The Use of Indirect Corrective Feedback to Eliminate Grammatical Error in Students' Writing
ABSTRACT Yusna Hannum, 2315.112. “The Use of Indirect Corrective Feedback to Eliminate Grammatical Errors in Students’ Writing at the First Grade of SMKN 1 Padang Panjang”. A Thesis, English Education Section of Islamic Institute of Bukittinggi, 2020. This research was due to discover the use of indirect corrective feedback to eliminate grammatical errors in students’ writing. It has been done at SMKN 1 Padang Panjang. This research was due to several problems found in the field that were; the students still had low ability in grammartical aspect, the students did not get feedback toward the grammatical error, and the teacher did not give specific feedback to help the students to reduce the errors. The researcher used indirect corrective feedback to eliminate grammatical errors in students’ writing. This research was an experimental research. The researcher used a quantitave research design by using the pretest-posttest control group design.The population of this research was the tenth grade students at SMKN 1 Padang Panjang. The total sampling was 53 students from class X AKL1 and X AKL2. Class AKL2 was used as experimental class in which the treatment was given, while class AKL1 was used as control class. Purposive sampling technique was used as sampling technique in this reserach. The data was get through pretest and posttest to experimental and control groups.To analyze the data,the researcher used the normality and the homogeneity by using Spss aplication test and to test the Hypothesis the researcher used t-test formula and consulted the result into t- table with level of significance α = 0,05. From the result and accounting the pre-test and post-test scores of the experiment class, it was found that the t-obtained (-1.61) was lower than the t-table (1.645) with degree of freedom (df) = 52 and (α) = 0,05. So, the alternative hypothesis (H0) was accepted which means that there was no significant effect of Using Indirect Corrective Feedback to Eliminate Grammatical Error. Then, the calculation of post-test both classes: was experimental class and control class, it was obtained that the t-obtained was (0.57) which was lower than the t-table (1.96) with degree of freedom 27 + 26 – 2 = 51 and (α)= 0,025. So, the alternative hypothesis (Ha) was rejected and hyphotesis (H0) was accepted which means that there was no significant difference between using Indirect Corrective Feedback and without Using Indirect Corrective Feedback. Then t-obtained in post-test both classes were (0.57) which was lower than t-table (1.645) with df= 51 and (α)= 0,05. So, the alternative hypothesis (Ha) was rejected and hyphotesis (H0) was accepted which means that using Indirect Corrective Feedback was not better than without using Indirect Corrective Feedback in Writing Text. So, it can be concluded that the entire hypothesis were rejected. It is proved that using Indirect Corrective Feedback as a feedback cannot help the students in eliminating or reducing the grammatical errors in students’ writing for this case.