Institutional Repository | Satya Wacana Christian University: Students’ Perceptions Toward The Teacher’s Written Feedback in Academic Writing Class

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STUDENT

S’ PERCEPTIONS TOWARD THE TEACHER’S WRITTEN

FEEDBACK IN ACADEMIC WRITING CLASS

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

“Sarjana Pendidikan”

Pambayun Mustikaningsih Darmatuti

112013019

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

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STUDENT

S’ PERCEPTIONS TOWARD THE TEACHER’S

WRITTEN FEEDBACK IN ACADEMIC WRITING CLASS

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

“Sarjana Pendidikan”

Pambayun Mustikaningih Darmastuti

112013019

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

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COPYRIGHT STATEMENT

The 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 accept where due reference is made in the text.

Copyright@ 2017. Pambayun Mustikaningsih Darmastuti and Martha Nandari M.A.

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 Arts, Universitas Kristen Satya Wacana, Salatiga.

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TABLE OF CONTENT

COVER PAGE

INSIDE COVER PAGE... i

PERNYATAAN TIDAK PLAGIAT... ii

PERNYATAAN PERSETUJUAN AKSES... iii

APPROVAL... iv

PUBLICATION AGREEMENT DECLARATION... v

COPYRIGHT STATEMENT... vi

TABLE OF CONTENT... vii

ABSTRACT... 1

INTRODUCTION... 1

LITERATURE REVIEW... 4

Writing in Second Language... 4

Feedback in Second language... 4

Teacher’s Written Fedback... 5

Peer Feedback... 10

Writing Conference/Oral Feedback... 10

Direct and Indirect Feedbac... 11

THE STUDY... 13

Content of The study... 13

Participant... 14

Data Collection Procedure... 14

Data Analysis Procedure... 15

FINDING AND DISCUSSION... 15

1. Table 1. Percentages of Respondents Selecting Each Statement of Perceptions Toward Their Teacher’s Written Feedback... 16

2. Which Types of Teacher’s Written Feedback that Students Find Helpful... 18

Figure 1. Students’ Positive Perceptions Toward Teacher’s Written Feedback... 19

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Figure 3. Students’ Perceptions Toward Direct and Indirect

Feedback... 21

Figure 4. Students’ General Perceptions Toward Feedback in a Form of Question and Suggestion... 22

Figure 5. Students’ Perceptions Toward Feedback in a Form of Symbol and Feedback on Grammar and Diction... 23

Figure 6. Students’ Perceptions Toward Feedback on Content and Organization and Feedback in a Form of Question... 24

Figure 7. Students’ Perceptions Toward Feedback on Content and Organization and Feedback in a Form of Suggestion... 25

Figure 8. Students’ Negative Perceptions Toward Teacher’s Written Feedback... 26

CONCLUSSION... 27

ACKNOWLEDGEMENT... 29

REFERENCES... 30

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STUDENTS’ PERCEPTIONS TOWARDTHE TEACHER’S WRITTEN

FEEDBACK IN ACADEMIC WRITING CLASS

Pambayun Mustikaningsih Darmastuti

ABSTRACT

Teacher’s written feedback is one of the important key for students to help them to develop their performance and competency in writing skill. This study aims to find out the students’ perceptions toward

their teachers’ written feedback and which types of written feedback that the students prefer to get from their teacher. Quantitative research methodology with a questionnaire was used in the study. The questionnaire was administered to 97 research participants who are the 2015ers students at the Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga, and who had taken Academic Writing course. The research question of this study is what type of written feedback do the students find helpful for them? The findings revealed that students

perceived teacher’s written feedback positively. The direct feedback that

focuses on grammar, diction, content, and organization is more prefered by the students. The findings also show that feedback in form of symbol and suggestions is prefered by the students.

