i
Senior High School Students’ Perspective
s
on Teacher’s Feedback
in English Writing Assignments
Thesis Proposal
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Eliza Novitasari Purwaningrum (112013068)
ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA
ii
Senior High School Students’ Perspective
s
on Teacher’s Feedback
in English Writing Assignments
Thesis Proposal
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Eliza Novitasari Purwaningrum (112013068)
ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA
vii
COPYRIGHT STATEMENT
The thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person accept where due reference is made in the text.
Copyright@ 2017. Eliza Novitasari Purwaningrum and Gita Hastuti, M.A
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
viii
TABLE OF CONTENT
COVER PAGE ………i
INSIDE COVER PAGE ... ii
PERNYATAAN TIDAK PLAGIAT ... Error! Bookmark not defined. PERNYATAAN PERSETUJUAN AKSES ... iii
PUBLICATION AGREEMENT DECLARATION... Error! Bookmark not defined. APPROVAL SHEET ... vi
Writing Feedback and Its Significance ... 3
Types of Writing Feedback ... 5
Precious Studies of Writing Feedback ... 7
THE STUDY ... 9
Table 1. Frequency of students’ response about teacher writing feedback in writing assignment………...11
Table 2. The Implementation of Feedback in that School………...12
Table 3. Types of Feedback Used by the Teacher……….13
Table 4.Students Preferences of the Types of Feedback ………..14
Table 5. Students’ perceptions about The Importance of Feedback………..16
CONCLUSION………..17
ACKNOWLEDGEMENT………...19
REFERENCES………..20
1
Senior High School Students’ Perspective
s
on Teacher’s Feedback
in English Writing Assignments
Eliza Novitasari Purwaningrum
ABSTRACT
Teacher’s feedback is one of the important things that students need when they learn about writing skill. The feedback helps them to improve and develop their skill in writing. This study aims to find the students’ perspectives on the teacher’s feedback in writing assignments. This study used a closed-ended questionnaire to get the data. The questionnaire consists of 20 items and was distributed to 85 participants, who were first grade students of a private senior high school. The research questions for this study are:(1)How do students view teacher’s feedback on their writing assignments? (2)How do they use the feedback to improve their skill in English writing? The study found that the students view teacher’s feedback positively. They considered that teacher’s feedback is important and helpful for them to improve their writing. When they got feedback from their teacher, they would study it and learn from their mistakes and the suggested corrections to improve their writing.
Keyword: Feedback, Writing, Students’ Perspectives
INTRODUCTION
Writing is one important skill in English as a Foreign Language (EFL) besides
reading, listening and speaking. Writing is not easy for many students, not to mention the
senior high school students. Students must learn about many elements to be able to write in
English, such as grammar and vocabulary. For them, learning those elements may not be
easy. They may make many mistakes especially when they apply them in writing. Therefore,
teacher’s feedback plays an important role in this situation.
Teachers usually give their students feedback in their assignments, especially in
writing assignments. The purposes of the teacher’s feedback are helping the students to know
2
(1996) defined feedback as “information that is given to the learner about his or her
performance of the learning task, usually with the objective of improving their performance”
(p.242).Then, Mack (2009) defined teacher-writing feedback as any comments, questions or
error corrections in the students’ writing assignments. It can be said that teacher’s feedback is important for the students because it can help students develop their English skills especially
the writing skill. The teacher will give comments, error correction and others to make
students know about their errors in the wrong assignments. Therefore, they can understand
their mistakes in their assignments.
When I was a student teacher at a private senior high school in Salatiga, Indonesia, I
observed that the practice of providing teacher feedback on students’ writing there was interesting. Teachers always gave feedback to the students in their writing assignments, but it
seemed that students were not required to revise and resubmit their drafts afterwards.
Therefore, students just received their assignments and their feedback without having to do
the revision. This phenomenon made me curious about the students’ responses to the feedback: whether the teacher’s feedback is very important for the students, and whether the students do anything with the given feedback in their assignments. This study was conducted
to answer the following research questions:(1)How do students view teacher’s feedback on their writing assignments? (2)How do they use the feedback to improve their skill in English
writing?
