ϭ
STUDENTS’ PERCEPTION TOWARDS TEACHER ORAL AND WRITTEN
FEEDBACK IN GUIDED WRITING CLASS
THESIS
Submitted in Partial Fulfilment
of The Requirements for The Degree of
Sarjana Pendidikan
Chrisda Natalius Wattimury
112009150
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
Ϯ
STUDENTS’ PERCEPTION TOWARDS TEACHER ORAL AND WRITTEN
FEEDBACK IN GUIDED WRITING CLASS
THESIS
Submitted in Partial Fulfilment
of The Requirements for The Degree of
Sarjana Pendidikan
Chrisda Natalius Wattimury
112009150
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
ϲ
STUDENTS’ PERCEPTION TOWARDS TEACHER ORAL AND WRITTEN FEEDBACK IN GUIDED WRITING CLASS
Chrisda N. Wattimury
Abstract
According to Sadler (1989) “Feedback is the key to the formative assessment.” It can be defined as the information given on how an action is being developed in terms of its quality for success. However, its contribution to students’ writing development is still unclear. 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 revising students’ writing and what are the problems that often appear when feedback is given to the students.” To answer the research questions 15 participants were interviewed, and the result showed that almost all the participants stated that they liked both feedback that were given by the teacher and they had no problems regarding oral and written feedback that were given for them. However 5 of the 15 students’ committed having problems with the teacher oral and written feedback. The students were confused with the teacher’s hand writing and the unclear teacher’s voice.
Keywords: Oral feedback, written feedback, writing class
Introduction
Teacher feedback is good for the students to improve their skills such as listening,
speaking, writing, and reading. In one of the writing courses which is Guided Writing, feedback
is also needed to be given by the teacher to the students because, it will decrease their grammatical
error and also help them to become motivated in doing better work in their writing assignments.
According to Leki (1990, p.62) “by giving praise and encouragement through feedback, teacher
can also encourage students to perform well in the future.”
The writer had taken the Guided Writing course. In his experience, the teacher feedback in
his writing really had a strong influence to improve his writing skill. When the writer made a
mistake, for example when he wrote about his childhood, his grammar and use of tenses were
wrong. When the teacher gave him the feedback, the teacher explained that the word that he used
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meaning. Through oral and written feedback that the teacher gave to him, he became motivated,
and he wanted to do it better next time. The teacher did not just gave him the courage to do it
better. When the teacher corrected his mistakes, she also gave him time to discuss what the
problems were. Through teacher oral and written feedback, now he can do his writing better than
before.
Although the writer believed that teacher feedback is good to improve students’ quality in
writing, the writer’s friends said that teacher feedback sometimes does not make sense and
confusing. Therefore, the writer was interested in studying this deeper, to figure out the problems
that often appeared when feedback was given to the students.
The aim of this study was to acknowledge students’ perception meaning the students’ opinion
towards teacher oral and written feedback and to find out about the problems that were faced by
the students’ when oral and written feedback was given. This study was made to answer the below
research questions:
1. What are the students’ perception toward teacher oral and written feedback in Guided
Writing class on revising students writing?
2. What are the problems that often appear when feedback is given to the students?
The writer hoped that the result would be helpful for the teachers also for the students or future
teachers to see feedback from students’ perception. The writer also believed that the study can be
useful for the teachers to see what kind of feedback that should be applied in class because each
class has different needs and each student has their different problem in understanding teacher
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Theoretical Framework
Perception
Perception according to Sekuler and Blake, (2006, p.7) is the way of seeing and understanding
something. The perception that will be discussed in here is the student’s opinions towards the
teacher oral and written feedback that were given in class on the students writing.