Keyword: writing, feedback, teacher’s written feedback, students’

perceptions

INTRODUCTION

Writing is one of the important skills which are needed to be improved by the students of English Second Language (ESL) or English as a Foreign Language (EFL). It is needed by them for example when they write an application letter, take a note, make a journal article, and many other things. Writing in English or

Second Language (L2) is more challenging than writing in the student’s First

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writing itself there are some steps which need to be done. According to Harmer (2004) in Septiana et al. (2015), the steps which need to be done in a writing process are planning, drafting, editing, and the last step is writing the final version of the draft. Harmer also said that the editing step itself is the most important step in writing (p. 1). Teachers in writing class at the Faculty of Language and Arts at Universitas Kristen Satya Wacana will give feedback on the student’s draft. After the students submit the first draft to the teacher, the teacher will check the

students’ paperwork or the draft itself, give feedback and return the draft to the

students to be revised. The teacher’s written feedback can be a tool which helps

students in improving their writing achievements. This statement is supported by

Zacharias (2007), who stated in her research that teacher’s written feedback might

be a powerful tool in order to improve the students’ writing skill. Srichanyachon

(2012) also says that teacher’s written feedback or handwriting comments on the

student’s draft are a kind of method to respond to the student’s essays in order to

develop their writing; it can also indicate the problems which occur and give suggestions to improvements of their papers. By giving feedback teacher also helps students compare their own writing performance with the ideal one and it also shows their strength and weaknesses in writing papers (p. 8). How the

teacher’s writing feedback can help the students to improve their achievement are

shown by the finding of Hedgcock and Lefkowitz (1996) at Othman and Mohamad (2009, p. 2) in their second study which used 21 participants as the samples of the participants in their first study. These 21 participants were

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writing. This study found that most of the teacher’s written feedback is about

grammatical mistakes.

Feedback is useful in improving the students writing skill. On the other

hand, some students think that teacher’s written feedback is confusing and

difficult to understand. Then, another finding from Hedgcock and Lefkowitz in Othman and Mohamad (2009) shows that students found it difficult to interpret

the teacher’s written feedback and they became frustrated when they did not know

how to respond their teacher’s written feedback on their papers. Porte (1997, p.

61) in Othman and Mohamad (2009) also mentioned that “Unskilled writers have been seen to revise from a narrow outlook and make changes addressing the surface grammatical structure of compositions, usually at the level of the word,

rather than deeper issues of content and organization” (P. 2). The study also found

that the students had difficulties in interpreting the meaning of the teacher’s written feedback and what the teacher actually wanted and expected them to do with their papers. Some students said that they feel frustrated and confused about the feedback so that they disposed to repeat the same errors and it also made them hard to achieve the best result in their writing. This study is aimed to discover the

students’ perceptions toward the teachers’ written feedbacks? The more specific

research question of this study is:

1. What type of written feedback do the students find helpful?

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study can be the considerations for the teacher when they want to give feedback to their students

LITERATURE REVIEW

Writing in Second Language

Writing is an important communicative activity. In L2 (second language) writing is regarded as an important element in second language learning. Grami (2005) believes that writing is the most prominent skill that students need to learn, as an essential component of their academic practice and later on in their professional life. Writing is not only used in the classroom but also in the daily life, for example, writing a formal letter for a supervisor, a casual letter to a friend, a poem or a short memorandum are all examples of writing (p. 1). Arapoff (1967, p. 33) as cited in Kroll (2003, p. 20) "writing is much more than an orthographic symbolization of speech; it is most importantly, a purposeful selection and organization of experience". However, in their L2 writing, students often make

errors that reduce the quality of their paperwork. Teacher’s written feedback or handwriting comments can be used for solving students’ problem in revising their paperwork or draft.

Feedback in Second Language Writing

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More recently, feedback has been seen as a key element of students' growing control over writing skill in genre-oriented approaches, where sociocultural theories of scaffolded instruction and learning as a social practice are important.

Again, Hyland and Hyland (2006, p. 3) state that in the L2 context, the effectiveness of feedback that focuses on the error correction is seen very important and the question of whether feedback can be helpful in students' writing skill improvement becomes a major issue in the second language writing.

