STUDENTS’ RESPONSES AND REACTIONS TOWARD TEACHER’S
WRITTEN FEEDBACK IN EFL WRITING CLASS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Yohanus Fhani Purnama Adi
112008103
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
STUDENTS’ RESPONSES AND REACTIONS TOWARD TEACHER’S
WRITTEN FEEDBACK IN EFL WRITING CLASS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Yohanus Fhani Purnama Adi
112008103
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
STUDENTS’ RESPONSES AND REACTIONS TOWARD TEACHER’S
WRITTEN FEEDBACK IN EFL WRITING CLASS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of Sarjana Pendidikan
Yohanus Fhani Purnama Adi
112008103
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S
tudents’
responses and reactions toward
teacher’s written f
eedback
in EFL writing class
Yohanus Fhani Purnama Adi
ABSTRACT
The occurrence of teacher‟s written feedback can not be avoided in writing in order to aid the students who were facing some problems composing their papers. However, there are still some arguments about how importance and how to provide a good written feedback. This study, therefore, which is replication of Alamis‟ (2010), aimed to evaluate the responses and reactions that the students had about written feedback given by their teachers. The participants were 34 four students of the English Department of Satya Wacana Christian University who were enrolled in the Expository and Argumentative Writing class. The data were collected from the questionnaire. The result showed that the students agreed that feedback could help them in writing. By reading the feedback, they became aware of their weakness and strength. They also needed feedback which could motivate them to write better. The type of feedback preferred by students was the combination of telegraphic and conversational feedback. Moreover, feedback in content and organization were the areas that the participants wanted to get. At last, students preferred feedback in the form of correction; and they highly chose the direct correction which they believed could help them most in the process of writing.
Key words: Teacher‟s written feedback, type of feedback, writing, students‟ response
INTRODUCTION
Hyland and Hyland (2006a) also stated that feedback is important for the learners in giving the rhetorical choices center to new academic or professional literature; and feedback plays role as learners‟ assistant in negotiating entrance to new knowledge and practices as well.
One more research by Hyland and Hyland (2006b) as well strongly argued that teacher feedback can encourage and sustain social harmony and foster a cooperative pedagogical environment that can promote learning. Moreover, the important of feedback is useful to show the learner in what point they are good at or work well, and in what point they need improve their written work (Leki, 2006). The information that is stated in the feedback has a purpose to make the learners become aware where their weaknesses and falling factors are, so that they focus on practicing that point. According to Willingham (1990), the essence of feedback is also promoted by giving motivation to the students. Criticism from feedback given can motivate the students to produce an improved paper and improved writing skills. He also believes that providing feedback will encourage students to be his own editors who make everything in their writing make sense to the reader.
Often, teachers find many learners get some troubles in writing; and they struggle to develop their writing skill. Yanghee and Jiyoung (2005) asserted that ESL learners unavoidably struggle with many aspects, such as, grammar accurateness, proper word choice, generating ideas, and then developing the ideas. The most vital problem is the used of proper natural language in different social contexts and how to use it in creative ways. Realizing the learners‟ problem, teachers try to give the best treatment for the learners so that they can perform better in writing. One of the treatments is giving the learners feedback.
Learners‟ writing development is really affected by feedback which can help them face
Teachers‟ feedback, moreover, are expected can be a reference for the learners to revise and develop their writing: “feedback will provide an inherent reason for students to revise; it is a
sense of revision as discovery, as a repeated process of beginning again, as starting out new, that our students have not learned” (Sommer, 1982, p.156 in Alamis, 2010, p.41).
Furthermore, feedback offer the learners help to correct their writing, “at the end of error self-correction activity, teacher‟s feedback is crucial and must be performed in a way to have a long-term positive effect on students‟ ability to monitor their own performance” (Bartram & Walton, 1991, p.95 in Kavaliauskienė, 2003, p.2). Ferris (2006) also proved that 80% of the participants are successfully editing the errors after being commented by the teacher. So feedback can minimize the errors occur and maximize learners‟ writing accuracy. Previous
research done by Ferris (1995) confirmed that the learners were helped by the teachers‟ feedback in what should be improved or avoided in the future, finding mistakes, and clarifying their ideas.
