Improving Students' Discussion Text Writing Through the Teacher's Indirect Feedback Technique at SMP Islam Mahmudi NW Montong MAS

Abstract

This study aimed to describe the implementation of the teacher's indirect feedback technique and examine its effectiveness in improving ninth-grade students' discussion text writing skills at SMP Islam Mahmudi NW Montong Mas. This Classroom Action Research (CAR) was conducted in two cycles involving 14 students. Data were collected through writing tests, classroom observations, interviews, and documentation. The findings showed that the mean writing score improved from 57.6 in the preliminary study to 68.9 in Cycle I and 80.3 in Cycle II, with most students achieving the Minimum Passing Criteria (MPC). Observations revealed that students became more active, confident, and independent in identifying and correcting writing errors. Interviews confirmed that students relied less on direct correction and effectively used feedback symbols to revise their work. Overall, the teacher's indirect feedback technique effectively improved students' discussion text writing skills while fostering learner autonomy, active participation, and confidence during the revision process.