Feedbacks on L2 writing are many. Elshirbini and Elashri (2013) classified the types of feedback into 6 types of feedback. First, feedback which is based on who provide the feedback such as teacher, peer, self and CALL (Computer Assisted Language Learning) feedback. The second types of feedback is based on the timing when the feedback deliver to the students that consist of delayed and iimediate feedback. The third types is feedback which isbased on the form including direct and indirect feedback. Then, the method of how the feedback performed to students divided the feedback into oral and written feedback. The other types of feedback is feedback that foccuses on specific concentrations of writing which are grammar, spelling, punctuation and the other language aspects. The last types of feedback according to Elshirbini and Elashri (2013) is the stage of the process of writing feedback and the effect of feedback that consists of feedback in revising and editing stages.

Teacher's written Feedback

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comments, questions, and also error corrections which is written on students’

writing draft. Then, Wen (2013, p. 427) claims that through feedback the writer may learn that their reader is confused because of unclear information, poor development of ideas and even inaccurate choice of words and tense.

Teacher's written feedback is the most important feedback that students expect to receive. Hyland and Hyland (2006, p. 3) in his book wrote that surveys of students' feedback preferences showed that most students prefer to use teacher's written feedback and claim that it is more useful than peer feedback and oral feedback in writing process (Leki, 1991; Saito, 1994; Zhang, 1995). Chaudron (1985) in Hyland and Hyland (2006, p. 6) found that the influence of both teacher's feedback and peer feedback on students' writing improvement was about the same, while Zhang (1985) in Hyland and Hyland (2006, p. 6) found that the teacher's feedback was more effective than peer feedback or even self-feedback in order to decrease the grammatical errors. As cited in Hyland and Hyland (2006, p. 92) the finding of a study by Ferris stated: "that the students in his study were able to make effective revisions in response to teachers' error marking".

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make them know what their readers' expectations on their writing draft are (p. 206). Ferris in Kroll (2003, p. 123) reported that teachers' written feedback focus almost on the sentence-level error, other investigations find that teachers also provide feedback that focuses on the students' ideas and organization as well as in the grammatical errors. Again, Ferris in Kroll (2003) stated that:

Most L2 composition instructors, researchers, and theorist now agree that teacher feedback is most effective when it is delivered at intermediate stages of the writing process when students can respond to feedback in subsequent revisions and may thus be more motivated to attend to teacher suggestions. (p.123)

As cited by Park (2006, p. 63) there are three types of teacher’s written feedback that are commonly used in L2 writing classrooms, such as 1) from – focused feedback, 2) content – based feedback, 3) integrated feedback. Form – focused feedback or feedback on students’ grammar is get more attention by the students since Truscott (1996) in Razali and Jupri (2014, p. 64) claims that grammar correction in L2 writing class is ineffective. Park (2006, p. 66) points out that the second type of feedback is content – based or meaning – based feedback which is focused on the quality of the content, meaning and organizational

features on the students’ writing draft. In this type of feedback Park also said that

teacher only focuses on the content that does not make sense without commenting on specific grammatical errors. Again, according to Park (2006, p. 68), the third type of feedback is integrated feedback which is a combination of form – focused feedback and content – based feedback.

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and style, 2) in – text feedback which includes comments and praises, 3) end comment. In – text feedback: mark for grammar, mechanic, and style is a kind of feedback which is done by marking some pattern of error in students’ writing draft which includes grammatical error and content of the students draft. This feedback

helps the teacher to identify the students’ tendencies and decide how to break and

enhance the students' tendencies in order to help them create more meaningful writing papers. The second type of feedback according to Cook is In – text feedback: comments and praises which aim to have in – text dialogue with students in order to help students understand how they can improve their writing. The teacher typically makes comments and praises in the margins of the students

writing. The comments and praises assess the content of students’ paper, the

positive and negative developments ideas on the students’ paper and also criticize

the quality of the paper write by the students. The comment also can be in a form of a question. The last type of feedback according to Cook is the End comment, which typically 4-5 sentences long which are referring to all feedback in the text. In an end comment, the teacher can articulate all of the comments and corrections points toward and help the students to know what should they do next. The purpose of end comment is to communicate how the students can improve their writing by identifying the students' weaknesses and strengths.