Many researchers have done investigations to provide more effective and relevant feedback to the learners; and some feedback types are applied to learners‟ written work to find
missing word or morpheme; or writing the correct word or form near the wrong form. Second, indirect feedback is given just to indicate that there some errors occur in a written work but does not offer some alternative answers, allowing the learners to be aware of their own mistakes and solve them by themselves. The form of indirect feedback can be an underline, circle, code, or other mark on the learners‟ error.
Scholars (Brookhart, 2008; Ferris, 1997; Ferris, 2006; Leki, 2006; Nicol, 2010) try to find out the best feedback for the learners. They try to know what kind of feedback that can help the learner most. Brookhart (2008) believed that the quality of learner work or the processes or strategies used to do the work is the most useful feedback must focus on.
Then, to provide a good aid, Ferris (1997) suggested that:
Teachers should therefore be careful (a) in their own responding strategies, (b) in explaining those strategies to their students, and (c) in helping students learn to revise and holding them accountable for considering feedback they have received in doing so. Again, Ferris (2006) argued that good feedback is a feedback which gives the students long-term improvement, not only short-term ability to correct certain types of error. Feedback is considered not only as a short-time helper, but also as an escort for further writing progress. Whereas according to Leki (2006), a good feedback should clearly give information about in what aspect learners‟ written work is adequately good or bad, in order to make the learner know
what part should be improved. Next, Nicol (2010) insisted that a written feedback will be useful if written feedback is set in dialogical contexts in which feedback activities are shared across teachers and learners and are adaptive, discursive, interactive and reflective.
Despite of the fact that teachers‟ feedback have great advantages to the learners‟ written
work, there are some problems. Actually, learners believe that constructive feedback can enhance some learners‟ self esteem in their ability to write and encourage them to work harder
considered ineffectual by some teachers. Sometimes, some of learners keep on repeating the same errors, and to achieve accuracy in writing, which is grammatically demanding, teachers realize that it is really hard for the learners (Littlewood, 1995, in Jimena et al., 2005). Some researchers (Ferris, 1997; Goldstein, 2006; Nicol, 2010; Regan, 2010; Zacharias, 2007) affirm that learners get difficulties in dealing with unclear feedback that does not directly state the revision was needed. Some of them do not understand about the feedback given by the teacher and do not know what to do. Students also think sometimes feedback is overwhelming and they have to read between the lines to comprehend what is being said. Later on, the students‟ writing does not have any significant improvement and continue repeating the same mistakes. The misunderstanding of the learners makes them unsuccessfully revise their written work in response to the teachers‟ feedback.
The problems above are made me as a researcher wonder how the learners react with the written feedback given by the teacher. Learners respond to the feedback need to be observed to answer that question. So, the aim of this study is wanted to know how the learners will respond the teacher‟s written feedback. Specifically, the researcher wants to find out:
1. What reasons do the students have for reading the written feedback from their teacher? 2. Do the feedback help the students understand how to improve their writing?
3. What type of feedback do the students find helpful for them?
4. In what areas would the students like to receive feedback from their teacher? 5. In what form do the students prefer feedback on their papers?
THE STUDY
Context of the Study
Writing class were taken as participants. This writing class was offered to the students after they had passed the Guided Writing and Narrative & Descriptive Writing. The objective of the course to help the students will be able to write five-paragraph essays, focusing on expository and argumentative essays. In this course, the students were introduced and were required to write expository essays (example essay and comparison – contrast essay) and argumentative essays. The written feedback from the lecturer was always given to the students after they returned their drafts. The general purpose of giving the written feedback was to offer some helps in students‟
written works. Participants
Five students were randomly taken from every 8 writing classes to fill in the questionnaire. Most of them were second and third year students who were approximately 21 to 22 years old. English was their foreign language; and they were Indonesians. They had already learnt English from 9 to 10 years. A total 40 students were taken as the participants at first, but six of these did not submit sufficient data and excluded from the data analysis since those six questionnaire sheets were filled incompletely. The remaining 34 students consisted of 7 males and 27 females were the final number of participants. These students were most probably already familiar with the term “feedback” because English Department students accustomed receiving
feedback from their teacher. Data Collection
Participants were asked to fill in a combination of likert scale and open-ended questionnaire about their responses and reactions toward written feedback, which was replicated from Alamis‟ (2010) study. Her study involved 141 students who enrolled in Expository Writing
Class at the Faculty of Arts and Letters (FAL) of the University of Santo Tomas. The first three likert scale questions was ranged from “always”, “sometimes”, “hardly”, and “never”. Then, the
next five likert scale questions was ranged from “high”, “moderate”, and “low”. The last one
(1) the reasons of reading feedback (e.g. I read the teacher‟s feedback because I am expected to), (2) the usefulness of feedback (e.g. Teacher‟s feedback help me understand to improve my writing), (3) the feedback types (e.g. The type of feedback I find helpful are telegraphic feedback), (4) the suggestion for teacher (e.g. My suggestion to improve teacher‟s feedback is using the conversational feedback), (4) the areas of feedback (e.g. In which of the following areas would you like to receive feedback from your writing teacher?), and (6) the forms of feedback (e.g. In which of the following forms would you like to receive feedback from your writing teacher?).
