The Use of Indirect Corrective Feedback in Monitoring Students’ Writing Accuracy at Eleventh Grade of SMAN 2 Kota Serang

abdul rahman ghazaly [et.al]; dr. shanti chairani djonhar, m.a.; dr. h. gunawan suryoputro, m.hum.;

This research aimed to explore the use of Indirect Corrective Feedback (ICF) in monitoring students’ writing accuracy, the students’ attitudes toward Indirect Corrective Feedback, and the benefits of Indirect Corrective Feedback. This was a qualitative research which used a case study method. This research was conducted at SMAN 2 Kota Serang, Banten Province, from August to September 2015. It involved 36 students, consist of 13 males and 23 female at 11 MIA 2. The researcher used several instruments to support the data such as, document, questionnaire, and interview. The results of the research revealed that first: ICF could enhance the students’ writing accuracy. Besides, the number of errors was significantly decreased after they were encouraged to correct their own writing themselves. Second, the students gave very positive attitudes toward ICF: a) they were definitely interested in ICF and also enjoyed its technique; b) they felt happy when receiving ICF, especially when they should correct their own writing; c) they wanted the teacher to give them ICF in the following writing assignments. Third, ICF had given many benefits for students: a) it helped the students to write better; b) it made the students understand the use of grammar and writing mechanics; c) it helped the students to avoid the same errors, d) it brought the students into the independent learner; e) it made the students understand their writing competence; and f) it motivated students to learn the writing lesson.