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improving students' writing ability through teacher's indirect feedback

improving students' writing ability through teacher's indirect feedback

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Published by hanyclover

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Categories:Types, Research
Published by: hanyclover on Sep 03, 2009
Copyright:Attribution Non-commercial

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05/11/2014

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CHAPTER IINTRODUCTION1.1Background
 Nowadays, in modern society, English becomes more important as a tool of communication. English as a global language sets the important role in teachingEnglish at school from elementary school until senior high school and even inuniversity. From these facts, students are not only expected to speak English fluently but they also have to be able to fulfill four language skills; speaking, writing, reading,and listening. These four skills are integrated and related to each other.Based on curriculum KTSP, all skills in teaching and learning English that areintegrated each other must be learnt and taught by both students and teacher,including writing skill. Writing will help students mastering the other skills and of course in mastery English completely. The students are sometimes afraid and shy tospeak what they want to say but they can tell what they think and what they want tosay into draft or writing before speaking. Thus, if students are having problem inexpressing an idea, he/she can write it down. Then, student itself or possibly thereader will understand it. While, there are still some teachers who haven’t given their attention on this case completely. If teacher want to help the students to be a goodwriter in English, he / she must be able to teach writing effectively in the classroom.
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Teaching writing is always related to how to give feedback directly or indirectly onwriting in a good way, especially by the teacher.Roger (2001) tells that some feedback from teacher serves unhelpful feedback to student; they are too generalized or unclear, subjective and focused on some aspectof performance that make the students cannot change. That is why giving feedback tostudents’ writing is important skill that is seldom taught. Through feedback, we canhelp students compare their own performance with the ideal and to diagnose their own strength and weaknesses.Feedback that is given directly or indirectly can improve student’s writing.But there will always be of what feedback will give the best impact of theimprovement toward the students’ writing itself not only in the short time but also ina long time of their life. The researcher thinks indirect feedback is one of positivesupport that can be given by an English teacher to their students in order to improvestudents’ writing and minimize their errors. Beside that there are some reasons whyindirect feedback is so helpful for the students’ writing, it is because oral/directfeedback can be durable, but it will keep only in mind of receiver and the feedback can just lost in certain time. In contrast, the indirect feedback, the thought andcomment will be saved for a very long time in the memories. Indirect feedback will be read and resistant.The researcher did preliminary class observation to find the problem in class X1SMA Negeri 9 Kendari. The researcher had got a fact about the performance of 
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teaching writing in SMA Negeri 9 Kendari. In this school, the students had problemin writing a text because they learnt writing without using a good approach andtreatment. They were just asked to write a composition based on the picture or topicthat had been prepared in the text book without checking their ability in masteryaspects of writing. The students didn’t understand about certain instruction of text for example the generic structure of the text, purposes and the language feature of thetext. The students also didn’t really know how to correct their own writing becausethey had gotten the correct answer from their mistakes, but most of the correctionsonly for the correction in punctuation and spelling without giving correction inorganization, language use, content of writing, and vocabulary.In addition, they couldn’t evaluate their own writing because they haven’ttrained to do so because the teacher hadn’t had a good approach or strategy to maketheir writing better. Using teachers indirect feedback might be a starting point to startthe improvement for students’ ability in writing. Because the researcher thinks thatthe evaluation in writing process in classroom should be started by the teacher first before it can affect the students’ ability to evaluate their writing by themselves.Total students in X1 are 38 students and after doing the pre-observation, theresearcher got 30 students who had problem to compose writing in a goodorganization and language use. The researcher assumes that the problem can besolved by this technique and the students also can improve their writing ability
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