THE EFFECT OF INDIRECT FEEDBACK STRATEGY
ON THE
STUDENTS’ ACHIEVEMENT
IN WRITING DESCRIPTIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By:
FIBIE LIONA PANGARIBUAN
Registration Number. 2113121027
`
`
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
DECLARATION
Except where appropriately acknowledged, this thesis is my own work,
has been expressed in my own words and has not previously been submitted for
assessment.
I understand that this thesis may be screened electronically or otherwise
for plagiarism.
Medan, September 2015
ii
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to Almighty God, Jesus Christ for His amazing grace, uncountable blessing, love, strength given to the writer during her study and in completing this thesis which entitled: The Effect of Indirect Feedback Strategy on the Students’ Achievement in Writing Descriptive Text. This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems and he had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express his gratitude and special thanks to:
Prof. Dr. Syawal Gultom., M.Pd., as the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, who took the role of being her Reviewer and Examiner.
Nora Ronita Dewi, S.Pd, S.S., M.Hum., as the Head of English Education Study Program.
Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Advisor, who has given his support, advices, guidance and his precious time in the process of completing this thesis.
Prof. Amrin Saragih, MA., Ph.D., her Academic Advisor, who has supported her throughout the academic years.
Dr. Siti Aisah Ginting, M.Pd., as her Reviewer and Examiner, who has given her precious time, guidance, suggestions, and comments.
Dr. I Wy. Dirgeyasa, M.Hum, as her Reviewer and Examiner, who has given his precious time, guidance, suggestions, and comments.
All the Lecturers of English Department who have taught, guided, and advised her throughout the academic years.
Euis Sri Wahyuningsih, S.Pd., M.Pd, as the Administration Staff of English Department, for her attention, assistance, and information in completing this thesis.
Drs. Sahlan Daulay, M.Pd., as the Headmaster of SMA Negeri 3 Medan, for his permission in allowing the writer to do observation and to collect the data needed for the thesis.
Dra. Hj. Siti Zulfah, M.Hum., the English Teacher of SMA Negeri 3 Medan, for the supports, guidance, suggestions and motivation in the process of completing this thesis. And all the teachers and students at the school for the good cooperation.
iii
endless love, prayer, inspiration, motivation, courage and everything that they have given to the writer during the process of completing the thesis. This thesis is dedicated to you.
Her beloved aunt, Dr. Marice Pangaribuan, M.Hum, for her courage, spirit, prayer and motivation during the process of completing the thesis.
Her beloved friends, Era Enjelyna Lumban Raja, Irdawati Siagian, Dwi Suci Indahswari Tarigan, Yessi Van Carmelia Simbolon, Indah Pratama Prida, Intan Nilam Sari, Dicky Bastian Siburian, Lestaria Dolok Saribu, Fytriani Siregar, Sarah Marilyn Silaban, Norita, Ivohana, Ade Tri Aryani Nasution, Dli Aul Fiqri Siregar, Sasku Mahara, for the courage, motivation, help and spirit during the completion of her thesis. Thank you for alyaws be there for her.
Her friends in Reguler Dik A 2011, for their love and togetherness throughout the four years; Her friends in PPLT SMP Negeri 1 Teluk Mengkudu for the togetherness and the experiences shared. And also for those who cannot be mentioned one by one.
The writer realizes that this thesis still has the paucity, she conveniently welcomes any suggestions, comments critics, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who read and feel interested in the field of this study.
Medan, September 2015 The writer,
i
ABSTRACT
Fibie Liona Pangaribuan. 2113121027. The Effect of Indirect Feedback Strategy on the Students’ Achievement in Writing Descriptive Text. A Thesis. Faculty of Languages and Arts, State University of Medan. 2015.
This study dealt with the effect of Indirect Feedback Strategy on the students’ achievement in writing descriptive text. The objective of the study was to find out whether Indirect Feedback Strategy significantly affects the students’ achievement in writing descriptive text or not. This study was conducted by using experimental design. The population of the study was the students of grade X of SMA Negeri 3 Medan in the academic year 2015/2016, where there were 12 classes of X Math Science (MIA) and there were two classes were selected as the sample by applying random sampling. The sample was divided into two groups. The Experimental group (X MIA 11) was taught by applying Indirect Feedback Strategy, while the control group (X MIA 10) was taught by applying conventional method. The data of the study were obtained by writing test. To determine the reliability of the test, the writer used Pearson Moment Product formula. The data calculation showed that the coefficient of reliability of the test was 0.82. It showed that the test was reliable and the reliability was very high. The data were analyzed by applying t-test formula. After analyzing the data, the result of the study showed that t-observed (4.34) was higher than t-table (2.000) (t-observed ˃ t-table) at the level of significance of α = 0.05 and at the degree of freedom (df) = 58. It can be concluded that applying Indirect Feedback Strategy
significantly affects on the students’ achievement in writing descriptive text or in other words the hypothesis is accepted.