This study explored how the students view the teacher’s feedback although the teacher does not ask them to make and submit the revision. It was expected that from this
3
LITERATURE REVIEW
This part discusses the theoretical foundation of the research, comprising writing,
writing feedback and its significance, types of writing feedback, and the previous studies on
writing feedback.
Writing
Writing is one important skill in English that students learn besides reading, speaking
and listening. According to Weigle (2002, p.1) writing is seen not just as a standardized
system of communication but also as an essential tool for learning. It means that students can
learn about the language and about life from writing. Therefore, writing is an important skill
for education and becomes the essential tool for students to learn.
Meanwhile, Hayes (1996,p.5) in Weigle (2002, p.19) said that writing is social
because it is a social artifact and is carried out in social writing (how we write, what we write,
who we write). In other words, writing process is social because it involves several people,
not only the writer. According to Hayes and Flower (1980) as cited in Weigle (2003, p.23), to
produce a writing assignment a writer needs to use his/her “long-term memory, including knowledge of topic, knowledge of audience, and stored writing plans, and a number of
cognitive processes, including planning, translating thought into text and revising”. It means that writing need to be processed and it is not easy for students to do that, so teachers need to
help students to do the writing process.
Writing Feedback and Its Significance
According to Ur (1996, p.242), feedback is comments given to learners about their
performance, which are intended to improve their performance. In addition, Mack (2009,p.
4
corrections”. That is why, teacher’s feedback is important for the students because it can help students develop their English skills especially the writing skill. The teacher will give
comments, error correction and others to make students know about their errors in the writing
assignments.
“Feedback is central to the development of students learning” (Hattie &Timperly, 2007; Hounsell, 2003). From this statement, we can know that feedback is important to
students for helping them to learn a language in writing skill. The students need to pay
attention more to the teachers’ feedback. The teachers will help them to know about their
mistakes in their writing. It is so helpful for students to know their mistakes and develop their
skill in the teaching and learning in the classroom.
As cited by Wen (2013), Keh (1990) proposed that feedback is a basic element of the
process approach for writing. It means that writer needs to have input from readers. Next, as
said earlier, Mack (2009) stated that input from readers may be in such forms as a comment,
a question, and a suggestion, providing information to revise the writing.
According to Hyland and Hyland (2006, p.2), feedback is important to help improve
students’ professional literacy skills and help the maces and negotiate new knowledge and practices. As proposed by Freedman (1985,p.xi) in Hyland and Hyland (2006, p.2),feedback
came to be viewed as having a powerful potential, with the possibility for “a revision of
cognitive itself that stems from response”. With the revision, teacher can know how students respond to the feedback that the teacher gives before. Revision is very important to know the
students’ skill in writing process.
Feedback and revision can encourage students to learn from their mistakes in their
writing skill. It means that they have process in the writing. In the process of the writing,
5
learning (Andrson, 1982; Brophy, 1981; Vygotsky, 1978) cited in Hyland and Hyland (2006,
p.1).
Feedback plays an important part for students to help them improve their English skill
especially in the writing skill. Based on Duijnhouwer (2010), as cited in Voerman (2014),
feedback is “information provided by an external agent regarding some aspects of the
learner’s task performance, intended to modify the learner’s cognition, motivation and/or behavior for the purpose of improving performance”. It means that feedback can help
students improve their performance by modifying the students’ thoughts, motivation, and behavior towards the task.
Moreover, in the students learning, feedback has potential to help the students
understand about their errors and mistakes in their assignments. Hattie and Timperley (2007)
as cited in Spiller (2009) said that feedback has the potential to have the significant effect in
the student learning achievement. The potential of feedback can improve the students when
they learn about the writing skill. Furthermore, Based on Lunsford (1997) cited in Spiller’s book (2009) suggest that feedback can be helpful to students when it is framed in terms of the
impact of the writing on the reader. This can enhance self-regulation skill for the students to
write very well. Thus, from those statements, feedback is important for students because
feedback have potential of significant effect in students learning and can help students to
improve their writing skill.
Types of Writing Feedback
According to Hattie and Timperley (2007) feedback is conceived as information
provided by an agent (teacher, peer, book, parent, self, experience) regarding aspects of one’s
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students. Teacher usually uses some types of feedback to help them in giving their feedback
in students learning language.