Also, the questionnaire had been piloted to 2 students in order to check the clearness of the questions and instructions. Before piloting, since the original questionnaire in English, it was completely translated into Bahasa Indonesia with the assumption it would be more understandable for the students. Based on the students‟ input, the questionnaire was revised. Finally, it was distributed to the students in 8 classes towards the middle of the semester when they wrote comparison – contrast essays.
Data Analysis
The students‟ responses in second aspect, the usefulness of feedback, were classified into positive and negative response. “Always” and “sometimes” was classified under the positive
response, while „hardly” and “never” was put under the negative response. For the remained
aspects, students‟ responses were ranked in three level of priority; they are “high”, “moderate”, and “low”. Percentages of each response, which calculation was the frequency of the answer
divided by the total number of participants times one hundred percent, were made to make a clear ratio of the students‟ preference and to help the analysis. Then, descriptive statistics was
used to examine the data gathered from the questionnaire to get the frequency and result of the participants‟ responses. Since this paper is a replication of Alamis‟ (2010) study, the result was also compared to her study.
FINDINGS AND DISCUSSION
This result was based on the findings which were organized in six aspects to answer the research questions:
1. What reasons do the students have for reading the written feedback from their teacher? 2. Do the feedback help the students understand how to improve their writing?
3. What type of feedback do the students find helpful for them? What type of feedback do the students suggest their teacher give them?
4. In what areas would the students like to receive feedback from their teacher? 5. In what form do the students prefer feedback on their papers?
Those questions would be a guidance to understand the students‟ reactions and responses to the teachers‟ written feedback. To answer the research questions stated earlier, these following
2. I want a justification of my grade.
4 12 27 79 3 9
3. I am expected to. 1 3 2 6 31 91
The Table 1 above was a figure on students‟ reasons for reading teacher written feedback and the table was actually run parallel to Alamis‟ (2010) study. It was figured out that most of the students were highly reasoned (85%) to read teacher feedback because of their belief of how feedback would help them aware of their strong and weak points in writing. Moreover, there was no student (0%) who chose this reason in low rank level. This result supported Leki‟s (2006) thought who believed feedback worked as a useful tool to show the learner in what point they are good at or work well, and in what point they need improve their written work. Knowing the strong and weak points from teachers‟ written feedback would also make the students develop
their ability as a writer since they would be more aware of their weaknesses and tried to resolve them.
Another motive why they read teacher feedback, which they wanted to know the justification of their grade, was moderately important (79%). This reason also had the highest percentage in moderate level in Alamis‟ (2010) study. Some students were also aware about their
grades, not only aware of the benefit that was offered by the written feedback. They were curious about the justification of their grades of their writing capability. Yet, it should be remembered that merely justifying grades could not allow the students to reach the better achievement in writing, instead they needed a feedback that could assess and evaluate their paper (Ferguson, 2011). When the feedback assessed and evaluated the students‟ paper, they could know how to revise and improve their written work.
Next, a high percentage of low rank reason appeared (91%) of the students‟ reason which
some time to the feedback since they were conscious about the importance of it but not because they were asked to. If the students read the feedback because they were expected to, it showed that they just simply read it without knowing the importance of feedback and the purpose of why their teacher gave it to them. that teacher feedback were useful to help refine their writing and help them to write, especially when errors were shown. Only few students had the negative response toward teacher feedback. Indeed, from the high percentage of positive response of teacher‟s praises toward students
writing, it was clear that teacher‟s praises also helped them to write, but it did not have a positive response as high as showing the students‟ errors.