iv
E. The Significance of the Study ... 5
CHAPTER II. REVIEW OF LITERATURE ... 6
A. Theoretical Framework... 6
1. Writing ... 6
a. The Nature of Writing ... 6
b. Writing Process ... 8
c. Objectives of Writing ... 10
v
c. Types of Error ... 12
4. Descriptive Text ... 13
a. Types of Descriptive Text ... 13
b. The Effective Descriptive Writing ... 14
c. Grammatical Pattern of Descriptive Text ... 15
d. The Example of Descriptve Text ... 16
5. Indirect Feedback Strategy ... 16
a. The Nature of Indirect Feedback Strategy ... 16
b. Codes in Indirect Feedback Strategy ... 18
c. The Steps of Indirect Feedback Strategy ... 19
d. The Example of Indirect Feedback Strategy ... 20
e. The Advantages and Disadvantages of Indirect Feedback Strategy ... 21
B. Relevant Studies ... 21
C. Conceptual Framework ... 22
D. Hypothesis ... 24
CHAPTER III. RESEARCH METHODOLOGY ... 25
A. Research Design ... 25
a. Teaching Presentation in the Experimental Group ... 29
b. Teaching Presentation in the Control Group ... 30
3. Post-Test ... 31
vi
G. The Validity and Reliability of the Test ... 32
1. The Validity of the Test ... 32
2. The Reliability of the Test ... 33
H. The Tecnique of Analyzing the Data ... 34
CHAPTER IV. DATA AND DATA ANALYSIS ... 35
A. Data ... 35
B. The Data Analysis ... 37
1. Reliabilty of the Test...37
2. Test of Homogeneity of Variance...38
3. Testing Normality...39
4. Data Analysis by Using t-Test Formula...40
C. Testing Hypothesis ... 41
D. Research Findings ………..41
E. Discussion...41
CHAPTER V. CONCLUSION AND SUGGESTIONS...45
A. Conclusion...45
B. Suggestions...45
REFERENCES………...47
vii
LIST OF TABLES
Pages
Table 2.1 Types of Error Feedback ... 18
Table 2.2 Standard Codes of Errors ... 19
Table 3.1 Research Design ... 26
Table 3.2 Treatment for Experimental Group ... 29
Table 3.3 Treatment for Control Group ... 30
Table 3.4 The Scoring in Writing Skill ... 31
Table 4.1 Students’ Achievement Score in Pre-Test and Post-Test... 36
viii
LIST OF FIGURES
Pages
Figure 2.1 The Writing Process Approach ... 8
Figure 2.2 The Example of Descriptive Text and Their Rhetorical Structure ... 16
ix
LIST OF APPENDICES
Pages
Appendix A. Pre - Test for Experimental and Control Group ... 50
Appendix B. Post - Test for Experimental and Control Group ... 51
Appendix C. The Tests Score of Experimental and Control Group ... 52
Appendix D. The Calculation of Reliability of the Test ... 54
Appendix E. The Calculation of Mean and Standard Deviation of Experimental and Control Group ... 57
Appendix F. The Calculation of T-test ... 59
Appendix G. T-table Distribution ... 61
Appendix H. Test for Homogeneity of Variance of Pre-Test in Experimental and Control Group ... 62
Appendix I Test for Homogeneity of Variance of Post-Test in Experimental and Control Group ... 64
Appendix J. Test for Distribution of Frequency in Experimental Group ... 66
Appendix K. Test for Distribution of Frequency in Control Group ... 69
Appendix L. Testing Normality of Pre-Test in Experimental Group ... 72
Appendix M. Testing Normality of Pre-Test in Control Group... 76
Appendix N. Table of Normality from 0 to Z ... 80
Appendix O. List of Testing Liliefors ... 81
Appendix P. Table of F - Distribution ... 82
Appendix Q. Lesson Plans ... 83
1 CHAPTER I
INTRODUCTION
A. The Background of the Study
Nowadays, English has become an international language. English is used to
communicate with other people throughout the world. English dominates many
aspects of international life, such as business and trade, social, culture, etc. One
example of the importance of English can be seen in education field. With the
progressive march of information as well as knowledge, English has become
crucial at the university level, as so many text books and scholarly article are
solely in English. In Indonesia, English is seen as a foreign language which means
that English is not used as the main language of communication. In order to
compete and to communicate in a global community, the government of Indonesia
has made the subject of English taught from preliminary school to university.
In the English language, there are four skills that should be mastered by the
students, namely reading, listening, writing and speaking. Both reading and
listening are said as receptive performance, which means a process of
comprehending the materials given. On the other side, writing and speaking are
called productive performance, which deals more with the production. (Brown,
2001:232). In this study, the researcher will focus on writing skill.
