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AN ANALYSIS OF THE TEACHERS’ WRITTEN FEEDBACK ON STUDENTS’ WRITING AT SMA PGRI 1 PADANG
Oleh:
Chory Ilya Sari*)
**) Yulmiati, S.S., M.Pd and ***) Siska, S.S., M.Pd Staf Pengajar Program Studi Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini bertujuan untuk menemukan informasi tentang umpan balik secara tertulis yang diberikan guru dalam memeriksa tugas menulis siswa, dimana ada terdapat dua kategori umpan balik secara tertulis yang bisa diberikan guru, yaitu direct feedback and indirect feedback.
Dengan guru memberikan umpan balik secara tertulis, dapat membuat siswa mengetahui kesalahan dan keerrorannya dalam menulis. Penelitian ini adalah penelitian Qualitative. Sumber data dari penelitian ini adalah dokumen tugas menulis siswa di SMA PGRI 1 Padang kelas XI IPS, yang terdiri dari lima kelas. Sedangkan yang menjadi data adalah umpan balik secara tertulis yang diberikan oleh guru-guru bahasa Inggris dalam memeriksa tugas menulis siswa yang mengajar di kelas XI IPS tersebut. Dalam penelitian ini, peneliti menemukan bahwa guru-guru bahasa Inggris yang mengajar di kelas XI IPS tersebut menggunakan umpan balik secara tertulis baik secara direct feedback maupun indirect feedback. Kemudian, dari hasil analisa tersebut menunjukkan bahwa guru-guru bahasa Inggris yang mengajar di kelas XI IPS di SMA PGRI 1 Padang hanya menggunakan sebagian indikator dari kategori umpan balik secara tertulis dalam memeriksa tugas menulis siswa.
Key Word: Students’ Writing, Teachers’ Written Feedback
*) Peneliti
**) Pembimbing 1
***) Pembimbing 2
A. Introduction
Writing is another activity of communication to express the ideas, to inform and explain something should be known by other
.
According to Nunan (2003:88), writing is the work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader. It means that, writing is an activity to express the ideas of someone which is used to communicate with others. In teaching writing, teachers have to give feedback to students writing to correct their mistakes or error. The feedback which is clear andunderstood by students can help them to improve their writing ability. Besides that, students know their mistakes to be avoided in writing. Teacher feedback becomes the one way to improve students’ writing ability.
Teacher can give correction mark and comment of the students writing such as ideas, grammar, vocabulary, mechanics and component of writing. Feedback is the result from the study to correct students’ task, question, or understanding. It forms a teacher’s response to the student’s task.
According to Cole (2006:9), feed’back’ n.
(writing): any response to a writer on his work that helps him write more, write better, and be happier. From the statement, it is
2 known that feedback has significant part to improve student’s ability in writing.
Based on the observation and unstructured interview that has been done by researcher to the teachers at SMA PGRI 1 Padang, the teachers said that giving feedback in students’ writing is important.
The teachers added that by the feedback students can improve their writing ability.
There, the teachers usually gave feedback in correcting students’ writing based on the ideas, grammar, mechanic, and vocabulary.
In other word, the teachers comment and check the students writing based on the ideas, grammar, mechanic, and vocabulary by the written feedback. Beside teachers gave written comment in students writing, the teacher also gave oral comment there. It is such as, the teacher walked round in the class when the students were writing and asked them about their writing. Besides that, the students sometimes asked about their writing to the teacher that have it been clear or not. Based on the explanations and phenomena above, the purpose of this research is to analyze the teachers’ written feedback on students’ writing at eleventh grade social
students of SMA PGRI 1 Padang.
B. Review Of The Related Literature
Teachers’ written feedback is teacher behavior to give correction to the students’
writing. Giving written feedback that is appropriate with students want and the material are not being easy thing for the teachers. The teachers should consider with the effect of their feedback in students’
writing. According to Hyland and Hyland (2006), teacher written feedback is designed to carry a heavy informational load, offering commentary on the form and content of a text to encourage students to develop their writing and consolidate their learning. It means that the teacher conducts information to the student’s text. There, the teacher comments on the content and form of the text. As stated by Glasson (2009) that effective written feedback always indicates what the students has done well and what still needs to be done, and provides advice as to how the student can improve. In this case,
the teacher checks the students’ assignment and gives comment and suggestion to something that needed for them.