This result was quite different with Alamis‟ (2010) study. Teacher‟s praises were always more helpful for the FAL students rather than showing each error made by the students. Wiltse (2002) believed commendations from the teacher would help the students by increasing their self-esteem in writing. Teacher‟s praises could build up the motivation of the students when they wrote and made them recognize that they were work well then. From the fact above, this distinction of the results that occurred between this study and Alamis‟ might be caused by the difference of students‟ level of writing ability and students‟ level of motivation. Wiltse (2002) also found that teacher‟s praises only gave a great help for skilled writers, not for poor writers.
In this study, ED students experienced that teacher‟s praises could help them, but from percentages above, it seemed that they were more likely to have the errors warning in their paper. It was should be considered that students not only needed to be motivated but they also needed to be assisted to know their errors. Error warning would be really effective to offer some helps for the students to correct their own work (Ferris, 2006). It was a wise decision for the teacher to give the students both, errors warning and praises, because not only get motivated, but the students would also get a clear thought where the part of the paper should be revised.
Table 3
Types of Feedback That Students Find Helpful in Improving Their Writing
Type of Feedback Rank
writing. From the fact above, the telegraphic feedback would be more efficient only for correcting grammar errors, not for pointing out the content of students‟ writing which was inappropriate.
For the conversational feedback, half of the students ranked it in the moderate level (50%). To conclude the figures, conversational provided them with more help to advance their writing than telegraphic feedback. It explained Wellingham‟s (1990) idea that conversational feedback initiates dialog between students and teachers, rather than setting up teacher‟s feedback as oracles. When students write and they think their writing is good, it is difficult to explain that their works actually need to be revised. They will feel that it is not easy to understand the errors even though they are pointed out. That is the time when conversational feedback is needed to create a good dialog and make the students comprehend what to do with their written works. Table 4
The data from Table 4 was similar with the data shown in Table 3. Students wanted their teacher to provide the feedback that helped them most. The most expected feedback was the combination of telegraphic and conversational, and the second preference was conversational feedback. Equal with the figures in table 3, they did not desire their teacher to present them only with telegraphic feedback.
Table 5
Areas the Students Prefer to Receive Feedback from Their Teachers
Areas of Feedback
Rank
High Moderate Low
F % F % F %
2. Language use/grammar 11 32 19 56 4 12
3. Content/Organization 21 62 7 20 6 18
The content or the organization as the area which they preferred to receive feedback had been chosen in a high rank (62%) by most of ED students. This result also happened in Alamis‟ (2010) study which involved FAL students. Feedback in contents and organization would give them a guidance to develop their writing and not simply a clue to use a proper word like the feedback in vocabulary does. Aside how helpful feedback in content and organization, it should be remembered that teacher be supposed to focus on students' attention on the content of the composition and the process they followed instead of merely pointing out areas that the teacher found interesting or lacking (Williams, 2003).Research from Perpignan (2003) also found that feedback in the area of content and organization had a high consensus of preference. Then, the high percentage (70%) of low level rank created a strong impression that the ED and FAL students did not like to receive feedback in the vocabulary area. It seemed that they did not really care about their vocabulary accuracy rather than their ideas and contents in writing.
Quite lot participants (56%) consider that feedback in language use or grammar was moderately important. Indeed, evaluating grammar is important in writing, but there is something more important which can enhance students‟ writing performance, that is evaluating the ideas of
their text. Feedback on grammar correction was not really efficient enough in writing because if the students busy correcting the grammar errors, their thought on how to develop the idea of writing would be much distracted (Goldstein, 2006).
Table 6
Forms of Feedback the Students Prefer on Their Papers
3. Corrections
- Indirect
4 12 3 9 5 15
- Direct 16 46 3 9 3 9
These figures slightly different with Alamis‟ (2010) study that the result from FAL
students was feedback in the form of suggestion had the highest level of priority. The figures above showed feedback in the form of corrections had a quite high level (58%) of priority if both indirect and direct were summed up. By giving the corrections, especially the direct correction, ED students became to know the exact part where to work more as they were offered the right answer. Unlike ED students, FAL students were more likely to get the feedback in the form of suggestion because they preferred to resolve their problem by themselves rather than rewrite the answer given by the teacher. Based on Wellingham‟s (1990) idea, teacher should not give too much direct correction feedback for the reason that it would reduce the students‟ opportunity to understand their own errors. Furthermore, students also would lose their opportunity to improve their writing skill abilities; they would only copy what was written by the teacher in their paper.
