CHAPTER II
LITERATURE REVIEW
A. Writing
1. The Definition of Writing
Writing is the one of skills in English that should be mastered by student. According to Harmer (2001: 79) writing is a form of communication to deliver thought or to express feeling through written form. Through writing they can express their view and thoughts that can not be expressed in speaking but, it is not as easy as we think because it needs long process and continuous practice to write well.
Writing is not a skill that can be acquired by people naturally. Lenneberg (in Brown 2001: 334) as cited in Utami (2014, p. 12) states that human beings universally learn to walk and to talk, but that swimming or writing are culturally specific, learned behaviors.
meaning and how to edit text for appropriate grammar and how to produce a final products. Therefore, not everyone can not be an excellent writer. Here, teacher roles are very important to the students in improving their learning especially in writing.
2. The Roles of Teacher
Harmer (2001: 261-262) says that although the teacher needs to deploy some or all of the usual roles, when students are asked to write, the ones that are especially important are as follows:
a. Motivator: one of our principal roles in writing tasks will be motivating the students, creating the right conditions for the generation of ideas, persuading them of the usefulness of the activity, and encouraging them to make as much effort as possible for maximum benefit. This may require special and prolonged effort on our part for longer process-writing sequences.
b. Resource: especially during more extended writing tasks, we should be ready to supply information and language where necessary. We need to tell students that we are available and be prepared to look at their work as it progresses, offering advice and suggestions in a constructive and tactful way. Because writing takes longer than conversations, for example, there is usually time for discussion with individual students, or students working in pairs or groups.
content of what the students have written. When offering correction teachers should choose what and how much to focus on based on what students need at this particular stage of their studies, and on the tasks they have undertaken.
In conclusion, teacher holds an important roles in writing, they are not only as motivator and resource but also a feedback provider to help students in facing the long process of writing.
3. The Process of Writing
Not everyone can express their ideas, feeling, or thought through writing especially for the students who still need learning. They should pass the long process to write well. There are some steps of writing process. According to Blanchard and Root (2003) in Utami (2014, p. 13-14) there are at least three steps involved in a writing process.
The first step is prewriting. In this step the students think and organizing their ideas. Second step is writing. It means students have to use their ideas to write a first draft. The last step is revising. In this step students have to improve what they have written.
they should have idea to determine what material will be written because good writing begins with good idea. Without an interesting idea, even the most skillful writing will result in weak piece Muschla (2001: 1).
B. Feedback
1. The Definition of Feedback
Feedback can not be separated from learning process. Much of the research literature around formative assessment points to the importance of feedback to students as part of the learning process. Without feedback, language learning process can not be completed. Anthokin (2000) in Ahmad et al (2015 p. 115).
2. The Types of Feedback given by the teacher
Written corrective feedback
Written corrective feedback, according to Bitchener and Ferris (2012), can be defined as error correction. It can be direct (the wrong word is crossed out and the right word is given), indirect (an explanation, an example, a hint is given, but not the correction itself).
Written corrective feedback is usually divided in two method by the researchers, that is direct feedback (explicit feedback or overt
feedback) method and indirect feedback (implicit feedback or covert
feedback) method (Hendrickson, 1980; Laland, 1982; Ferris, 1995a, 1995c; Sheen, 2004; Erel and Bulut, 2007) as cited in Ahmad et al (2015, p 115). Ferris (2001) as cited in Ahmad et al (2015, p. 115) describes that “direct feedback is when teacher provides the correct form for the student
writer; if the student revises the text, and he / she needs only to transcribe the correction into the final version”.
Figure 2.1. taken from Pratiwi (2013, p. 23)
Ferris (2001) as cited in Ahmad et al (2015, p. 115) defines it as, “Indirect feedback occurs when the teacher indicates in some way that an
this method teacher points out student’s errors by underlining, circling, highlighting it or by providing codes (Lee, 2004). There are 2 types of indirect feedback. The types are as follows
a) Coded feedback
Type of indirect feedback (Ferris, 2002) and can be referred to as error identification (Lee, 2004) in which it occurs when the teacher explicitly indicates that errors have been committed and provides a brief explanation without any correction and leaves it to the student to correct by themselves. In this study, a code sheet containing codes of error types, their definitions. The teacher gives coded feedback to the students as cited in Pratiwi (2013, p. 23).