The first type is direct and indirect feedback. When students have some mistakes in
their assignments, teacher always uses these types to help students know their mistakes in
learning language, especially in writing assignments. Based on McKay (n.d.), indirect
feedback is when teacher provides students with some indication or code to indicate an error
in the writing. This could involve teacher underlining, circling, or putting a correct error word
in the students’ assignments, so the students can know their mistakes in their writing. For example, if a student wrote, “Yesterday I go to the store”, the teacher will cross out “go” and write VT (Verb Tense) above it. The teacher gives a code in the error words to make students
know their error. Then, direct feedback is when teacher will give students some codes
(crossing or underlining, etc.), then correct the error words. For example, “yesterday I go to
the store”, teacher will cross out “go” and write “went” over it. Therefore, students can directly know the correct word that must be used in their writing.
The next type of feedback is oral and written feedback. The oral feedback or writing
conferences is the Vygotskian concept of scaffolding that is when feedback is delivered by
the dialogue between teacher and students to develop both a text and writing abilities
(Williams, 2002 in Hyland & Hyland, 2006, p.5). Writing conferences can give students a
clearer idea of their strengths and weakness, and help them to organize a revision plan
(Hyland, F., 2000 in Hyland & Hyland, 2006, p.5). Then, written feedback is a process that
teachers use to interact and communicate with students in motivating them to revise their
writing (Ferris, 1995, Hyland and Hyland, 2001) cited in Leng article. Teachers used
comments to interact and communicate with students, when they give written feedback in
7
conversation with students by writing comments in complete sentences, technical language
and comments back to the specific words and paragraphs from students.
Based on Park (2006), as cited in Razali and Jupri (2014), there are three types of
teacher written feedback that are commonly used in EFL writing classroom, they are: 1)
focused feedback, 2) content-based feedback, and 3) integrated feedback. First,
form-focused feedback is feedback that focused in students’ grammar. Ferris (ibid) argued that form-focused feedback needs more studies to know whether this feedback is helpful or not
for students, because research in this particular area is scarce. Secondly, content or
meaning-based feedback is the quality of the content and organizational features in students’
composition. Teacher will comment on the parts of the composition without pointing out
specific grammatical errors (Park, 2006). The last type is integrative feedback or written
feedback. This type is combination of grammar correction with content-related feedback
(Park, 2006).
Previous Studies on Writing Feedback
A study on writing feedback was done by Sutresnoin 2013in Universitas Kristen
Satya Wacana, Salatiga. The title of her study is “Academic Writing Students’ Perceptions
toward Written Teacher Feedback on Their First Draft”. The research question is what are the academic Writing students’ perceptions toward written teacher feedback on their first draft? She used semi-structured interview to collect the data. Each interview took around 20-30
minutes for 14 students in Academic Writing class.
The result from this data is that students find difficulties in their revising in the first
draft when they get feedback. The difficulties were related about content, organization, and
the format aspects. The second finding was that students in Academic Writing class expect
8
about teacher’s comments in the students’ first draft. The students give many positive responses in the teacher’s comments for their first draft. Almost all of the students find the
teacher’s feedback in content and organization aspect is helpful for them to revise their draft. Then, the last theme is about students’ perception toward a good teacher feedback. In this
theme, feedback is not just showing the error but also showing the correct answer to help
students revise the draft.
From this data, the Academic Writing students have positive perception toward the
teacher written feedback. The students find many things that can help them to improve their
writing skill in the Academic Writing class. There are in the content and organization aspects.
The students need to get the feedback related to the content and organization aspects in their
first draft. More detailed and clearer teacher’s comments are important for students to help them understand about their mistakes. The content and organization aspects are useful for
students to improve their skill in writing English.
The second study on writing feedback was done by Faradita 2013 at Universitas
Kristen Satya Wacana, Salatiga. The title of her study is “The Effectiveness of Teacher’s
Written Feedback for Guided Writing Students”. The research question is “are teachers’ feedbacks effective for students’ writing in Guided Writing class?” She used the only grammar rubric to get her data. She asked her participants to write essay about narrative or
descriptive text in class after they got explanation how to make a good writing. She chose
five students randomly taken from every six classes as the representative of the class. Each
class consist 20 students and only five students were taken because of the limitation time. A
total of her participants were 30 students, which consists of 7 males and 23 females. They
were divided into 3 groups each consisting of 10 students. Each participant was asked to
9
were about descriptive and narrative texts. They made essays and submit them to their
teacher. After that teacher collected their essays and give comments with different methods.