However, ED students still somewhat regarded suggestion as an important feedback, proven by their preference to choose suggestion in the moderate level (55%); and it showed that feedback in the form of suggestion was still crucially needed. According to Ferris (1997), suggestion on students‟ paper will guide the students‟ ideas and allow them to make modifications with confidence and competence. Next, the most ineffective form of feedback for ED students was question. FAL students also had the same preference. Perpignan (2003) argued that students did not like being asked by the teacher some questions while they were questioning their own works whether their writing was already good or not. It will make them more confused because they get so many questions in their mind so that they could not focus on developing their idea in their paper.
CONCLUSION
Writing was no longer only about product; it was also about process. Sometimes, the process was not easy for students. In that process, the occurrence of feedback was badly needed in order to guide, help, and improve student‟s writing skill. Feedback was a crucial aid for every student who had a problem in writing. However, the thing that should be considered was teacher could not offer feedback without giving any attention to students‟ responses and reactions toward the feedback itself. In other words, teachers should understand feedback from students‟ perspective and should understand what kind of feedback students wanted. The reasons of reading feedback, the usefulness of feedback, the types of feedback, the suggestion for teacher about what feedback type should be used, the areas of feedback, and the forms of feedback were the aspects which should be understood by the teacher in giving the feedback. Teacher should find out how those aspects would agree with students‟ needs, so that the feedback would really give a real help to the students.
asked about the forms of feedback. They liked feedback in the form of suggestion as well rather than in the form of question.
To create good feedback, teacher should know the students‟ reactions and responses toward feedback. Yet, those reactions and responses might be varied in different places that could be affected by students‟ motivation, students‟ writing ability, students‟ needs, and social
environment. Teacher ought to aware about it. Therefore, I want to suggest every teacher in the writing class to conduct a small research to identify students‟ need and preference of feedback in the beginning of the class. Even just by asking them directly would give the teacher valuable information. After gathering enough information, teachers would be able to construct a helpful and understandable feedback for their students. Students were also expected to actively give a positive suggestion in developing the best feedback; and always be sensitive for every single feedback given because it was written in their paper for their own sake. Then, good quality feedback which came along the process of writing would make the students write better and better.
REFERENCES
Alamis, M. P. (2010). Evaluating Students‟ Reactions and Responses to Teachers‟ Written Feedback. Philippine ESL Journal , 40-57.
Brookhart, S. M. (2008). Feedback. Educational Leadership, 54-59.
Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education , 51–62.
Ferris, D. (2006). Does error feedback help student writers? New evidence on the short-term and long-term effects of written error correction. In K. Hyland, & F. Hyland (Eds.), Feedback in second language writing (pp. 81-108). USA: Cambridge University Press.
Ferris, D. R. (1995). Student reactions to teacher response in multiple-draft composition Classrooms. Tesol Quaterly (29), 33-53.
Goldstein, L. (2006). Feedback and revision in second language writing: Contextual, teacher, and student variables. In K. Hyland, & F. Hyland (Eds), Feedback in second language writing (pp. 185-205). USA: Cambridge University Press.
Hyland, K., & Hyland, F. (2006a). Contexts and issues in feedback on L2 writing: An introduction. In K. Hyland, & F. Hyland (Eds), Feedback in second language writing (pp. 1-19). USA: Cambridge University Press.
Hyland, K., & Hyland, F. (2006b). Interpersonal aspects of response: Constructing and interpreting teacher written feedback. In K. Hyland, & F. Hyland (Eds), Feedback in second language writing (pp. 206-224). USA: Cambridge University Press.
Jimena, E. D., Tedjaatmadja, H. M., & Tian, M. (2005). Error correction: A bridge to grammatical accuracy in L2 writing. Surabaya: Petra Christian University.
Kavaliauskienė, G. (2003). Correction and self-correction of written assignments at tertiary level. Journal of Language Learning (1).
Kim, Y., & Kim, J. (2005). Teaching Korean University Writing Class: Balancing the Process and the Genre Approach. The Asian EFL Journal , 69-90.