Feedback
Lalande, (1982) said that “Feedback is defined as any procedure used to inform a learner
whether an instructional response is wrong.” This means that feedback is a tool for the teachers’
to help the students to fix matters that may occur in students’ writing. Leki (1990, p.62) also stated
that by giving praise and encouragement through feedback, teachers can also encourage students
to perform well in their future writing. The term ‘feedback’ has been defined as a means to direct
students in ways to improve by providing information concerning students’ ability or inability to
understand (Hattie, 1993). According to Sadler, (1989) “feedback is the key to the formative
assessment.” Which can be defined as the information that is given to the students on how an
action is being developed in order to achieve success. Ur (1996, p.242) also said that feedback is
information that is given to the learner about his or her performance of the learning task, usually
with the objective of improving their performance.
Paulus (1999, as cited in Reesor, 2002, p.249) additionally confirms that 87% of students make
changes based on their teachers’ feedback. Moreover, Leki (1994) found that students show a great
deal of interest in having their errors pointed out through teacher’s feedback. In addition to Leki’s
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given by the teachers, the students can acquire better understanding on the grammar correction.
Therefore, the students’ may not produce the same mistakes.
Feedback will also increase students’ quality in writing because feedback, can be considered
as a motivator which help the students to do better in their writing and learn from their mistakes
(Brown 1932; Symonds & Chase, 1929).
Oral feedback
Oral feedback or formative feedback is information communicated to the learner that is
intended to modify his or her thinking and behavior to improve learning (Shute 2008, p.153).
According to Black and William (1998) “the quality of the feedback provided is a key feature in
any procedure of formative assessment.” However, there has been complexity of this practice.
Stenmark (1989) stated that “asking the right question is an art that should be practiced by every
teacher.” I think this also needs to be considered by the teachers because, the time that is provided
for the students to have a consultation is very limited, so the teachers’ and also the students must
be creative to use the time that was given. William (2002) stated that “the ways that the feedback
delivered through the dialogue between teachers and students can be used by the students’ writer
to develop both a text and his or her writing abilities”. Through writing conferences it can give the
students’ a clearer idea of their strengths and weaknesses, develop their autonomy, allow them to
raise questions in their written feedback, and help them construct a revision plan (Hyland ; 2000)
Overall to my understanding, oral feedback aims to deliver the information for the students
through conference face to face or in general. Usually the feedback that is given to the students is
ϭϬ Written feedback
There are a lot of positive arguments that show that students do much better in their writing
after they get feedback from the teachers like for example Lalande (1982) stated that students who
received indirect feedback reduced their mistakes over time. Written feedback is also considered
helpful to motivate students in the process of learning to write and also eases the teachers to give
codes than write down the correction directly (Ferris, 2006). Feedback that were used in here was
written feedback. Furthermore Lalande (1982) said that indirect feedback forces students to edit a
piece of writing independently. In indirect feedback, teachers are more indicating than fixing the
error. The teacher may uses an “underline, circle or code” Lalande, (1982), as cited in Ferris (2006,
p. 83) stated that indirect written feedback can also guide learners and help them to overcome the
problems by themselves. Through indirect written feedback, it also gives opportunities for learners
to build their self-confidence to correct their own paper without having to rely on their friends or
teachers. In indirect written feedback, the teacher often use correction symbols. According to
Harmer (2004, p.111) the teacher often used the correction symbol such as (see Table 1). Giving
symbols benefits the students to be able to understand the problem in their writing. However, some
students may face problems in understanding the teacher’s symbol in their writing.
Table 1. Symbol that are used by teachers in their written feedback (Harmer, 2004, p.111)
Symbol Meaning Example error
S A spelling error The asnwer is obvius
Wo A mistake in word order I like very much it
G A grammar mistake I am going to buy some
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T Wrong verb tense I have seen him yesterday
C Concord mistake (e.g. subject
and verb agreement)
People is angry
ƛ Something has been left out He told ƛ that he was sorry
WW Wrong word I am interested on jazz music
{} Something is not necessary He was not {too} strong
enough
?M The meaning is unclear That is a very excited
photograph
P A punctuation mistake Do you like London.
