Students’ Attitudes Toward Teachers’ Indirect Written Feedback: The case of Expository
and Argumentative Writing Class of SWCU’s Teacher Education Program in Semester
II/2014-2015
Endah Wahyu Setyorini
Abstract
Expository and Argumentative Writing is the third writing course offered as a prerequisite to the Academic Writing courses at the English Language Education Program, Faculty of Language and Literature, Satya Wacana Christian University. In this writing class, students will produce several essays and journals. During this process, students often face difficulties and make mistakes, and they will get feedback from their teacher in order to correct their mistakes. Because of the students’ problems in writing, this study has the purpose to see students’ attitudes toward teacher’s indirect written feedback in the Expository and Argumentative Writing course. This study is mixed qualitative and quantitative research. The data for this study was gained by using questionnaire and interview. The total participants in this study was 90 students from seven classes of the Argumentative and Expository Writing course 2014/2015. The result showed that teacher’s indirect written feedback was considered helpful and important to help students for revising and correcting their writing’s errors. However, there were several students who felt confused, sad, or anxious when they got indirect written feedback from their teacher and prefered to get direct written feedback.