Leki, I. (2006). "You cannot ignore": L2 raduate students' response to decipline-based written feedback. In K. Hyland, & F. Hyland, Feedback in Second Language Writing (pp. 266-285). USA: Cambridge University Press.
Mi-mi, L. (2009, January). Adopting varied feedback modes in the EFL writing class. US-China Foreign Language, , pp. 60-63.
Nicol, D. (2010). From monologue to dialogue: improving written feedback processes. Assessment & Evaluation in Higher Education , 501–517.
Perpignan, H. (2003). Exploring the written feedback dialogue: a research, learning and teaching practice. Language Teaching Research , 259–278.
Regan, P. J. (2010). Read Between the Lines; the Emancipatory Nature of Formative Annotative Feedback on Draft Assignments. Systemic Practice & Action Research , 453-466.
Williams, J. G. (2003, October). Providing Feedback on ESL Students' Written Assignments. The Internet TESL Journal .
Willingham, D. B. (1990, February). Effective Feedback on Written Assignments. Theacing of Psychology , pp. 10-13.
Wiltse, E. M. (2002). Correlates of College Students' Use of Instructors' Comments. Journalism & Mass Communication Education , 126-138.
ACKNOWLEDGEMENT
I would like to thank to Jesus Christ who always by my side and blesses me to finish my thesis. This thesis never have been possible without the help of many people. One of them who gives the greatest help is my supervisor, Hendro S. Husada. He always assists me, teaches me, and provides me with many aid in completing my thesis. My gratitudes are also for my parents, Purnomo and Sri Sugiarni, my brother, Dhani Purnawan and Shony Purnama. They support me all the time and sometimes accompanied me if I had to stay awake in the midnight dealing with my thesis. I also don‟t forget to give my thanks to all my friends, Deilly, Rahma, Kiki ”Keong”, Tesa, Dita, ”Gegabah Genk”, ”Eders 08” and many more for the valuable
APPENDIX
NIM : ………
Jenis Kelamin : ………...
Mohon perkenan Saudara untuk mengisi angket yang telah kami sediakan sebagai instrumen penelitian. Angket ini ditujukan untuk melakukan penelitian tentang bagaimana sikap siswa terhadap feedback tertulis yang diberikan oleh dosen. Pengisian instrumen penelitian ini tidak akan berpengaruh pada nilai Anda. Data yang kami peroleh sepenuhnya digunakan untuk kepentingan ilmiah. Mohon kepada Saudara untuk mengisi sesuai dengan keadaan yang sebenarnya. Kerjakan sesuai dengan petunjuk.
Terimakasih atas kesediaan Saudara meluangkan waktu untuk mengisi instrumen penelitian ini.
I. Beri tanda centang pada jawaban yang paling sesuai dengan pendapat anda.
1. Feedback dari dosen membantu saya
II. Berilah tanda T (tinggi), S (sedang), atau R (rendah) sesuai dengan tingkat prioritas anda. Bacalah keseluruhan soal di tiap nomor sebelum mengisi . Tentukan pilihan tingkat prioritas anda yang kemudian diikuti dengan memberikan tanda tingkat prioritas. Tiap satu nomor pertanyaan TIDAK boleh diisi dengan tingkat prioritas yang yang sama.
Tinggi T
Sedang S
Rendah R
1. Saya membaca feedback dari dosen karena:
- saya diharapkan membacanya ____
2. Tipe feedback yang membantu adalah:
- telegraphic feedback. ____
contoh: sp (spelling), agr (agreement), t (tense), vf (verb form), pro (pronoun)
- conversational feedback. ____
contoh: Tell me more about stressing experience
What would happen if you move sentences 2 and 3 to paragrapg 3?
- keduanya (telegraphic dan conversational feedback) ____
3. Saran saya untuk meningkatkan feedback dari dosen adalah:
- gunakan telegraphic feedback ____
- gunakan conversational feedback ____ - gunakan keduanya (telegraphic dan conversational feedback) ____
4. Di area mana anda lebih suka menerima feedback dari dosen anda?
- vocabulary ____
- Language use / grammar ____
- content / organization ____
5. Dalam bentuk apakah feedback yang anda suka?
- pertanyaan ____
- saran ____
- pembenaran (pilih salah satu)
a. secara tak langsung (hanya member tanda pada kesalahan) ____ b. secara langsung (memberi tanda dan menyediakan jawaban ____
yang benar pada kesalahan)