F/I Too formal/informal Hi Mr Franklin, thank you for
your letter
Previous studies on feedback
There are some previous studies in the field of oral feedback. According to Ellis (1999,
p.585) “certain errors are made by the students because their teacher often uses different types of
feedback, or uses the same type of feedback regardless of the type of error made by the students’.”
The teachers also tend to correct errors during one part of a lesson, but not in other parts, or stop
giving feedback if the students cannot learn from the teacher feedback (Ellis, 1999, p.586). The
time for one-to-one interaction with each student is often limited and also affects the possibility
for the teacher to give high quality feedback (Linnarud; 2002, p.2). Chaudron (1986, p.79) points
out that the effect of oral feedback is low, meaning the feedback that were given to the students
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by the students in his study. The effectiveness also seems to depend on what part of the language
is being dealt with on each specific occasion (Ellis, 1999, p.641). Nevertheless, regardless the type
of error, it appears obvious that the students’ needs to be aware of the mistake otherwise there is a
risk of fossilization where the students is unable to change their writing later (Linnarud; 2002, p.2).
A previous study on written feedback by Liu (2008) in L2 Writing class demonstrates that,
when the teacher gives correction as the feedback with all the errors marked and corrected by the
teachers to students, students can solve the problems on their writing excellently. On the other
hand when the teachers only give the students underline as the feedback and students have to
correct the errors themselves, some of the correction is not successful. A previous study conducted
by Kasanga (2000) in first year students also shows that less than 40 % of the students could
understand the direct and indirect written feedback given to them. The rest of the students could
not understand the feedback in their writing. Also Marzano and Arthur (1977), as cited in Cohen
and Cavalcanti (1990) clarify that the part of the problem lies in the nature of written teacher’s
feedback, which could be unclear, inaccurate and unbalanced for focusing only on certain elements
in written output.
The Study
Context of the Study
This study was to answer research question aboutwhat are the students’ perception toward teacher
oral and written feedback in Guided Writing class on revising students writing and what are the
problems that often appear when feedback is given to the students. It was conducted at The English
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The students’ who were enrolled in Guided Writing were specifically the subject of this
study. There were several reasons for selecting the context previously mentioned. The first reason
was, the writer chose Guided Writing course because this was the first time the new English
Department students learn to write in English as their foreign language formally in their tertiary
level of education and also the problem starts here that leads to fail the course. The second was the
knowledge about the Guided Writing meaning the students experience and information related to
the class, the teachers also the students’ made the context of this study a convenient place to do
this research and also it is easy to access the data and the participants.
The English Department is the place where the writer spent his educational year; the
department has become a well-known place to him and it would be nice if the writer could share
student’ perception towards the teachers oral and written feedback and to give evidence about the
matters that were faced by students in Guided Writing class when oral and written feedback was
given to the students.
Participants
The students from 2013 were selected as my participants especially those who were
enrolled in Guided Writing class in their second semester this year 2014. There were 15
participants. The reason why I chose 15 participants was that they were taught by different teachers
so it would help me to see the matter clearly from the point of view of the students who were taught
by different teachers and to see whether the students have the same problems or not.
There was also criterion based collection. First, the participants in this study were the
freshmen students who were in their second semester. Second, their ages were around 18-21 and
ϭϰ Instrument of data Collection
To achieve the aim of the study, a semi-structured interview was conducted to collect the
data. A semi-structured interview or “interview guided approach” (Patton, 1990, as cited in
Zacharias, 2011) was similar to a structured interview, which was highly structured with the order
of questions was strictly specified in advance and all participants were asked the same questions
in the same order. However a semi-structured interview allows a greater flexibility that includes
changing the order of the questions to provide an opportunity for follow-up questions. The reason
for choosing a semi-structured interview was that in using a semi structured interview, the writer
could have more opportunities to ask more questions related to the questions that were asked for
the interviewee and it is more flexibleusing a semi structured interview. Moreover, the atmosphere
was more relaxed and not so formal, so that the participants could be more comfortable to talk and
share their thoughts.