Her participants were students at the English Language Education Program of the
Faculty of Language and Arts of Universitas Kristen Satya Wacana. The students were taking
the Guided Writing class when the research was conducted and had passed IC class including
basic writing. She noted that she focused on narrative and descriptive writing in her research
to find about the effectiveness of teacher’s feedback in students writing. The findings from
this study indicated that feedback is effective for improving students’ writing and that teacher
needs to provide feedback on both grammar and content to make students confident in their
writing. The feedback makes students improve their writing skill.
THE STUDY
The Context of the Study
The subject of my study was senior high school students. Based on my observation
during my teaching practicum period, teachers always gave feedback to the students on their
writing assignments. However, they did not ask the students to revise the errors although the
students made many mistakes on their writing. I thought it is important to revise the mistakes
to know whether the students understand their mistakes or not. Therefore, this study was
conducted to learn about student’s perception of teacher’s feedback whether the feedback influences their writing or not.
Participants/materials
The participants in this study are students from a popular private senior high school in
Salatiga. I decided to choose three classes in grade X: Language class (29 students), Social
10
that school. However, when the data were collected, two students were absent. Hence, the
total number of the participants was 85 students.
Data Collection Instrument
To collect the data, this study used close-ended questionnaire. Bulmer (2004)stated
that “The questionnaire is a well-established tool within social science research for acquiring information on participant social characteristics, present and past behavior, standards of
behavior or attitudes and their beliefs and reasons for action with respect to the topic under
investigation”. Therefore, this study used a questionnaire to acquire the required information. The close-ended questionnaire collected data from students of three classes. I made this
questionnaire by myself and I provided twenty statements and two choices (Yes or No).
Before it was used in this study, the questionnaire was piloted to check whether the
statements were understandable and whether they could potentially help answer the research
questions. In the pilot study, 10 students from Grade XI Science filled out the questionnaire.
After I did the pilot study, I revised the questionnaire a little bit including the order of the
statement and the method of how to fill out the questionnaire.
Data Collection Procedure
When the questionnaire was ready, it was distributed to the participants from the
Science class, then Social class and the last was Language class. The questionnaire was
distributed in two days. Before that, I asked the English teacher from the school to get
permission from the headmaster. Then, the headmaster gave me permission to take data in the
school. I entered in class one by one and asked permission from students to be my
participants. Then they did it well.
11
After I got the data from each class in Language, Science and Social, I counted the
data and found how many students responded positively or not to the teacher’s feedback. I used Ms.Excel to count the data in frequency and percent number to see any emerging
patterns. Then, I grouped some numbers together to be discussed under certain themes.
FINDINGS AND DISCUSSION
The aim of this study is to show the response of students with teacher writing
feedback in the writing assignments. This study was conducted to answer the following
research questions:(1)How do students view teacher’s feedback on their writing assignments? (2)How do they use the feedback to improve their skill in English writing? This section
explains the results of the questionnaire while trying to answer the study’s research questions. Actually, the statements in the questionnaire using Indonesian, but has translated into
English.
Table 1
Frequency of students’ response about teacher writing feedback in writing
assignment.
No. Statements Science Social Language
Whole Participants Yes No Yes No Yes No Yes No 1. I like receiving feedback from my teacher 29 1 28 0 27 0 84 1 2. Feedback from the teacher is important for me. 29 1 27 1 27 0 83 2