Figure 2.2. taken from Pratiwi (2013, p. 23) b) Uncoded feedback
The teacher simply locates an error by circling it, underlining it (Lee, 2004), high lighting it, or putting a checkmark in the margin. This feedback is more complicates in that students correct their errors by identifying them and use their acquired knowledge to self correct such errors as cited in Pratiwi (2013, p. 23-24).
In line with Jamalinesari et al (2014: 118) direct or explicit feedback occurs when the teacher recognizes an error and offers the correct form, while indirect strategies refer to situations when the teacher specifies that an error has been made but does not provide a correction, thereby leaving the student to identify and correct it. Coded feedback points to the exact location of an error, and the type of error involved is indicated with a code (for example, PS means an error in the use or form of the past simple tense). Uncoded feedback refers to cases when the teacher underlines an error, circles an error, or places an error tally in the margin, but, in each case, leaves the student to detect and correct the error.
C. Perception
1. The Definition of Perception
Everyone has their own opinion to view something because perception deals with the human senses that generate signals from the environment through sight, hearing, touch, smell, and taste. It also involves the cognitive processes required to process information. So that, everyone is different in interpreting information or something they receive in their surrounding because we use our own five senses and cognitive processes.
understand the surroundings. Another, Mozkowitz and Orgel (1969) in Pratiwi (2013, p. 25) ague that perception is a global response to a stimulus or a set of stimuli. Warga (1983) and Mahmud (1990) in Pratiwi (2013, p. 25) states that perceptions are based on past experience and supporting this idea defines perception as the act of interpreting information which has been kept in human brain.
Perception can be defined as our recognition and interpretation of sensory information. Perception also includes how we respond to the information. We can think of perception as a process where we take in sensory information from our environment and use that information in order to interact with our environment. In conclusion, ones perception can be different from others perception. Depdikbud (1987) in Pratiwi (2013, p. 27) divides factors that affect one’s perception into two. Those factors are internal factors that come from the students themselves, such as thought, feeling, willingness, sex, needs, motivation, and external factors that come from outside of students, such as educational background, experience, environment, culture, and belief. Further, Kreitner (1989: 126) in Pratiwi (2013, p. 25) adds that perception will lead to the change of attitude, motivation and behavior.
2. The Process of Perception
We don’t judge or interpret something without any process.
Because we use our five senses to process the information that we receive from our surrounding. Therefore, someone’s perception may be different
from other perception. Dakir (as quoted by Sujiyana, 2001: 7) in Pratiwi (2013, p. 26) categorizes the perception process into three steps.
First, there is selection on the stimuli by the sense organs. The second step is interpretation, the process of organizing information until he or she acquires meaning. This process is then followed by reaction. It is a form of one’s behavior as a result of the interpretation process. The
reaction can be positive or negative. In conclusion, our perception can be positive or negative based on what we receive.
D. Relevant Research Findings
There was a research that had been conducted related to the students’ perception and teacher’s feedback. Pratiwi, W.D. investigated the students’ perception toward teacher’s written feedback. From the result of a research entitled “ Students’ Perception Towards Teacher’s Written Feedback Among
The student towards teacher’s written feedback was also good. It can be proved by the students’ action after they get a feedback from their teacher. The students always revise their writing after they got the teacher’s written feedback. Beside that, the students never had negative feeling and disturbed with written feedback.
E. Basic Assumption
Writing skill has to be mastered by the students because it has many advantages. One of the advantage of writing is students can make a proposal in English. It needs a specialized skill that is writing. Having good writing skill requires some steps. The steps are planning, drafting, revising, editing. In the revising stage the teacher give feedback on students’ writing to improve
their writing ability because they will know the mistakes from it. So that, it is important to know the students’ perception toward teacher’s feedback. The perception can be positive or negative. Based on those reason, it is assumed that students’ improvement in writing depends on their perception toward the teacher’s feedback. If the perception is positive they will feel enthusiastic in
learning something new from their mistakes and not to repeat it in next writing, but if it’s not, they do not have enthusiastic feeling in learning from