The questions were divided into two parts. The first part consisted of the opening questions
such as name, age, students’ number and experience in learning English and the second part was
aimed to show the opinion from the students’ point of view. The interview session took 5-10
minutes more and there were 25 questions related to teachers’ oral and written feedback which
were answered by 15 participants.
Data Collection Procedure
The study used the qualitative data. The data were collected after the students finished their
Guided Writing class. The reason for this was, the participants needed to experience related to the
teacher’s oral and written feedback in their writing, so that they can answer the interview questions
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At first before I did the interview, I tried to reach out some students and asking for their
helps for helping me conducted the interview. Some problems also happened when I tried to call
the participants. They were afraid because they thought the data that they would give to me would
affect their grade. However, I tried to convince them that the interview would not affect their grade.
After I finished convincing the participants, the time and place were discussed in order to conduct
the interview. I began my interview by asking them some introducing questions. I tried to make
the conversation went as smoothly as I can in order to avoid awkwardness that might occur because
I much more senior than themand I barely know my participants. Then I moved to more specific
questions like what they knew about feedback, and what they thought about the teacher oral and
written feedback in their writing. Then I asked the next questions until the last questions. When
conducting the interview, I used a voice recorder to record their answers.
After the data were collected, I transcribed the data then I categorized and separated the
data into several themes. After that, I provided the analysis in the next part.
Findings and Discussion
This part contains the report of the results of the interview which answered the research
questions:
1. What are the students’ perception towards teacher oral and written feedback in Guided
Writing class?
2. What are the problems that often happen when feedback is given to the students?
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A. Students’ Perception towards Teacher feedback
The students’ perception towards teachers’ feedback is divided into two: the oral feedback
and written feedback.
1. Oral feedback
From all the 15 participants that had been interviewed by the writer, 10 of the participants
stated that they were all feeling grateful with the teacher oral feedback and said that they had no
problems regarding teacher oral feedback.
The following are some of the interview excerpts that give the evidence that the students
agreed with oral feedback given to them and how they responded to the teacher oral feedback:
“I’m glad, because I think feedback can... emm it can make your writing better than before, emm the plot in the story will become more better, and your writing will be better if you get feedback” (Participant F, 2014, my translation)
“I felt satisfied, because the teacher explained to me correctly in the part that I made mistake and he showed me and gave me an example until I understand it and know how to fix the matters.” (Participant G, 2014, my translation)
“Agreed because if we get feedback, we know where our mistake was, we know how to fix it and usually there’s another revise meaning we still had the chance to submit our work after we get feedback from the teacher. That must be much better and much-much better than before” (Participant N, 2014, my translation)
On the other hand, 5 of the remaining participants showed different reaction toward teacher
oral feedback. The problems that mostly happened in general when the teacher gave the oral
feedback to the students is the teacher’s voice was unclear. Further discussion related to the
problems faced in oral feedback is discussed in the second part.
2. Written feedback
From all the participants that have been interviewed, 10 of them stated that they were all feeling
grateful with the teacher written feedback because the teacher gave them detailed explanation
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Below are some excerpts taken from the interview:
“Yes, so far I can fix the problems through the written feedback that he gave me and we know which part that we have to fix.” (Participant I, 2014, my translation)
“The teacher wrote what my weakness were in general on my writing and the problems that the teacher found in my writing.” (Participant M, 2014, my translation)
“We usually wrote our first draft then we submitted it to the teacher. After that before I received back my first draft, the teacher told us our mistakes then we take it and then we fix it again. So I really-really understand the written feedback that the teachers gave to me.” (Participant N, 2014, my translation)
On the other hand, 5 of the remaining participants showed different reactions toward their
teachers’ written feedback. The problems that mostly happened in general when written feedback
was given were about the teacher’s handwriting which was unclear and difficult to read.
