AN ANALYSIS OF GOOD WRITERS STRATEGIES IN RESPONDING
TO TEACHER S WRITTEN FEEDBACK IN ACADEMIC WRITING
CLASSES
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Alit Yulie Kristiningsih
112007100
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
AN ANALYSIS OF GOOD WRITERS STRATEGIES IN RESPONDING
TO TEACHER S WRITTEN FEEDBACK IN ACADEMIC WRITING
CLASSES
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Alit Yulie Kristiningsih
112007100
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2012. Alit Yulie Kristiningsih and Nugrahenny T. Zacharias, Ph.D.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
AN ANALYSIS OF GOOD WRITERS’ STRATEGIES 1
An Analysis of Good Writers’ Strategies in Responding to Teacher’s Written Feedback in Academic Writing Classes.
Alit Yulie Kristiningsih
Abstract
Teacher’s feedback is widely seen in education as crucial for both encouraging and
consolidating learning (Brophy, 1981; Zacharias, 2007). Unfortunately, Conrad and Goldstein (1999) found that students had difficulty with comments that are not explicitly pointed out. The present study investigated the good writers’ strategies in responding to teacher’s written
feedback in Academic Writing classes. The participants consisted of ten Indonesian students in the English Department of Satya Wacana Christian University who have taken the Academic Writing classes. The data was collected from semi-structured interview, in which all of the
participants were individually interviewed about their strategies in overcoming the unclear written feedback in Academic Writing classes. The result shows three major strategies in responding to written feedback, they are Social/ affective strategies, cognitive strategies, and metacognitive strategies. Briefly, this study found that nine students mentioned that they used
social/ affective strategies include conferencing with the teacher, and working with peers as their strategies in handling with teacher’s written feedback. A cognitive strategy includes taking notes and summarizing. Metacognitive strategies include self-monitoring. Therefore, this finding
suggested that those strategies help poor writers increasing their linguistic competence, verifying grammar accuracy, and becoming creative thinker.
