The Effect of Indirect Coded versus Indirect Non-Coded Corrective Feedback on Improving Students’ Grammatical Accuracy of EFL Writing Class

The current research aimed at investigating (1) a significant difference of effectiveness that indirect coded CF and indirect non-coded CF have on improving grammatical accuracy with self-editing in the second draft of writing under teachers’ correction, (2) a significant difference of effectiveness using indirect coded CF, indirect non-coded CF, and that of control group on improving grammatical accuracy in the second draft of writing, (3) a significant difference of effectiveness that indirect coded CF and indirect non-coded CF have on improving grammatical accuracy in a new draft of writing, (4) a significant difference of effectiveness using indirect coded CF, indirect non-coded CF, and that of control group on improving grammatical accuracy in a new draft of writing. Self-editing strategy was utilized as the major criteria for assessing students’ writing accuracy. This research belonged to quasi-experiment with pretest posttest nonequivalent design. To conduct the research, 54 students majoring at English Letters study Program in Flores University were selected as the samples of the research. The three intact classes with 18 students of each class were randomly assigned to three groups, i.e., indirect coded corrective feedback group, indirect non-coded corrective feedback group, and control group. Free writing, as the major source of data, involved seven different topics. The scoring scheme adopted based on the basis of five broad categories; content, organization, vocabulary, language use, and mechanics of writing that the students’ handwriting were set at 100. Two periods of posttest were settled as immediate and delayed posttests. The students in all groups were, in immediate posttest, required to write with self-editing the second drafts based on the indirect corrective feedback received from the teachers (control group received no corrective feedback), and then the students were involved in a new draft of writing in delayed posttest. The instrument reliability was assessed by the inter-rater technique. The data were analyzed by running ANCOVA continued by post hoc Scheffe analysis. The upshots of the research denote; firstly, indirect coded CF and indirect non-coded CF have a significant difference of effectiveness on improving students’ grammatical accuracy in the second draft with self-editing strategy; secondly, indirect coded CF is more effective than the use of indirect non-coded CF, and that of control group in the second draft with self-editing strategy; thirdly, indirect coded CF and indirect non-coded CF have a significant different in a new draft of students’ writing; fourthly, indirect coded CF is more effective than the use of indirect non coded CF, and that of control group in a new draft of writing