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Figure 2: example of in – text feedback: comment and praises by Cook (2013, 16)

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Peer Feedback

As writing process approach has changed the way of teaching writing from students' final products to the process of writing, peer feedback has come to take an important part in writing instruction. Another type of feedback based on the performer or the provider is peer feedback. Hyland and Hyland (2006, p. 6) state that from a socio-cognitive perspective, peer feedback can be a formative developmental tool that gives the students chance to know what other perceptions of their draft by seeing the other comments and suggestions on their writing draft. Paulus (1999) in Hyland and Hyland (2006, p. 3) establish that peer feedback can improve the students writing significantly. According to Bijami, et al. (2013, p. 93) peer feedback whose is also called peer response, peer review, peer editing or peer evaluation. Bijami, et al (2013, p. 93) define peer feedback as the use of learner as a source information and adviser for each other is such a way that learners assume roles and responsibilities which are taken from their trained teacher in order to give comments to others' writing draft. Richer (1992) in Bijami (2013, p. 93) compared the effects of two kinds of feedback which are teachers' feedback and peer feedback, in the first year college students' writing proficiency in an experimental study with 87 participants. The result indicated that using peer feedback provides an easier method to revise their draft and improving their writing abilities.

Writing Conference/Oral Feedback

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emphasizes the Two-way communication (p. 5). Barkaoui, (2007, p. 41) mentioned that:

Teacher-student conferences can provide another effective tool for teachers to identify, discuss, and address students' problems, provided that students do most of the talking, only a small number of points are dealt with at a time (e.g., most serious and/or common problems), and teachers adopt "a questioning strategy that directs students'attention to features that need improvement

Hyland, F., (2000) in Hyland and Hyland (2006, p. 6) stated that Writing conferences also can give the students clearer ideas of their strengths and weaknesses, develop their autonomy, give them a chance to ask questions of their feedback, and also help them constructing their revision plan. As cited in Hyland and Hyland (2006, p. 5) the key point of writing conference is the Vygotskian concept of scaffolding, the ways the feedback delivered from the teachers to the students through a dialogue can be used as development tools of the students draft and writing abilities (Williams, 2002). On the other side, Hyland and Hyland (2006, p. 6) argues that using conferences writing bring disadvantages for the teacher and students, because it can consume considerable amounts of time and need deeper interaction skills, therefore, it needs further investigation of the effectiveness of the oral feedback which is offered in conferences writing.

Direct and Indirect Feedback

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of errors in the margin next to the line where the errors are found without giving the correct form of the errors (p. 377). Bitchener (2005) says that direct or explicit feedback occurs when the teacher finds some errors and gives the correct form, while the indirect feedback refers to a situation when the teacher indicates some errors but does not provide a correction and leaving the students to diagnose and correct the errors by themselves (p. 193).

Figure 4: an example of direct feedback from Ellis (2009, p. 99)

In this feedback, the teacher provides the students with correct form, here the teacher was crossing out the unnecessary word, phrase, or morpheme, and wrote the correct form above the error form.

Figure 5: an example of indirect feedback from Ellis (2009, p. 100)

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feedback is a feedback which shows the students' errors but does not provide the guidance to revise the errors. Ferris in Hyland and Hyland (2006, p. 83) defined that:

Direct feedback is defined for the purpose of our discussion as the provision of the correct linguistic form by the teacher by the teacher to the students. Direct feedback may take various form, including crossing out an unnecessary word, phrase, or morpheme; inserting a missing word or morpheme; or writing the correct word or form near the erroneous form (e.g., above it or in the margin). While, indirect feedback occurs when the teacher indicates in some way that an error has been made – by means of an underline, circle, code, or another mark – but does not provide the correct form, leaving the student to solve the problem that has been called to his or her attention.