3. Feedback from the teacher focuses on grammar and words
choice. 22 8 22 6 25 2 69 16
4. I like it when the teacher gives feedback about grammar and word choice.
28 2 24 4 26 1 78 7
5. The teacher’s feedback focuses on content and
organization ideas. 18 12 19 9 25 2 62 23
6. I like it when the teacher gives feedback about content
and organization of ideas. 24 6 24 4 24 3 72 13
7. The teacher’s feedback just provides guidelines to correct
12 8. I like it when the teacher just provides guidelines to
correct my writing. 19 11 19 9 22 5 60 25
9. The teacher’s feedback provides grammar/word choice
that should be used in my writing. 27 3 25 3 26 1 78 7
10. I like it when the teacher provides grammar /word choice
that should be used in my writing. 28 2 28 0 26 1 82 3
11. Feedback from the teacher is given in a written form. 16 14 15 13 15 12 46 39 12. I like it when the teacher gives feedback in a written form. 20 10 15 13 18 9 53 32 13. Feedback from the teacher is given orally. 17 13 18 10 24 3 59 26 14. I like it when the teacher gives feedback orally. 17 13 20 8 22 5 59 26
15. After giving feedback, the teacher asks me to revise my
writing assignment and submit it again. 23 7 24 4 18 9 65 20
16. I do not care about feedback that is given by the teacher. 3 27 4 24 6 21 13 72
17. I learn from the feedback that is given by the teacher for
revising my writing assignment. 28 2 26 2 27 0 81 4
18. Feedback from the teacher helps me realize my mistakes
in writing. 30 0 27 1 27 0 84 1
19. Feedback from the teacher makes me confused. 4 26 4 24 6 21 14 71
20. Feedback from the teacher helps me increase my writing
skill. 27 3 28 0 26 1 81 4
The table above displays the data from the students’ responses in teacher writing feedback in writing to the questionnaire. However, the results are illustrated in four themes at
four tables to make the categories in every student’s response.
Table 2
The Implementation of Feedback in that School
No. Statement Science Social Language
Whole Participants Yes No Yes No Yes No Yes No 15. After giving feedback, the teacher asks me to revise my
13
The table above illustrates the responses of students about the implementation of
feedback in that school. It shows that 65 participants (76,4%) responded positively to the
implementation of feedback and20 participants (23,5%) responded negatively to the
implementation of feedback. It can be interpreted that their teachers mostly asked them to
revise their writing assignments and submit the revision.
Table 3
Types of Feedback Used by the Teacher
No. Statements Science Social Language
Whole Participants Yes No Yes No Yes No Yes No 3. Feedback from the teacher focuses on grammar and word
choice. 22 8 22 6 25 2 69 16
5. The teacher’s feedback focuses on content and
organization of ideas. 18 12 19 9 25 2 62 23
7. The teacher’s feedback just provides guidelines to correct
my writing. 17 13 17 11 20 7 54 31
9. The teacher’s feedback provides grammar/word choice that should be used in my writing.
27 3 25 3 26 1 78 7
11. Feedback from the teacher is given in a written form. 16 14 15 13 15 12 46 39 13. Feedback from the teacher is given orally. 17 13 18 10 24 3 59 26
The table above shows the types of feedback used by the teacher. In the third point,
the teacher used form-focused feedback type to give the participants feedback. It showed that
69 participants (81,1%) responded that feedback from teacher focused on grammar and word
choice. After that, in the fifth point, the teacher used content-based feedback type to give the
participants feedback. 62 participants (72,9%) responded that feedback focused on content
and organization of ideas. From this data, it can be seen that teachers gave both types of
14
After that, the next types are direct and indirect feedback. In the seventh point, It
showed that 54 participants (63,5%) responded that teacher provided feedback with providing
guidance to improve the participants’ writing (indirect feedback). Moreover, in the ninth point,78 participants (91,7%) responded that teacher provided feedback with the grammar or
word choice that should be used in participants’ writing (direct feedback).This data shows that teachers mostly provided the direct feedback rather than the indirect feedback.
Next, the table above told the next types of written and oral feedback in writing. In the
eleventh point, 46 participants (54,1%) responded that teacher gave the participants feedback
in a written form. Then, in the thirteenth point, 59 participants (69,4%) responded that teacher
used oral feedback to give the participants feedback in writing. From the participants’ responses, teachers mostly used oral feedback to help the participants improve their writing.
In conclusion, teachers in this school mostly provided form-focused feedback, direct
feedback, and oral feedback to their students.
