The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs Error Correction. International Journal of English Language. 10 (1), pp. 131-154.
Sanu, La Ode. 2016. EFL Students’ Preferences toward the Lecture’s Corrective Feedback in Business Letters Writing. Dinamika Ilmu. 16 (2), pp. 221-243.
Septiana, A. Rizky. 2014. Corrective Feedback on riting Accuracy as Related to Students Different Level of Grammatical Sensitivity. Malang: University of Malang.
Spratt, Mary, et.,al. 2005. The TKT Course. Cambridge: Cambridge Press.
Srichanyachon, N. 2012. Teacher written Feedback for L2 Learners’ Writing Development. Journal of Social Science, Humanities, and Arts. 12(1).
Suh, Bo Ram. 2014. The Effectiveness of Direct and Indirect Coded Written Feedback in English as a Foreign Language. Language Research, 50 (3), pp. 795－814.
Sujarweni, V Wiratna. 2015. Statistika Untuk Penelitian. Yogyakarta: Graha Ilmu.
Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
Smith, Alfred N. 1975. The Importance of Attitude in Foreign Language Learning. Forum Journal, Vol. 13, No. 1 & 2.
Sulistyo, G. H. 2001. Technical Considerations for Taking the Paper-and-Pencil Based) TOEFL. TEFLIN, 12 (2), PP. 223-241.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
