AN ANALYSIS OF TEACHER WRITTEN FEEDBACK ON
STUDENTS’ DRAFTS IN GUIDED WRITING CLASS
Diana Puji Utami
112010094
Abstract
Feedback is an essential component of any English language writing course (Srichanyachon, 2012). However, many students get difficulties in responding to teacher written feedback (TWF) in the immediate revising process. The problem is that TWF is not totally effective in helping the students improve their subsequent drafts since they tend to be difficult to interpret (Hedgcock and Lekowitz, 1996). This study aims to examine the types of TWF that result in improvement on the Guided
Writing students’ subsequent drafts. This study used a method in which TWF on forty students’ first drafts were analyzed using correction options, adapted from Ferris
(2002, p. 70 & 1998, cited in Hyland and Hyland, 2006) and Wang’s (2004). Then,
the drafts were compared with the revised drafts to see which types of TWF result in improvement. The result of the study shows that the teachers provided direct feedback and indirect feedback. The teachers are likely to give indirect feedback over
direct feedback on ‘treatable and untreatable’ error categories. The finding shows that
most of the students successfully correct the errors that were marked indirectly. The result of this study suggests that the teachers should consider the provision of TWF,
such as providing direct feedback for ‘untreatable’ error and indirect feedback for ‘treatable’ error.
