References
Abedi, R., Latifi, M., & Moinzadeh, A. (2010). The effect of error correction vs. error detection on iranian pre-intermediate EFL learners' writing achievement. English language teaching Vol. 3, No. 4, p. 168-174
Aderson, G. and Arsenault, N. (2005). Fundamentals of educational research: Second edition. London. Taylor & Francis e-Librarygu
Altamimi, O. (2014). Dynamic written corrective feedback revisited: A critique and an improved model. Arabic World English Journal Vol.5 No.3. Pp. 180 -189.
Alwasilah, C. A. (2010). Language culture and education: A portrait of contemporary Indonesia. Bandung. Andira & Bahas dan Seni Press.
Alwasilah, C. A. (2000). Pokoknya kualitative: Dasar-dasar merancang dan melakukan penilitian kualitative. Bandung. Pustaka Jaya.
Alwasilah, C. A. & Alwasilah, S., S. (2005). Pokoknya menulis: Cara baru menulis dengan kolaborasi. Bandung. Kiblat.
Anderson, M. and Anderson, K. (1997). Text types in English 1. Macmilian Education Australia.
Anderson, M. and Anderson, K. (1998). Text types in English 3. Macmilian Education Australia.
Andronache, D., Bocos, M., Bocos, V., & Macri, C. (2014). Attitude toward teaching profession.Social and Bahvior Science, 628-632
Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method?. Journal of Second Language Writing, 9(3), 227-257.
Amrhein, R. H. & Nassaji, H. (2010). Written corrective feedback: What do students and teachers prefer and why. Retrieved January 2015: http://files.eric.ed.gov/fulltext/EJ944129.pdf.
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of second language writing. 17. p. 102–118
Carless, D. (2006). Differing ferceptions in the feedback process. Studies in Higher Education. Vol. 31, No. 2, pp. 219–233
Casanave, P. C. (2004). Controversies in Second Language Writing: Dilemmas and decisions in research and instruction. University of Michigan. The University of Michigan Press.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of l2 student writing. Journal of Second Language Writing, 12, 267-269.
Clark L., I. (2003) Concepts in composition: Theory and practice in the teaching of writing. London. Lawrence Erlbaum Associates, Inc.
Chohen, D., A. & Cavalcanti, C., M. (1990). Feedback on composition: Teacher and student verbal reports In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 155–177). Cambridge: Cambridge University Press.
Cramer, S., et al. (2008). Online or face-to-face? which class to take. Voices from the Middle, (2), 25.
Creswell, W., J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. London. Sage Publication.
Diab, L. R. (2005) EFL university students‟ preferences for error correction and teacher feedback on writing. TESL Reporter 38, 1, pp. 27-51
Dornyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. London. Lawrence Erlbaum Associates, Publishers
Enginarlar, H. (1993). Student response to teacher feedback in EFL writing. System, Vol. 21, No. 2, pp. 193-204.
Ellis, R. (1994). The study of second sanguage acquisition. New York. Oxford University Press.
Ellis, D., Sheen, Y., Murakarni, M., & Takasima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System 36, p. 353–371
Emila, E. (2012). Menulis thesis dan disertasi. Bandung. Alfa Beta
Emilia, E. (2010). Teaching writing: Developing critical learner. Bandung. Rizqi Press.
Emilia, E. (2005). Emilia, E. (2005). A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia, PhD thesis, Dept of Language, Literarcy and Arts Education, University of Melbourner. Retrieved:juni2015,https://minervaaccess.unimelb.edu.au/bitstream/handle /11343/39548/81416_1234.pdf?sequence=1
Farrokhi, F. (2012). The effects of direct written corrective feedback on improvement of grammatical accuracy of high- proficient l2 learners. World Journal of Education, Vol. 2(2), p. 49-57
Fathman, A., & Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 178–190). Cambridge: Cambridge University Press.
Ferris, D. (2007). Preparing teacher to respond to students writing. Journal of Second Language Writing 16, p.165–193
Ferris, D. & Roberts, B. (2001). Error feedback in L2 writing classes how explicit does it need to be?. Journal of Second Language Writing, 10, 161– 184.
Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8 (1) p.1-11.
Ferris, R. D. (1997). The influence of teacher commentary on student revision, Tesol Quarterly. Vol.31 no.2, p.315-339
Ferris, R. D., Pezone, S., Tade, R. C., & Tinti, S. (1997) Teacher commentary on student writing: descriptions & implications. Journal of Second Language Writing, 6 (2), 155-182
Ferris, D. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Lawrence Erlbaum.
Ferris, R, D. (2002). Treatment of error in second language student writing. University of Michgan. University of Michigan Press.
Ferris, D. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29, 33-53.