There are categories in providing teacher written feedback. They are direct and indirect feedback. Giving feedback that is appropriate with students want and the material are not being easy thing for the teachers. The teacher should consider the effect of their feedback on students’ writing.
1. Direct Feedback
Direct feedback is the teacher written feedback where the teacher gives the correct form on students’ writing. According to Hyland and Hyland (2006:83), direct feedback may take various forms, 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). From this theory, direct feedback; the teacher inserts or writes the missing of word, phrase, form, or morpheme besides crossing its. Then, it is supported by Ferries (2011:31) that when instructors provide the correct linguistic form for students-word, morpheme, phrase, rewritten sentence, deleted word (s) or morpheme (s) - this referred to as direct feedback. The students, who pay attention to the feedback, will be easy to them in making correction.
They can correct directly the error or the mistake which are appropriate with the correct form by the teacher.
2. Indirect Feedback
Indirect feedback is teacher written feedback where the teacher indicates the error on students’ writing without give the correct form. According to Hyland and Hyland (2006:83), indirect feedback occurs when the teacher indicates in some way that an error has been made- by means of underline, circle, code, or other mark. It is known that, indirect feedback; the teacher just indicates the error by an underline, circle, code, or other mark. Ferries (2011:31) supports that indirect feedback, on the other hand, occurs when the teacher indicates that an error has been made but leaves it to the student writer to solve it problem and correct the error. From these theories, indirect
3 feedback; the teacher leaves the students to solve their writing that is indicated error.
The teacher just puts the error code without supplying the correct form.
C. Methodology Of The Research
In this research, the researcher applied Qualitative study because this research design was appropriate with this research.According to Gay, Geoffrey and Airasian (2012:7), qualitative research is the collection, analysis, and interpretation of comprehensive narrative and visual (i.e., nonnumerical) data to gain insights into a particular phenomenon of interest. In here, the researcher chosen qualitative study because the researcher wanted to describe deeply the fact about teachers’ written feedback on students writing at eleventh grade students of SMA PGRI 1 Padang.
To get the information about the data in this research, the researcher needed source of data in making analysis. The source of data was gotten from document of students’
writing. Creswell (2009:182) defines that document is one of qualitative data collection approaches which come from participants. Then, the data was about teachers’ written feedback on students’
writing. The data in this research had been taken from the teachers who taught English at eleventh grade social students of SMA PGRI 1 Padang. There were two teachers who taught English at eleventh grade social student. The first teacher
taught in class
XI IPS 1, XI IPS 2, and XI IPS 3. And then, the second teacher taught in class XI IPS 4 and XI IPS 5. Then, the researcher took both of the English teachers at eleventh grade social student in getting the data.
Here, the researcher used document analysis as an instrument in collecting the data. Then, Ary, Jacobs, Sorensen, and Razavieh (2010:457) state that document analysis is a research method applied to written or visual materials for the purpose of identifying specified characteristics of the materials. In order to collect the data in the field, the researcher used analysis of document technique. First, the researcher asked permission to the teacher before coming to the classroom. Then, the researcher collected the document which
was needed from the teachers’ English subject. The document was about students’
writing at eleventh grade students of SMA PGRI 1 Padang. After that, the researcher read students’ writing to make sure about the data that was needed in this research.
After the researcher collected the data, the researcher analyzed it based on the instrument which was given. Gay and Airasian (2000:239) state that in analyzing the data of descriptive has to follow these phases: reading/memoing, (the researcher read data. The data were written feedback that had been given by teachers on students’
writing in this research). Describing, In this phase, the researcher described teachers’
written feedback on students’ writing after reading the result was done by the researcher. Classifying, the researcher classified and categorized the data based on the theme teachers’ written feedback: direct feedback and indirect feedback.
Interpreting, after the researcher got the data and all steps done, the researcher interpreted the teachers’ feedback on students’ writing at eleventh grade social students of SMA PGRI 1 Padang.
D. Research Finding
Based on the analyzed of document analysis, the researcher finds findings about what the teachers’ written feedback on students’ writing at eleventh grade social student of SMA PGRI 1 Padang. These were as follow:
1. In correcting the word (direct feedback), the researcher did not find the teacher gave written feedback by crossing out unnecessary word and deleting word (s). Furthermore, there were 13 data of teacher written feedback by inserting a missing word that was found by the researcher analyzed. The teachers inserted the word that missing on the students’
writing. Besides that, the researcher found 12 data of teacher written feedback by writing the correct word in this research.