Table 4
Students Preferences of the Types of Feedback
No. Statements Science Social Language
Whole Participants Yes No Yes No Yes No Yes No 1. I like receiving feedback from my teacher 29 1 28 0 27 0 84 1
4. I like it when the teacher gives feedback about grammar
and word choice. 28 2 24 4 26 1 78 7
6. I like it when the teacher gives feedback about content and
organization of ideas. 24 6 24 4 24 3 72 13
8. I like it when the teacher just provides guidelines to correct
my writing. 19 11 19 9 22 5 60 25
10. I like it when the teacher provides grammar /word choice
that should be used in my writing. 28 2 28 0 26 1 82 3
15
The table above viewed about the preferences of the types of feedback. There were 84
participants (98,8%) who responded that they liked to receive feedback from their teacher.
Only 1 participant (1,1%) responded that he/she did not like to receive feedback from the
teacher. This may be interpreted that almost all participants liked to receive teachers’ feedback in their writing.
After that, the next section on the table above showed the participant's preferences
of the types of feedback. In this section, the types are form-focused feedback and
content-based feedback. In the fourth point, 78 participants (91,7%) responded that they preferred the
form-focused feedback. Then, in the sixth point, 72 participants (84,7%) responded that they
preferred if the teacher used content-based feedback. This data showed that more participants
preferred receiving form-focused feedback to receiving content-based feedback.
The next section showed the other types of feedback. The types are direct and
indirect feedback. In the eighth point, 60 participants (70,5%) responded that they liked it
when teacher provided feedback with the guidance to revise their writing (indirect feedback).
In the tenth point,82 participants (96,4%) responded that they liked it when teacher gave
feedback by providing the grammar or the word choice that should be used (direct feedback).
From this data, it can be inferred that the participants liked that teacher gave them direct
feedback better than indirect feedback.
The following section described the student’s perspectives on the teacher’s written
and oral feedback. In twelfth point, 53 participants (62,3%) responded that they liked that
teacher used the written feedback. Then, in the fourteenth point, 59 participants (69,4%)
responded that they liked that teacher gave oral feedback. Thus, oral feedback was preferred
16
concept of scaffolding through a dialogue between teacher and students to develop both a text
and writing abilities (Williams, 2002 in Hyland & Hyland, (2006, p.5).
From the four sections, the results from this data showed that the participants liked
that teacher gave them feedback on their writing assignments. They liked that teacher gave
them form-focused feedback, direct feedback, and oral feedback.
Table 5
Students’ perceptions about The Importance of Feedback
No. Statements Science Social Language
17. I learn from the feedback that is given by the teacher
for revising my writing assignment. 28 2 26 2 27 0 81 4
18. Feedback from the teacher helps me realize my
mistakes in writing. 30 0 27 1 27 0 84 1
19 Feedback from the teacher makes me confused. 4 26 4 24 6 21 14 71
20. Feedback from the teacher helps me increase my
writing skill. 27 3 28 0 26 1 81 4
The table above showed about students’ perceptions about the importance of
feedback. In the second point, it showed that feedback from the teacher was important for the
participants. There were 83 participants (97,6%) who responded that feedback from the
teacher was important for them. Then in the sixteenth point, 13 participants (15,2%)
responded that they did not care about feedback from the teacher, but 72 participants (84,7%)
responded that they cared about feedback from the teacher. The result shows that most
participants agreed that feedback from the teacher was important and they cared about the
17
The next section is about the importance of feedback for students. From the
eighteenth point, there were 84 participants (98,8%) who responded that feedback from
teacher helped them to realize the mistakes in their writing. Then, in the seventh point, there
were 81 participants (95,2%) who responded that the participants learned about the teacher
feedback for revising their writing assignments. In the twentieth point, there were 81
participants (95,2%) who responded that feedback from teacher helped the participants to
improve their skill in writing. Then, in the last point or nineteenth point, there were 71
participants (83,5%) who responded that feedback from teacher did not confuse them. Thus,
from this result, it could be learned that feedback from the teacher was considered important
for the participants to improve their skill in writing. They did not feel confused about the
teacher’s feedback.
Conclusion
Writing is a process when students learn about language. The process is not easy and
for students, it is very difficult to understand about writing. However, feedback is really
needed for students to improve their skills in language, especially in the writing skill.
Feedback will help the students to know their errors and they can learn from the feedback. In
other words, the teacher is the most important person that can help students to get feedback.
