STUDENTS’ ATTITUDES TOWARD TEACHER’S INDIRECT WRITTEN
FEEDBACK IN PROCEDURAL WRITING COURSE
Ulya Rahma Diane
ABSTRACT
Students in the Procedural Writing Course are the first year students who just passed the preceding writing course, Creative Writing. In this level, students certainly require much and appropriate feedback from teachers to improve their writing. In regard to that, this study has the
purpose to uncover students’ attitudes toward teacher’s indirect written feedback in the
Procedural Writing course so that more effective teacher feedback can be provided to address
students’ problems in writing. This study is qualitative research in which students’ attitudes can
be found using an interview. A total of 12 participants were purposely chosen from three classes of Procedural Writing Course in English Teacher Education Program of the Faculty of Language and Literature, Satya Wacana Christian University. The findings revealed that teacher’s indirect written feedback is considered important and helpful to facilitate students for revising and train students to be independent writers even though they find some difficulties utilizing the symbols given at first. To make it more effective, teachers should really consider the appropriate ways to
provide understandable feedback to help students understand the symbols’ meaning as well as to
avoid negative reactions, feelings, and misunderstanding related to the utilization of the feedback.