Writing is a transaction with words whereby writers free themselves from
what they presently think, feel and perceive (Brown, 2001:337). However, the
2
such as discovery, organizing and developing the ideas. Then, there is a
process of refining our work by revising them several times until we have a
finished product on paper (Coffin et al, 2003:34). Each time we write, we should
know the content, the target reader, and the relationship between the writer and
the audience. Building this relationship means determining how much the readers
already know about our subject, and assessing how to convince them that our
writing is worth reading (Sova, 2004:7).
Of course, we may get stuck in some parts of writing. Perhaps in generating
the ideas, building sentences, developing the story, or adding other information.
They know what to write, but they don’t know how to write it. There is a tendency
for L2 writers to produce non-target constructions that many proficient users of
the language would not only notice but identify as incorrect (Ferris, 2011:2). A
lack of confidence and fear of making mistakes reduces the students motivation to
write in English.
As stated above, writing is one out of the four language skills in writing.
However, writing is one of the most important, yet difficult academic skills for
students to learn. (Lee and Tajino, 2008). According to the research conducted by
Lee and Tajino (2008), some students consider academic writing is difficult due to
their perceptions of low English ability. There is a total of 80% students find it
difficult in expressing ideas. Similarly, 68,3% perceive difficulties in writing
coherent paragraphs, and 60% in linking sentences smoothly. Based on the
observation in SMA Negeri 3 Medan, the researcher found the students are still
3
cannot express what they want to write in a clear form. They understand the
idea of the topic given, but they make many errors during the process of writing.
Moreover, most students and teachers found it more important to focus on the
ideas rather than accuracy of the text itself. As a result, many students feel
hopeless in writing text. To enhance students’ achievement in writing, especially
in writing descriptive text, the researcher will utilize the strategy called indirect
feedback.
Many experts believe that indirect feedback strategy is much more effective
than the direct one. The arguments underlying this statement is as stated by Erel in
his research of comparing direct and indirect feedback in Turkish EFL students. In
his research, he found that the indirect feedback group commited fewer errors than
the direct feedback group for the whole semester (Erel, 2007: 397). Another
research is done by Baleghizadeh in analyzing the effect of direct and indirect
corrective feedback on students’ spelling errors. The result obtained that indirect
feedback is more effective than direct feedback. By getting indirect feedback,
learners are provided with the opportunity to act on their own initiative in
production (Baleghizadeh, 2011: 135). Moreover, according to research finding
conducted by Lalande (1982), students who received indirect feedback improved
in overall accuracy more than those who did not. Based on the researches done
previously, the researcher finds it interesting to conduct a research by using
4
B. The Problem of the Study
Based on the background of the study, the research problem of this study
is formulated as: “Is there any significant effect of using indirect feedback
strategy on the student’s achievement in writing descriptive text?”
C. The Objective of the Study
Related to the problem of the study, the objective of this study is to
investigate the effect of applying indirect feedback strategy on the students’
achievement in writing descriptive text.
D. The Scope of the Study
Based on the background above, this study is limited to the effectiveness
on using indirect feedback strategy in teaching writing on grade X at SMA Negeri
3 Medan. This study wil be conducted to investigate the significant improvement
of the application of indirect feedback strategy on the the students’ achievement
5
E. The Significance of the Study
As this study concerns the use of indirect feedback to affect the students’
achievement in writing, the findings of this study are expected to be useful as:
1. Theoretically, the findings will add up more horizon in theories of second
language acquisition. In addition, the findings can be references for further
research.
2. Practically, the findings can be useful for teachers in improving method of
teaching. The findings also can be useful for students in improving their
45 CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it is concluded that applying indirect feedback
strategy significantly affects the students’ achievement in writing descriptive text. It
can be seen from the data which had obtained in the post-test of experimental group
were: the total score was 2062 and the mean score was was 68.73, while the data in
control group were: the total score was 1797 and the mean score was 59.9. Thus, the
students’ score in experimental group was higher than the students’ score in control
group. The calculation of the data in the testing hypothesis showed that t-observed
4.34 was higher than t-table 2.000, it means that the alternative hypothesis �� is
acceptable.
B. Suggestions
This study showed that writing by using indirect feedback strategy could improve
students’ achievement in writing descriptive text. In relation above, some suggestions
are offered as the following:
1. Since Indirect Feedback Strategy is significantly effective, it is suggested that
English teacher should use the strategy in their attempt to better the students’
46
2. The students are suggested to learn about error codes in Indirect Feedback
Strategy as the guidance to make better writing.
3. Further researches are suggested to identify the weakness of the current
research and make improvement of applying indirect feedback strategy.
47
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