The teacher will help students to create the good writing with feedback. This study found that
students are aware to get their feedback from their teacher. For students, teacher’s feedback is very important. Feedback can help them to know their errors and they can learn from their
errors in their writing assignments. Moreover, feedback can improve the students in writing
skill. Like in Sutresno’s research, the result is that students have positive feedback from the teacher and the feedback is helpful for them to improve their writing skill. The result of this
study is the same as Sutresno’s study that shows that students have positive views on
18
research question, students learn the feedback and try to revise the errors; this is the way to
help students improve their writing skill.
For these findings, I suggest that teachers need to pay attention to students’ writing.
Students need to understand the teacher’s feedback given. However, almost all of the students
that become participants in this research responded that teacher’s feedback was important for
improving their writing in the classroom. Teacher in the classroom must pay attention to the
students’ understanding about the feedback that they gave. When the students need help with
the teacher’s feedback, the teacher must explain it until the students understand and they can
know about their mistake. Students must be active to ask the teacher when they do not
understand the teacher’s feedback. Between students and teacher, there must be good communication in the classroom to make the feedback understandable more for students.
This research has limitation. The results are still preliminary. Further research needs
to be conducted to investigate in a more detailed way in the students’ perspectives in
19
ACKNOWLEDGEMENT
Actually, this study would be not completed when I could not get support and help
from many people. First, I would like to thank God Almighty for His blessings me to make
me able to finish my thesis. Then, I would like to thank my thesis supervisor,Ibu Gita Hastuti,
M.A., for her attention and her willingness to always help me to finish my thesis. Deepest
gratitude is also given to my thesis examiner, Ibu Martha Nandari M.A. for her time to read
and examine my thesis and for the valuable input. After that, I would like to thank all
students in grade X and all teachers in the senior high school where I had my teaching
practicum and collected the data for my thesis. Especially for Bu Dwi who was my mentor
teacher who always supported me during the teaching practicum and during my thesis
writing. I am so grateful for that.
Moreover, for the most thankful, I thank my family (my mother and father) then my
uncle for their prayer and their support (mentally and financially). I would like to express my
thankfulness to all my friends Pambayun, Natalie, Christin and my all friends in the collage
that also help me to write this thesis (support me with their prayer and togetherness). Then,
my friends “KinantyKos” that always support me for their prayer and togetherness especially Laurie that always accompanies me to write my thesis and always support me. The last, I
would like to thank with my all friends in Kpop world that always give me support,
especially Shawol (SHINee World) that my best fandom in Kpop that give me motivation for
always stay strong in all situation. Finally, thanks for all people in my life that always support
me in all circumstances, to give me advice, power, help me to stay strong and give me
20 References:
Bird, D. K. (2009). The use of questionnaires for acquiring information on public perception of natural hazards and risk mitigation – a review of current knowledge and practice. Australia: Copernicus Publications.
Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36, 395–407.
Hadzic, S. (2016). Oral and Written Teacher Feedback in an English as a Foreign Language Classroom in Sweden. Degree Project , 5-38.
Hattie, J., & Timperley, H. (2007). Review of Educational Research: The Power of Feedback. Review of Educational Research, 77, 81-112.
Hyland, K., & Hyland, F. (2006). Feedback in Second Language Writing. London: Cambridge.
Kroll, B. (2003 ). Exploring The Dynamics of Second Language Writing. Northridge: Cambridge.
Leng, K. T. (2014). An Analysis of Written Feedback on ESL Students’ Writing. Procedia - Social and Behavioral Sciences , 389-397.
Mckay, S. L. (n.d.). Direct or Indirect Feedback in Written Correction.Retrieved on November, 14th 2017 from https://www.cape.edu/docs/ttalkMcKay45.pdf
Norlin, S. (2014). The Importance of Feedback. Journal on Best Teaching Practices , 11-12.
Razali, R.,& Jupri, R. (2014). Exploring teacher written feedback and student revisions on
ESL students’ writing.IOSR Journal of Humanities and Social Science , 19, 63-70. Spiller, D. (2009). Assessment: Feedback to Promote Student Learning.Wānanga o Waikato :
:The University of Waikato.