Feuerherm, E. (2012) Written feedback, student wrting, and instutional policies: Implications for novice teacher development. The Catesol Journal, 23.(1) p. 132-154
Fishbein, M. & Ajzen. I. (1972). Attitudes and opinionsl. Annu. Rev. Psychol. 23:487-544.
Frantzen, D. (1995) The effects of grammar supplementation on written accuracy in an intermediate spanish content course. Modern Language Journal, 79: 244-329.
Frodesen, J. (2001) Grammar in Writing. In Celce-Murcia, M. (Ed.), Teaching english as a second or foreign language (3rd ed.), pp. 233-248. Boston, MA: Heinle and Heinle.
Goldstein, M. L. (2004). Question and answers about teacher written commentary and student revision: Teacher and students working together. Journal of second language, 13, p. 63-80
González, F., E.; Vinci, D., U.; Ciudad Victoria, C. & Tamaulipas (2012). Impact of teacher/student conferencing and teacher written feedback on EFL revision. MEXTESOL Journal. Volume 34, Number 1, 2010
Grabe, W. & Kaplan, B., R. 1996. Theory & practice of writing: An applied linguistics perspective. London. Logman
Graham et al. (2007). Best practices in writing instruction. New York. The Guilford Press.
Hartshorn, J. K. & Evans, W. N. (2015).The journal of response to writing: A response to a professional need. Journal of Response to Writing, 1(1): 11– 18
Havranek, G., & Cesnik, H. (2001). Factors affecting the success of corrective feedback. EUROSLA Yearbook, 1, 99–122.
Hedgcock. J., & Lefkowitz, N. (1994). Feedback on feedback: assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3, 141-163.
Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Language Teaching Research 4, 1 pp. 33–54
Hyland, K. (2009). Teaching and researching writing: Second edition. Great Britain. Pearson Education Limited.
Hyland. F. and Hyland, K. (2001) Surgaring the pill praise and critiscm in written feeback. Journal of Second Language Writing, 10, 185-212
Hyland, K. & Hyland, F. (2006a). Feedback in second language writing: Context and issues. New York. Cambridge University Press.
Hyland, K. & Hyland, F. (2006b). Feed on teaching second language students‟ writing. Language Teaching, 39, p. 83-101
Harmer, J. (2004). How to teach writing. Pearson Eduction Limited. Pearson Logman.
Irawatim, L. and Maharani, L. (2012) Teaching and learning writing using teacher feedback and feedback on 8th Grade of SMP 1 Prambanan Sleman. Register 5 (1), 121-145.
Keh, C. L. (1990) Feedback in the writing process: A model and method for implimentation. ELT Journal, 44(4), 294-304
Kim, Eun-Young Julia (2015). “„I don‟t understand what you‟re saying!‟: lessons from three ESL writing tutorials.” Journal of Response to Writing, 1(1): 47–76.
Kim, K. (2013) Teaching approach and student involvement in learning to write: gap between korean students‟ expectations and teaching approach: Sage Open April-June p 1-9. Doi:10.1177/21582444013490702
Kordi, L., Hasheminejad, S., & Biria, R. (2012). Do we care? investigating how a caring relationship might influence comments and responses in efl writing classes. Theory and Practice in Language Studies, Vol. 2. (6) pp. 1249-1257.
Knap, P. & Watkins, M. (2005). Genre, text. grammar: Technologies for teaching and assessing writing. Sydney. University of New South Wales.
Kvale, Steinar. (1996). Interviews: An introduction to qualitative research interviewing. Sage Publication. California.
Kroll, B. (1990). Second language writing research: Insights for the classroom. Cambridge. Cambridge University Press.
Lee, I. (2003). L2 writing teachers‟ perspectives, practices and problems regarding error feedback. Assessing Writing: An International Journal, 8(3), 216-237.
Lee, G. & schallert, L. D. (2008) Meeting in the margins: Effects of the teacher– student relationship on revision processes of EFL college students taking a composition course. Journal of Second Language Writing, 17, p.165–182
Lee, I. Mak, P. & Burns, A. (2016). EFL teachers‟ attempts at feedback innovation in the writing classroom. Language Teaching Research,vol. 20, 2: pp. 248-269.
Leki, I. (1991). The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals, 24 (3), p. 203-218
Leki, I. (2006). “You Cannot Ignore”: L2 graduate students‟ response to discipline-based written feedback in Hyland, K. & Hyland, F. (Ed) 2006. Feedback in second language writing: Contexts and issues. Cambridge. Cambridge University Press, 266-285
Leki, I. (1990). „Coaching from the margins: Issues in written response‟ in Kroll, B (Ed.) 1990. Second Language Writing: Research Insights for the Classroom. Cambridge: Cambridge University Press, 57-68.