2. In correcting the phrase (direct feedback), based on the researcher analyzed, the researcher did not find both of the teachers gave
4 written feedback by crossing out unnecessary morpheme in this research.
3. In correcting the morpheme (direct feedback), the researcher found 2 of students’ writing that was given written feedback by the teacher A with crossing out unnecessary morpheme. On the other hand, the researcher did not find that teacher B gave written feedback on students’ writing by crossing out unnecessary morpheme. Then, there were 3 data of teacher written feedback on students’ writing by inserting a missing morpheme. The teacher inserted it because the student missed the morpheme in their sentence. Furthermore, the researcher did not find that the teachers gave written feedback by deleting morpheme (s) in this research.
4. In correcting the form (direct feedback), there were 5 data of teacher written feedback by writing the correct form from teacher A that were found by the researcher.
In difference, the teacher B did not give written feedback based on the researcher analyzed. On the other hand, in this researcher, the researcher did not find that the teachers gave written feedback by rewritten the sentence.
5. In indicating the error by underlining (indirect feedback), the researcher found that there any 8 data of indicating the error by underlining that were given by the teacher A on students’ writing. The researcher did not find that the teacher B gave written feedback by indicating the error by underlining based on the researcher analyzed.
6. In indicating the error by circling (indirect feedback), there were 18 data which were given by the teachers on students’ writing based on the researcher analyzed. The teacher circled an error that was indicated on the students’ writing.
7. In indicating the error by an error code (indirect feedback), the researcher found that there any 15
data of written feedback which were given by the teachers based on the researcher analyzed. The teacher just used question mark in indicating the error by an error code. There are many error codes that can be given by the teachers in giving feedback actually.
E. Conclusion And Suggestion
This research has purpose to analyze the teachers’ written feedback on students’writing at eleventh grade student of SMA PGRI 1 Padang. The researcher analyzed the data related to the some indicators of categories teacher written feedback based on experts. However, based on the researcher analyzed, the researcher did not find that the teacher gave written feedback in correcting the phrase, correcting the morpheme by deleting form (s), correcting the form by rewritten the sentence. Then, in indicating the error by an error code, the teacher just used question mark in giving the feedback.
There are many error codes that can be given by the teachers in giving feedback actually.
After doing this research and analyzed the data from document of students’ writing, the researcher has some suggestions. First is to the English teacher; the researcher is hoped to the teachers more pay attention in giving written feedback to the students’
writing. It is because there are other indicators of the categories of teacher written feedback and many of codes of teacher written feedback that can be used by the teachers. However for the students, it is hoped that the students understand and more pay attention about the written feedback which is given on their writing. In other word, the students should ask to the teacher if they are still doubtful about teacher written feedback.
References
Ary, Donald, Lucy Cheses Jacobs, and Chris Sorensen. 2010. Introduction to Research in Education. 8ed. Toronto:
Nelson Education, Ltd.
Cole, Joni.B. 2006. Toxic Feedback:
Helping Writers, Survive and Thrive.
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Creswel, Jhon W. 2009. Research design Qualitative, Quantitative, and Mixed Method Approaches. California: Sage Publication.
Ferries, Dana.R. 2011. Treatment of Error in Second Language Student Writing.
New York: The
University of Michigan Press.
Gay, L.R and Airasian, Peter. 2000.
Educational Research. Competencies for Analysis and Application. New York. Prentice-Hall.
Gay, L.R, Geoffrey, E.M and Peter, A. 2012.
Educational Research. Competencies for Analysis and Application. 10ed. New York. Pearson Education, Inc.
Glasson, Toni. 2009. Improving Student Achievement: A Practical Guide to Assessment for Learning. Sidney:
Curriculum Corporation.Lefever, Lee. 2006. The Art of Explanation.
New Jersey: John Wiley and Sons, Inc.
Hyland, Ken and Hyland, Fiona. 2006.
Feedback in Second Language Writing: Contexts and Issues.
London: Cambridge University Press.
Nunan, David. 2003. Practical English Language Teaching. New York. Mc Graw-Hill/ Contemporary.