Chandler (2003) as cited in Hyland and Hyland (2006, p. 4) in his study tracked students' writing experience for one semester and found that both direct and indirect feedback reduced grammatical and lexical errors in the students' writing draft.

THE STUDY

Context of the Study

The study is to investigate the students’ perceptions toward the teachers’

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usually given to the students after they write their first draft. The written feedback is given in order to help the students finish their final paper and also improving their writing skills.

Participants

The participants of this study were students who had taken academic writing class. There were 97 students (75 females and 22 males) of the 2015 batch who had taken academic writing class. The participants range in age from 19 – 21 years old and they were in the 2nd years of studying at English Language Teaching Education Program.

Data Collection Procedure

The data for the study were collected by using a combination of Likert

scale about their perceptions of their teacher’s written feedback. The questionnaire

was adapted from Alamis’s study (2010) the researcher add example in each item and wrote it in Bahasa Indonesia in order to make the questionnaire easier to understand by the participants. The reasearcher also changed and add some items

based on the the students’ view in the Faculty of Language and Arts. The

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were enthusiastic to fill the questionnaire. There were not any difficulties or confusing words. Then, the questionnaire was distributed to the participants.

Data Analysis Procedure

The data gotten from the questionnaire was in a form of close-ended question. The close-ended questions data were analyzed quantitatively by using Ms. Excel. Then, the data were transcribed and categorized into several themes

according to the several types of students’ perception toward teacher’s written

feedback. The theme were 1. The students positive and negative perceptions

toward teacher’s written feedback and 2. The types of feedback which students

find helpful in revising their writing draft. Then, the researcher analyzed the reasons of why they chose that type of feedback by categorizing and describing the reasons.

FINDINGS AND DISCUSSION

The aims of this study were to know the students’ perceptions toward the

teacher’s written feedback in the academic writing class and based on their

perception, which type of feedback that they prefer to get from their teacher. The result of the study would be presented under the main table: Percentages of respondents selecting each alternative, 8 figure charts of 2 themes: figure 1 and 8

is about students positive and negative perceptions toward teacher’s written

feedback, while figure 2, 3, 4, 5, 6 and 7 are about types of feedback which students find helpful to revise their draft.

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calculated percentages of students’ perceptions toward the teacher’s written

feedback are reported in Table 1. The aims of this study were to know what the

students’ perceptions are toward the teacher’s written feedback in the academic

writing class and based on their perception, which type of feedback that they prefer to get from their teacher. The result of the study would be presented in the main table: Percentages of respondents selecting each alternative, 8 figure charts of 2 themes: figure 1 and 8 is about students positive and negative perceptions

toward teacher’s written feedback, while figure 2, 3, 4, 5, 6 and 7 are about types

of feedback which students find helpful to revise their draft.

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24 Feedback on content and organization is

response in selecting the statements of perception toward their teachers’ written

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Figure 1. Students’ positive perception toward teacher’s written

feedback

The charts above illustrated the students’ opinion toward teacher’s written

feedback. The findings in the first chart showed 82 students (34 strongly agree, 48

agree) agree that teacher’s written feedback clearly stated the students' mistakes in

writing their draft and 7 students stated that feedback did not clearly state the students mistake when they write their draft. The second chart shows whether or

not the teacher’s written feedback was helpful for them. The data found 48

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teacher’s written feedback positively and they also found that teacher’s written

feedback was helpful and showed their strengths and weaknesses. As Alamis

(2010) found in his study that the participants believe if their teacher’s written

feedback could point out what they were good at and what they should do more in

revising their draft. Through reading teacher’s written feedback students had their

both of strengths and weaknesses being pointed out on their draft.