Overall, most of the students’ perception toward the teacher oral and written feedback was,
that they all agree that the teacher feedback would help them to write better and could help them
to achieve success in their writing. The data show that 10 out of 15 participants had the opinion
that the teacher feedback was helpful for them and was transferred correctly to them.
Nevertheless, regarding the teacher oral and written feedback, there were still problems that
occur when feedback was given. The problems related to the teacher’s feedback is discussed in the
second part below.
B. The problems that were faced by the students’ when receiving teacher oral and written
feedback
After conducting the interview, 5 out of 10 participant’s admitted having problems with the
teacher oral and written feedback. The problems that happened were lack of detail from the teacher
feedback, the teacher’s unclear handwriting which sometimes difficult to read and understand. The
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meaning the teacher voice was not loud enough and sometimes unclear and the last was the teacher
did not point out how to fix the problems in the students’ writing.
These were the excerpts as the evidence:
“It’s because in my opinion, the teacher did not speak clear enough. He is a native teacher, but sometimes he tended to speak Indonesian and his voice was not loud enough. So it was not clear.” (Participant B, 2014, my translation)
“The teacher gave the feedback in general. I felt like it was not clear and also the teacher did not give us the way to fix the matter. She did not point out the problem and tell us how to fix it.” (Participant C, 2014, my translation)
“ Sometimes when the teacher give me the feedback, he said in my writing my supporting detail was not completed, and he did not give me further information about what was not complete or what should I add in order to complete the missing part” (Participant H, 2014, my translation)
“Sometimes, because the teacher handwritten was unclear, his written feedback could not be read” (Participant F, 2014, my translation)
“Yes ... sometimes because when he gave his written feedback it was like a scratch so I’m confused what the feedback mean.” (Participant D, 2014, my translation)
“Well it was the same case that I had with oral feedback in which the comments could drive me into different conclusions. But the different is in oral feedback I could still manage to ask what the problems were. While in written feedback, I was guessing what the comments were supposed to mean.” (Participant J, 2014, my translation)
According to the result of the interview, the problems could not be avoided when delivering
both oral and written feedback. In oral feedback, the problems occurred in the way the teacher
delivered the feedback to the students, which may cause the students to have different concepts
with what teacher had in mind. The teacher voice which was unclear and also sounded like
mumbling. On the other hand, in written feedback, the problems were the lack of detail from the
teacher feedback, the teacher’s handwriting was unclear like a scratch and sometimes it was
difficult to read and understand.
From the data that I had gathered, the problems on both oral and written feedback located on
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helpful for the students to achieve success in his or her writing. However, if the way the teacher
delivered the feedback to the students could not be received by the students, or the problems occur
when delivering both oral and written feedback, the result would be bad for students in
accomplishing his or her writing.
My findings was similar to Marzano and Arthur (1977), as cited in Cohen and Cavalcanti
(1990) which said “that the part of the problem lies in the nature of written teachers’ feedback,
which could be unclear, inaccurate and unbalanced” while in oral feedback my finding was similar
to Chaudron (1986, p.79) in which points out that the oral feedback that were given to the students’
could not be understood by the students’.
Conclusion
This study was done in order to answer the research questions of this study about what are
the students’ perception toward teacher oral and written feedback in Guided Writing class on
revising students’ writing and what are the problems that often happen when feedback is given to
the students.
For the first research questions, the result shows that overall, both the teachers’ oral and
written feedback had already been transferred correctly to the students. Almost all of the
participants said that the teacher feedback was helpful for them to fix the problems that occurred
in their writing.