Srichanyachon, N. (2012 ). Teacher written feedback for L2 learners’ writing development. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 12, 7-17.
Voerman, L. (2014). Teacher Feedback in The Classroom. Netherlands: Utrecht University.
21 APPENDIX Nama/Inisial :
Kelas :
Jurusan :
Kepada Partisipan yang terhormat,
A. Kata Pengantar
Perkenalkan nama saya Eliza Novitasari Purwaningrum, mahasiswa Fakultas Bahasa
dan Seni, Universitas Kristen Satya Wacana, Salatiga. Saya meminta kesedian Anda
untuk berpartisipasi dalam penelitian yang dilakukan dalam rangka penyusunan dan
penyelesaian tugas akhir guna untuk mencapai gelar Sarjana Pendidikan dengan
mengisi kuesioner ini sesuai dengan apa yang Anda alami. Jawablah setiap pernyataan
dengan jujur. Data dalam kuesioner ini hanya akan digunakan untuk kepentingan
penelitian dan akademis. Data pribadi akan dirahasiakan.
Keseriusan Anda dalam proses pengisian kuesioner ini sangat diharapkan. Bantuan
dan jawaban yang Anda berikan akan sangat membantu proses penyusunan tugas
akhir ini. Atas kesediaan dan kerja samanya, saya mengucapkan terima kasih. Tuhan
Memberkati.
Bila Anda bersedia menjadi partisipan untuk penelitian ini, mohon tanda tangan di
bawah ini.
Dengan ini saya bersedia menjadi partisipan dalam penelitian ini.
Salatiga, __________
22 B. Tentang Penelitian
Kuesioner ini berisi penelitian tentang Feedback (umpan balik/masukan/komentar)
yang diberikan oleh guru kepada murid-muridnya dalam meningkatkan kemampuan
menulis dalam mata pelajaran Bahasa Inggris.
C. Petunjuk Umum
1. Tuliskan identitas diri terlebih dahulu yang sudah tertera di atas.
2. Bacalah dengan cermat setiap pernyataan yang ada sebelum memilih jawaban.
3. Untuk menanggapi setiap pernyataan di bawah ini, pilihlah YA atau TIDAK
dengan memberi tanda centang (√) pada kolom yang sesuai, berdasarkan pengalaman Anda.
4. Tidak ada jawaban yang salah, jadi jawablah pernyataan dengan sejujur-jujurnya.
5. Periksalah kembali jawaban Anda dan pastikan semua nomor telah terisi.
No. Pernyataan YA TIDAK
1. Saya suka menerima feedback dari guru saya.
2. Feedback dari guru penting untuk saya.
3. Feedback dari guru biasanya lebih fokus pada grammar dan pilihan kata.
4. Saya suka bila guru memberi feedback mengenai grammar dan pilihan kata.
5. Feedback dari guru biasanya lebih fokus pada isi tulisan dan penyusunan ide.
6. Saya suka bila guru memberi feedback mengenai isi tulisan dan penyusunan ide.
7.
Dalam memberikan feedback, guru hanya
menyediakan petunjuk untuk memperbaiki tulisan
saya.
8. Saya suka bila guru hanya menyediakan petunjuk untuk memperbaiki tulisan saya.
23 digunakan dalam tulisan saya.
10.
Saya suka bila guru menyediakan format tata bahasa /
pilihan kata yang seharusnya digunakan dalam
tulisan saya.
11. Feedback dari guru diberikan secara tertulis.
12. Saya suka bila Feedback dari guru diberikan secara tertulis.
13. Feedback dari guru diberikan secara lisan.
14. Saya suka bila Feedback dari guru diberikan secara lisan.
15.
Setelah memberikan feedback, Guru meminta saya
memperbaiki tugas menulis saya dan
mengumpulkannya kembali.
16. Saya tidak peduli dengan feedback yang diberikan oleh guru.
17. Saya mempelajari feedback yang diberikan oleh guru untuk memperbaiki tugas menulis saya.
18. Feedback dari guru membantu saya menyadari kesalahan saya dalam menulis.
19. Feedback dari guru membuat saya bingung.
20. Feedback dari guru membantu saya untuk meningkatkan kemampuan menulis saya.
TERIMA KASIH