Figure 2. Students’ perceptions toward telegraphic and conversational

feedback

The charts in figure 2 showed us about the types of feedback that help more in improving their writing. The result was different to Alamis’s (2010) study. The findings showed that feedback which got the highest percentages were the conversational feedback with (59.79%) agree and (15,56%) stated that they

strongly agree with the statements. While in Alamis’s (2010) study the highest

percentages were in both of telegraphic and conversational feedback. The conversational feedback provides them more help and suggestions to revised their draft than Telegraphic feedback. As can be seen in figure 2 that only 64 students

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(agree and strongly agree) consider that only telegraphic feedback did not really help them in revising their draft. The students were familiar with the meaning of the symbols, but most of them had no idea of what they should do after receiving the feedback.

Figure 3. Students’ perceptions toward direct and indirect feedback

The other kinds of feedback were direct and indirect feedback which was

based on how the teacher provide corrections for the students’ errors. As we can

see in figure 3 most all the students preferred to get direct feedback from the teacher. Direct feedback was feedback where teacher clearly stated the errors and provide the correct forms. The (88,46%) students (45,35%) agree and (37,11%) strongly agree that feedback which could help them to revise their draft was direct feedback. while the other students felt that indirect feedback was not really helpful. As we can see on the graph the percentages of indirect feedback were almost the same for disagreeing, unsure and agree on options. It indicated 27 students agree that indirect feedback can help them in revising their draft, 26 students felt unsure with the statement of indirect feedback and 25 students stated

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they disagree if indirect feedback could help them more in revising their draft. Hashemnezhad (2012) in his study divide his participant in two group, the A group used direct feedback in revising their paper and for group B he asked his participant to used indirect feedback to revise the paper, the result of his study points out that students which use direct feedback got higher scores than students that use indirect feedback. In direct feedback, the teacher not only coded the students' errors but the teacher also suggests the students with the correct form so the students can revise their draft easier. While in indirect feedback, the teacher only coded the students' errors without suggesting them with the correct form, which might bring the students to difficulty in interpreting what the teacher wanted them to correct.

Figure 4. Students’ general perceptions toward feedback in a form of

question and suggestion

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confusing because of the teacher only asked questions without gave some advice. The result of this study was almost the same to the Alamis’s (2010) study which more than half of the participants preferred to receive feedback in a form of suggestion. The students found that suggestions were more understandable and helpful for them in revising their draft. It showed in the chart that 52 students stated agree, 22 students, said that they strongly agree with the statement above and only 6 students that claimed feedback in form of suggestions was less useful for helping them revised their draft.

Figure 5. Students’ perceptions toward feedback in a form of suggestion and

feedback on grammar and diction,

The figure shown above indicated that a number of students preferred to get feedback which focused on the grammar and diction. From the figure above there were 48 students agree that teacher usually gave feedback on grammar and diction in a form of symbol. As we can see in the figure above the percentages of the students that found feedback in form of symbol was more understandable and helpful was almost the same with the students that unsure whether this feedback

0

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was more understandable and helpful or not in revising their draft. These findings also occur in Siswanti’s (2013) which finds out that coded feedback or feedback in a form of symbol is beneficial for their learning to revise their draft and also to learn more about their mistakes in language and grammar. Although, feedback on grammar and diction was important and feedback which used symbol as the marker was beneficial some students think it did not really help them then they did not revise it based on the symbol or mark that they got. This situation also occurs in Siswanti’s (2013) study, that claims that not all her participants revise their draft based on the symbol suggested to them.

Figure 6. Students’ perceptions toward feedback on content and

organization, feedback in a form of question

The data in figure 6 showed that grammar and diction were not the ones

and only teacher’s consideration in giving feedback to the students. In figure 6,

we can see that more than half students (60,82%) stated that teacher’s written feedback also focused on content and organization. The figure above also showed us that 84 students (agree and strongly agree) agreed that they like received feedback which focused on the content and organization. Othman and Mohhamad

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(2009) statde that some students might respond positively to content – focused feedback because they might get some new writing skills as much as they get new knowledge about their content of their draft. According to Cook (2013) write a

question in the students’ draft is a kind of in-text feedback. As we can see in the

figure (60,82%) students agree and (24,74%) students strongly agree that teacher’s written feedback which focusesd on content and organization was in a form of questions. This finding was almost the same with Alamis’s (2010) study that finds out most of the participants dislike receiving feedback in a form of question. 42 students stated they do not like to receive feedback in a form of question and 44 students state that feedback on content and organization that in a form of question was less understandable and did not help them to revise their draft.

