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1. Pre-writing

In this stage, students involve the activities, such as reading,

brainstorming, mind mapping, discussing, fast writing, questioning,

interviewing, encourage them before they write their sentences in the first

draft. A typical pre-writing activity in the process approach would be for

learners to brainstorm on the topic being provided. By this way, students

would get motivation to write because they feel that they have something

matter to say. (Richard & White in Mappe, 2000).

2. Drafting

In this stage, students select among ideas during pre-writing and structure.

The result of brainstorming session is to provide a plan of description of

topic. The content may be written without considering the grammatical aspect

first.

3. Revising

In this stage, the students review a draft to check content and organization

based on the feedback from him or herself and teacher or peers. Biaael in

Mappe (2000) emphasizes that revision is a process in which writers not only

polish their style, but also develop their ideas. In this stage, the teacher help

the students through the revision to shape and reshape the text into final form,

and it’s focused more on audience, mood, voice, length, clarity, completeness

and consciousness.

4. Editing
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This is where the role of teacher in giving indirect feedback will be

applied. In this stage, the students check their final text for some mistakes

they have made based on the feedback given, such as spelling, punctuation,

grammar, and all presentation. Shih in Mappe (2000) classifies three stages of

editing for grammar: editing at discourse level, sentences level and word

level”.

2.3 Feedback

In general term, feedback has the same meaning with reciprocal comment,

correction, response and opinion related to something or someone’s work for

being improvement. It concerns to progresiveness, strengthness or weaknessess,

rightness or falseness of something or work.

Feedback also is kind of assessment that concern to the given information

about students’ writing ability. Ur (1996: 242) says that “in the context of

teaching general, feedback is information that is given to the learner about his or

her performance of the learning task, usually with the objective of improving their

performance”. In addition, Roger (2001) says “Feedback is not just about

weaknesses. Student will respond if teachers are encouraging as well as allowing

mistakes, emerging capabilities, and give ideas for directing further learning”.

From these definitions, it is clear that feedback is very useful in teaching and

learning process, in order students will learn how to evaluate themselves (self-

evaluate), it also help students to take greater confidence of their learning and

increasing the students’ performance.

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In teaching and learning English, feedback is considered as a crucial

element, particulary when the students performing skills in learning English.

English as aforeign and second language that to be taught to indonesian students

needs an extra effort to make the students easy in learning. One English skill that

needs the involvement of feedback in learning process is writing.

In providing feedback, teacher encourages students to continue writing, in

order students feel good with their writing and carry the activity through

completion (Grabe and Kaplan, 1996: 275). So, in process of writing teacher must

motivate students to do more toward their writing.

2.4 Types of Teacher’s Feedback

Feedback consists of some types. One of them is teacher’s

feedback/correction. Feedback from teacher on the students’ writing could play a

vital role especially in teaching process. In this case, teacher recognizes that

teachers’ feedback is essential element in helping students improve, and an

essential part of the teaching process (Anderson, 1982). It indicates that under

teacher’s feedback, students will know the appropriate of the language feature for

their composition, how their composition should be arranged and their

composition will be better.

There are two kinds of teacher’s feedback; they are direct and indirect

feedback. Direct feedback is a technique of correcting students’ error by giving

the right answer on the wrong place. While, indirect feedback is when the

teacher/tutor alerts students to error using general comments, but gives students
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the opportunity to fix errors themselves (Ferris, 2002 : 19). Lee (2005) defines

Direct feedback is provided when the correct form is written on student’s paper

whereas indirect feedback is provided if the teacher indicates the location of the

error indirectly on the paper by underlining, highlighting or circling, or indirectly

by indicating in the margins that there is an error on that line but without

providing the correct form.

2.5 Direct Feedback and Indirect Feedback

Frodesen (2001) suggested that indirect feedback is more useful than

direct feedback in composing writing. Teacher has to reduce the use of direct

feedback or provide correction on all errors because it can makes students feel

lazy and reduces their motivation for learning. Indirect feedback also more

beneficial for students since indirect feedback can guide learning and help the

students solve their problems by themselves.

Moreover, some research evidences suggest that indirect feedback is more

helpful on students’ long-term writing development than direct feedback (Ferris,

2003). The results showed that indirect feedback with student self-editing

contributes to accuracy more than direct feedback. Others have reported that

indirect feedback may be more beneficial to students than direct feedback in

editing, because indirect feedback can guide learning and help the students solve

problem by themselves (Lalande, 1982).