Related to the second research question about what are the problems that often appear when
feedback is given to the students’, the result showed that the problems that mostly happened were
related to teacher oral and written feedback were the teacher’s unclear handwriting which
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delivered the feedback through oral feedback, the teachers’ voice which was not loud enough and
sometimes unclear. The problems also occur in the way students interpret the feedback that were
given to them and the last was the teacher did not point out how to fix the problems in the students’
writing
In order to fix the problems that happen in both oral and written feedback, if I may suggest
to the teacher, perhaps when submitting the assignments the teacher can ask the students to submit
it through email. When the teacher give the students written feedback, through email they will
have no problems regarding the teacher written feedback when the teachers’ used code, or when
the teacher write the comment on the writing file for the students, the comment from the teachers
can be read because it is already typed in the file. About the oral feedback, perhaps the teachers
can try to use simple English which is more understandable by the students and provide time for
each student to have face to face consultation equally. If the time is not enough for students to have
consultation, the teachers can ask the students to come to the teacher’s office to have some
consultation.
Because this study only focused on the students perception towards the teacher feedback and
the problems that were faced by the students in Guided Writing class, the result cannot be
generalized to other situations. For further research, it may be beneficial to investigate the problem
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Ϯϱ
Acknowledgement
Thank you to The Lord Jesus with your help I can finished my thesis. Thank you to my
kind supervisor and examiner. My special thanks goes for my Family who always encourage me
when I was tired and my friend who always support me when I was having problems regarding
my thesis. All the people who were willing to became my participants. Without them, I would not
be able to finish my thesis successfully so I want to thank them for it and also other people who
Ϯϲ Appendix 1
INTERVIEW QUESTIONS
Personal information:
Name:
Nim:
Age:
Teacher feedback
1. Sudah berapa lamakah anda mempelajari bahasa inggris?
2. Bagaimanakah pendapat anda tentang bahasa inggris itu sendiri?
3. Apakah anda mengambil mata kuliah Guided Writing?
4. Bisa anda gambarkan kelas Guided Writing anda itu seperti apa?
5. Apakah dosen anda mengsupport anda untuk menulis lebih baik lagi?
6. Support seperti apakah yang di berikan oleh dosen anda? Bisa jelaskan, dalam hal apa?
7. Bagaimanakah pendapat anda terhadap aktifitas di kelas? mengapa?
8. Apakah yang anda tau tentang feedback?
9. Taukah anda jenis-jenis feedback?
10.Feedback seperti apakah yang diberikan oleh dosen anda di kelas Guided Writing anda?
11.Biasanya feedback seperti apa dan pada bagian apa yang anda terima (apakah contentnya
atau grammar-nya atau bahasanya ? jika di content atau grammar ataupun bahasa, bisa
Ϯϳ
12.Ketika anda pertama kali diberikan feedback dari dosen anda, bagimanakah perasaan anda
terhadap feedback yang diberikan? jelaskan, mengapa
13.Apakah di dalam kelas anda diberikan oral feedback oleh dosen anda? Baik secara tidak
sengaja ketika anda bertanya mengenai writing anda?
14.Bagaimanakah cara dosen anda memberikan oral feedback kepada anda?
15.Bagaimanakah pendapat dan perasaan anda terhadap teacher oral feedback mengenai
writing anda? Jelaskan
16.Mengapa anda berpendapat demikian?
17.Apakah anda menemukan kesulitan ketika dosen anda memberikan oral feedback kepada
anda?(jika ya jelaskan, pada bagian apa anda menemukan kesulitan untuk mengerti. ?
jika tidak lanjut kepertanyaan selanjutnya)
18.Menurut anda apakah feedback yang diberikan oleh dosen anda telah tersalurkan dengan
benar?
19.Apakah di kelas Guided Writing, anda diberikan written feedback?
20.Written feedback seperti apakah yang diberikan?
21.Apakah anda menemukan kesulitan ketika dosen anda memberikan written feedback
kepada anda? (jika ya jelaskan, jika tidak lanjut kepertanyaan selanjutnya)
22.Bagimanakah dosen anda memberikan written feedback kepada anda? contohnya
23.Apakah yang menjadi permasalahan yang menyebabkan anda tidak mengerti written
feedback dari teacher anda?
24.Menurut anda apakah written feedback yang diberikan oleh dosen anda telah tersalurkan
dengan benar? jelaskan