Figure 7. Students’ perceptions toward feedback on content and

organization, feedback in a form of suggestion

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The figure shown in chart 7 indicated that a number of students preferred to get feedback on content and organization in a form of suggestion. More than a half of the participants 81 of 97 students stated that they like to receive feedback on content and organization in a form of suggestion because this kind of feedback was more helpful in helping them revise their draft. This finding is also almost the same as the study by Adi (2013) which was also done at the English Language Teaching Education Program. the study stated that the participants like to receive feedback in a form of suggestion. A study by Razali and Jupri (2014) also find out that feedback in a form of suggestion has the highest percentages compared with the other types of feedback. The findings indicated that students find feedback important to help them improve their ideas in order to revise their draft. In this

case, teacher’s written feedback in a form of suggestion could be a tool for help

students to done their revision because the students tend to revise their draft based

on the teacher’s suggestion in their draft. In addition, the findings found that

students prefer to use suggestion compare to question in revise their draft on content and organization.

Figure 8. students’ negative perceptions toward teacher’s written feedback

Teacher’s written feedback had a big role in writing. Some students found

that it was difficult to interpret their teacher’s written feedback. It might be bacuse

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of the unclear comments and also some misunderstanding happened between the

students’ opinions with teacher opinions. The last figure showed us about the

students’ negative perceptions toward teacher’s written feedback. Fifty five

students in summed disagree that teacher’s written feedback made them confused

while there were some students think they might be confused after receiving their

teacher’s written feedback. The next chart in figure 8 showed us that 90 students

argued that they did not care about their teacher’s written feedback and only 7 of them might agree that they did not care about the feedback and did not use it for revising their draft. The last, almost all of the participants of the study stated that

teacher’s written feedback help them to revise their draft. although, there were

some students that do not agree with that. Eventhough some students thought that

teacher’s written feedback was confusing they kept read the feedback and used it

for revised their draft.

CONCLUSION

Writing is not only about what the result or product is, but it is about the way we can get the result. It is about the process. Some students find that the process is difficult. However, feedback is really needed in this process especially teacher’s written feedback in order to help them to get the best result of their process. In other words, the teacher should understand more about feedback in

students’ perception and should understand what kind of feedback that they want

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both conversational and telegraphic feedback. Next, most students found that feedback was very important in their writing skill development, direct feedback that clearly showed the errors and suggests the correct form was helpful for students to revise their draft. Teacher’s written feedback was often focused on grammar and diction, for this focus of feedback, the students found that feedback in a form of symbol on their draft was more appropriate and helpful. Feedback in a form of suggestions was more frequently preferred by the students than feedback in a form of questions especially in the content and organization of

students’ draft.

Overall, the result of this study found that every student had different perceptions and different choices of feedback that they want to get from their teacher. Some students like to receive teacher’s written feedback because of the feedback state the errors made by them clearly and it helps them to revise their

draft and by reading the teacher’s written feedback they knew much of their

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ACKNOWLEDGEMENT

This study would not be completed without any help and support from many people. First of all, I would like to thank to Jesus Christ for His guidance and blessing on me in finishing this study. I would like to express my sincere gratitude to my supervisor, Martha Nandari, M.A., for her guidance, suggestion, feedback, support, and help during the accomplishment of my thesis. I would also like to express my gratitude to my examiner, Elisabet Titik Murtisari, P.Hd., for her guidance, suggestions, feedback and help in order to examine my thesis.

