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Further research can be done to see the correlation between strategy used and reading achievement of students in academic writing class; the difference when the reading
Three other questions asked students‟ feeling toward peer feedback (affective aspects). The questions asked whether: 1) they felt reluctant giving peer feedback, 2) they
feedback in pronuciation in SMK Dian Kirana, the writer found out that types of oral corrective feedback that all teachers used are Recast, Explicit correction, and Repetition.
The majority of guided writing students perceived teacher written feedback as a facilitator in their writing such as teacher written feedback helping students to
This study was conducted in order to answer these research questions “What are the students’ perception toward teacher oral and written feedback in Guided Writing class on
The aim of the study was to examine which feedback brought beneficial effects for the students’ development in the writing process and the quality of the writing product in their
In other words, the study wanted to evaluate the use of schoology as the medium of learning in an argumentative writing class.. Argumentative writing class was chosen due to its
A lot of research studies have been conducted to show which type of teacher feedback is the most beneficial for the students to improve their writing, like the study
