The Effect of Direct and Indirect Written Corrective Feedback on Writing Performance of Students in Intensive Course

Abstract

The effectiveness of direct and indirect written corrective feedback has long been debated among the teachers and researchers. The previous studies have also been conducted and found the different results that have not been settled. It still becomes a big question, therefore it makes the researcher conduct the same study in the different level, in informal education. This study aims are to find out which written corrective feedback is more effective in improving writing performance of the students and to prove the previous studies about the effectiveness of both written corrective feedback. The design of this study was a true experimental research. 21 students in intensive course participated in this study. They were divided into two groups. 10 students are in experimental group given direct written corrective feedback and 11 students in control group given indirect written corrective feedback. In analyzing the data the researcher used descriptive analysis and comparative analysis by using paired sample T-test. The findings revealed that direct written corrective feedback and indirect written corrective feedback have the significant difference on writing performance of the students. Those feedbacks give a positive effect to the students but when talking about which written corrective feedback is more effective in improving writing performance, the answer is direct written corrective feedback.