Students' preferences of direct and indirect written corrective feedback in recount writing: A case study in the 9th grade students of MTs Miftahulfalah Bandung

Noor, Winda Azizah (2018) Students' preferences of direct and indirect written corrective feedback in recount writing: A case study in the 9th grade students of MTs Miftahulfalah Bandung. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Preference is opportunity of prior choice or claim of something. This study aims to find students’ preferences of direct and indirect written corrective feedback (WCF) in recount revising process. Direct written corrective feedback occurs when the teacher provides the student with the correct form while indirect WCF the teacher indicates that an error exists but does not provide the correction. This study uses qualitative case study involved twenty five students of ninth grade at MTs Miftahulfalah Bandung. This school is chosen because the researcher found that the students' skill in writing was poor with an average value 70.8. Based on teacher’s recommendation, class-A are mostly ready to work cooperatively in conducting the research. The data were obtained from observation, document analysis, questionnaire and interview. The first results of the study as the answer research Q1 about students’ engagement when revising process is conducted from observation data. The findings show the students engage positively the revision process after receiving direct WCF from the teacher. The second finding of the students’ ability in responding teacher’s corrective feedback on students’ writing is conducted from document analysis. The result can be seen in the students’ writing task that showing students better improve in their final revision after getting teacher’s direct WCF with an average was 71.04% of the total if compared to indirect WCF with an average was 49.68% of the total. The third result is about the students’ preference of direct and indirect WCF reveal that the most students commonly prefers direct WCF to revise the draft. Then, the study reports that the most of students do not like indirect WCF used by the teacher in their writing because it make them confused and discouragement. In conclusion, direct WCF and indirect WCF are important to teacher as reciprocity in writing process but it is suggested that direct WCF is more preferable anyway implemented in writing classroom.

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