Mahfoodh A, O, H. (2010). Qualitative case study of EFL students‟ affective reactions to and perceptions of their teachers‟ written feedback. Penang – Malaysia. English Language Teaching Vol. 4.
Mardijono, J. J. (2003). Indonesia EFL advance learner‟s grammatical error. Retrived from
http://kata.petra.ac.id/index.php/ing/article/viewFile/15499/15491.
Means, B. & Lindner, L. (1998). Teaching writing in middle school: Tips, tricks, and techniques. Colorado. Teacher Ideas Press
Miceli, T. (2006) Foreign language students‟ perceptions of a reflective approach to text correction. Flinders University Languages Group Online Review, 3(1): 25-36.
Oskamp, S. & Schultz, W. P. (2005). Attitudes and Opinion. Third Eddition. New Jersy: Lawrence Erlbaum associates, Publishers.
Pressley, M., Mohan, L., Fingeret, L., Reffitt, K., and Bogaert, R. L. (2007). Writing instruction in engaging and effective elementry setting. In Graham et al. (2007). Best practice in writing intruction. Guilford Press. New York.
Purnawarman, P. 2011. Impact of teacher feedback on ESL/EFL students’ writing. A Dissertation. State University. Retrieved June 2015:
http://scholar.lib.vt.edu/theses/available/etd-12122011-211734/unrestricted/Purnawarman_P_Dissertation_2011.pdf
Rahimi, M. (2015). The role of individual differences in l2 learners‟ retention of written corrective feedback. Journal of Response to Writing, 1(1): 19-48
Rahimi, M. (2010). Iranian EFL students‟ perceptions and preferences for teachers‟ written feedback: do students‟ ideas reflect teachers‟ practice?. The Journal of Teaching Language Skills, Vol. 2, No. 2, p.75-98
Rahimini, M. (2009). The role of teacher‟s corrective feedback in improving Iranian EFL learners‟ writing accuracy. Reading and Writing, 22, 219– 243.
Raimes, A. (2007). Keys for writers’ fifth edition. New York. Patricia Coryell.
Reid, J. m. (1995). Learning style in the ESL/EFL classroom. Boston, MA: Heinle.
Sanavi, V., R. & Nemati, M. (2014). The effect of six different corrective feedback strategies on iranian english language learners‟ IELTS writing task 2. Sage Open April-Juni p. 1-9 Doi: 10.1177/21582444014538271
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on esl learners‟ acquisition of article. Tesol Quarterly Vol. 41, No.2. p. 255-283
Shields, M. (2010). Essay writing: A student’s guide. London. Sage Publication.
Sommer, N. (1982). Responding to students writing. College composition and communication, Vol. 33 (2) p.148-156
Sprenger, M. (2005). How to teach students remember. Verginia. Association for Supervision and Curriculum Development.
Srichanyachon, N. (2012). Teacher written feedback for L2 learners‟ writing development. Journal of Social Science, Humanities and Art, Vol.12 (1), 7-17.
Tai, C. H., Lin, C. W., & Yang, C. S.( 2015) Exploring the Effects of Peer Review and Teachers‟ Corrective Feedback on EFL. Journal of Educational Computing Research. Vol. 53(2) 284–309
Troyka, Q., L. (1987). Simon & Schuster hand book for writer. London. Prentice Hall Press.
Trueb, B. (2013). Teaching students to write for “real life”: Policy paper
writing in the classroom. The teacher: European Union–Latin America and the Caribbean. Foundation.
Truscott, J. (2004). Evidence and conjecture on the effects of correction: A
response to Chandler. Journal of Second Language Writing 13, p.337–343
Truscott, J. (2007). The effect of error correction on learners‟ ability to write
accurately. Journal of Second Language Writing 16, p. 255–272
Truscott, J. (1996). Review article the case against grammar correction in L2
writing classes. Language Learning 46 (2) p. 327-369
Truscott, J. (1999). The case for “the case against grammar correction in l2
writing classes”: A response to Ferris. Journal of Second Language Writing, 8(2), p.111-122
Truscott, J. & Hus, Y. A. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17, p.292–305
Tunstall, P, & Gipps, C. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal, Vol. 22, (4) pp. 389-404
Verpoor, et al. (2005). Second language acquisition and advance resourced book. Tylor & Francis e-Library. Routledge.
Williams, J. G. (2003). Providing feedback on ESL students‟ written assignments. The Internet TESOL Journal, 9 (10).
Zacharias, T., N. (2007). Teacher and student attitudes toward teacher feedback. RELC Journal, April 2007; vol. 38, 1: pp. 38-52.
