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STUDENTS’ PERCEPTION TOWARD TEACHER’S FEEDBACK ON
THEIR WRITING
(A Descriptive Study at the Tenth Grade Students Of SMA N 4 Purwokerto
in Academic Year 2015/2016)
A THESIS
Submitted to English Department
A Partial Fulfillment of Requirements for S.Pd Degree
By:
Tiyas Lilis Suryani
(1201050091)
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
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PREFACE
Alhamdulilahi robbil’alamin, by the mercy and blessing of Alloh SWT, the writer
finally completed this reserach report entitled “STUDENTS’ PERCEPTION
TOWARD TEACHER’S FEEDBACK ON THEIR WRITING” as a partial
fulfillment of the requirements for Sarjana Pendidikan Degree at English
Education Department of Teacher Training and Educational Faculty,
Muhammadiyah University of Purwokerto.
The writer honestly admits that this work is far from perfection. There are
some weaknesses in the content arrangement; therefore, any critics, comments,
and suggestions are welcomed for the improvement of this research paper.
However, the writer hopes this paper will be useful and beneficial for the writer
and readers.
Purwokerto, Juli 2016
Tiyas Lilis Suryani
1201050091
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ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb.
Alhamdulillahirobbil’alamin. Praise be to Allah SWT for all His wonderful mercy
and blessing so that this thesis can be finished on time. This thesis is submitted to
fulfill one of the requirements to get S.Pd Degree from University of
Muhammadiyah Purwokerto. In making this thesis, there were a lot of help and
support from several people. Therefore, I would like to thank the followings for
all the helps and support.
1. Drs. Pudiyono, M.Hum., the Dean of the Teacher Training and Education
Faculty who permitted me to conduct this study.
2. Rina Agustina, S.S. MAppILing TESOL., the Head of English Education
Department who has given the opportunity and permission to do this
study.
3. Listiani, M.Pd., my supervisor who gave his time to give suggestions,
guidance, and helps patiently during the process of writing this thesis.
4. All of the lecturers in English Education Department.
5. Drs. Prijatno Edy Purwanto, M.Pd., the Headmaster of SMA N 4
Purwokerto who has given the permission to collect the data for this thesis.
6. Nurchayati, S.Pd., the English teacher of the tenth grade students of SMA
N 4 Purwoketo who already helped me in collecting the data.
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7. The tenth grade students of SMA N 4 Purwokerto, particularly X MIA 4
class who have good participation in this study.
Finally, this thesis is hoped to be able to provide useful knowledge and
information for the readers, although I am sure, there are still many
weaknesses in this thesis. Therefore, suggestions from the readers in order
to make it better will be really appreciated.
Wassalamu’alaikum Wr. Wb
Purwokerto, 15 Juli 2016
Tiyas Lilis Suryani
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DEDICATION
Bismillaahirrohmaanirrohiim,
This thesis is dedicated to:
1. My beloved parents Bapak Sukamto and Ibu Aniah Rustiati who always give me support. Thank you for your endless prayer and love for me. You are my best parents in the world. I love you.
2. My brother and my younger sister Mas Tegar and Zenit “endut”. Thank you for your support and prayer. I love you.
3. My sister-in-law mba riya. Thank you for your support and prayer.
4. My all relatives that can not be mentioned one by one. Thank you for your prayer and support.
5. My awesome nephews Alden, Kiki, and Daffa. Thank you for always entertain me and make me laugh.
6. Abang Ari, thanks for your love and support.
7. My rainbow family, Wanda, Puspa, Anah, Titis, Tika, Dayang, Eka, Mba Wenti, Yuli, Erna, Tati, Oktri, Niswah, Indah, Riris, Widi, Livah, Adit, Dona, Eko, Ginanda, Mas Bayu, Mas Imam, Ragil, Septian, and Sunu. You have taught me about togetherness. Thank you for coloring my days.
8. My PPL’s friends, Puspa, Wawan, Mas dio, Heri, Rohma, Novi, Ria, Risi, Suci, Lina, Nia, Nia wijiasih, Uut, and Orin. I’m proud of you guys.
9. My Senior High School’s friends who always support me. Retno Rismawati, Nurakhmi Rizkiana, Rahma Noviani, Oktaviana Nur’izati. Thank you girls.
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MOTTO
“So which of the favors of your Lord would you deny?”
(Q.S. Ar-Rahman 55:13)
“And [remember] when your Lord proclaimed, 'If you are grateful, I will surely increase you [in favor]; but if you deny, indeed, My punishment is severe.' "
(Q.S. Ibrahim 14:7)
“For indeed, with hardship [will be] ease”.
(Q.S. Al Insyirah 94:5)
“Believe in yourself”
(Anonymous)
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CHAPTER IV RESULT AND DISCUSSION A. Result ... 22
B. Discussion ... 35
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 40
B. Suggestion ... 40
REFERENCES ... 42
APPENDICES ... 43
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LIST OF FIGURES
Figure 2.1. Figure of Direct feedback ... 8
Figure 2.2. Figure of Indirect coded feedback ... 9
Figure 2.3. Figure of Indirect uncoded feedback ... 9
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LIST OF TABLES
Table 3.1. Schedule of Research ... 15
Table 3.2. The Indicators of Questionnaire Guide ... 16
Table 3.3. The Likert Scale of questionnaire ... 18
Table 3.4.The Interview Guide ... 19
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LIST OF APPENDICES
Appendix 1.The Indicators of Questionnaire Guide ... 45
Appendix 2. The Interview Guide ... 49
Appendix 3. Coding of Interviewees ... 51
Appendix 4. Questionnaire Sheet ... 53
Appendix 5. The Percentage Result of Questionnaire ... 57
Appendix 6. Interview Guide ... 60
Appendix 7. Interview Transcript ... 62
Appendix 8. Students’ Writing ... 67
Appendix 9. Permission Letters ... 78
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Students’ Perception Toward Teacher’s Feedback on Their Writing (A Descriptive study at the Tenth Grade Students of SMA N 4 Purwokerto in
Academic Year 2015/2016) Purwokerto in Academic Year 2015/2016. It was a descriptive study. The subject of this research was thirty six students of X MIA 4. The data was collected by using questionnaire and interview. Based on the fourth indicators of questionnaire and interview result, those indicators are the types of feedback, clarity, the students’ feeling after receiving feedback, and students’ action after receiving feedback. The result showed that, first, in the types of feedback, 89% of students gave positive perception to direct feedback. The reason was because students confusing for them if the teacher just underlines or circles their mistakes without giving code and the correct form. Second, in the clarity of teacher’s handwriting, 66% of students gave positive perception because some students stated that they felt teacher’s handwriting were clear and readable. They understood about their mistakes. Third, in students’ feeling after receiving feedback, the highest percentage was in statement #9. The students were motivated to be better in next writing after they knew their score because they tried to revise their mistakes after they got feedback. It reached 97%. Fourth, it was about the students’ action after receiving feedback, the highest percentage was 97%. It was in statement #17. The students always tried to revise their mistakes after they got feedback. The students revised their mistakes after they got feedback.
