ABSTRACT
Based on interviews and analysis of students’ writing compositions administered in a second year Narrative and Descriptive writing class at the English Department of Satya Wacana University, this study has attempted to explore the students’ perception toward teachers’ feedback in writing class. The study was aimed at providing details on students’ perception of what they have received from the teacher’s feedbacks to improve their writing, and how they used those feedbacks. There were ten students participated in this study. Qualitative analyses were conducted to explore the findings in details. The results showed that the teacher’s feedback plays an important role in helping the students to revise their writing. It was also found that (1) teachers’ feedback was important, helpful, and sufficient to improve students’ writing; (2) teachers’ oral and written feedback was relevant but written feedback was seen to be more effective than the oral one, (3) students preferred written, specific, and individual feedbacks since they were more effective, (4) students perceived that the use of feedbacks significantly reduced the numbers of errors and increased the quality of their writing compositions, and 5) the students applied the teacher’s feedbacks through four ways: directly applied the feedbacks for revision, asked the teacher to clarify some unclear feedbacks, asked for second opinions about the feedbacks from their peers, and performed a self-effort in combination with the teacher’s feedbacks to improve the quality of their writing compositions. This study’s findings are expected to give contribution to a better understanding of teacher feedback in writing class.