Moreover, I would like to express my special gratitude to my beloved parents, Sri Darmasto and Fr. Agustiningsih, and my younger brother, Pamungkas Suksma for their patience, love and a lot of supports, so I could finish my study well. Finally, I would like to say thank you so much to my special friend, Bayu Gebby and my close friends, Cahyaning Romadhoni, Annisa Rahmawati, Ivora Yesica, Eliza Novitasari, Vincentia Ika, Rut Yuniyati, Adrian Christhandi, and my

friends from “OMK Santo Petrus Gubug”. I would also like to say thank you to

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30 References

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32

APPENDIX

Halo teman – teman,

Nama saya Pambayun Mustikaningsih Darmastuti. Saya mohon kerjasama teman – teman untuk mengisi angket yang telah saya sediakan sebagai instrumen penelitian. Angket ini ditujukan untuk melakukan penelitian tentang bagaimana tanggapan siswa terhadap feedback tertulis yang diberikan oleh dosen. Pengisian instrumen penelitian ini tidak akan berpengaruh pada nilai anda. Data yang saya peroleh digunakan sepenuhnya untuk penelitian ilmiah. Mohon kepada teman - teman untuk mengisi sesuai dengan keadaan yang sebenarnya berdasarkan pengalaman teman – teman selama dalam kelas Academic Writing.

I. Berilah tanda centang (√) pada pernyataan – pernyataan dibawah ini sesuai dengan pendapat anda. STS: Sangat Tidak Setuju; TS: Tidak Setuju; BS: Biasa Saja; SS: Sangat Setuju; S: Setuju

STS TS BS S SS

1. Feedback dari dosen dengan jelas menunjukan kepada saya bagian yang salah dari tulisan saya

2. Feedback dari dosen membantu saya memahami bagaimana cara untuk memperbaiki tulisan saya 3. Saya membaca Feedback dari

dosen karena saya ingin tahu kekurangan dan kelebihan saya dalam menulis.

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33 article ussage), prep (add/incorrect preposition ussage)

5. Tipe Feedback yang membantu saya dalam memperbaiki tulisan saya adalah Conversational feedback

Contoh:

- tell me more about stressing experience!

- What would happen if you move sentences 2 and 3 to paragraph 3?

6. Tipe Feedback yang membantu saya dalam memperbaiki tulisan saya adalah keduanya (Telegraphic feedback dan Conversational feedback)

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34 dalam memperbaiki tulisan saya adalah indirect feedback (pembenaran tanpa memberikan bentuk yang benar pada bentuk yang salah)

Contoh:

- You can ask them to play with you, for examples: playing soccer, playing basket ball,....

- It is so helpful if your friend can finish your 9. Saya lebih memilih Feedback

dalam bentuk pertanyaan Contoh:

- Preservative is not good for our health.  (then? What is the problem?)

10. Feedback dalam bentuk pertanyaan lebih mudah dipahami sehingga dapat membantu saya dalam memperbaiki tulisan saya

11. Saya lebih memilih feedback dalam bentuk saran

Contoh:

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35 mudah dipahami sehingga dapat

membantu saya dalam

memperbaiki tulisan saya

13. Feedback dari dosen biasanya lebih fokus pada grammar dan pilihan kata.

14. Saya suka bila dosen memberi feedback mengenai grammar dan

pilihan kata.

15. Feedback pada grammar dan pilihan kata biasanya dalam bentuk simbol

Contoh: sp (incorrect spelling),t (tense), vf (verb form), pro (incorrect pronoun), art (incorrect article ussage), prep (add/incorrect preposition ussage)

16. Feedback dalam bentuk simbol pada grammar dan pilihan kata lebih mudah untuk dipahami

17. Feedback dalam bentuk simbol pada grammar dan pilihan kata

membantu saya dalam

18. Feedback dari dosen biasanya lebih fokus pada isi tulisan dan penyusunan ide.

19. Saya suka bila dosen memberi feedback mengenai isi tulisan dan

penyusunan ide.

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36 penyusunan ide biasanya dalam bentuk pertanyaan

Contoh:

- What are you trying to say? - What exactly do you mean? - What is the main idea in this

[paragraph/sentence]?

21. Saya lebih suka bila dosen memberi feedback dalam bentuk pertanyaan