- Orientation It introduces the participants and informing the time and place. Where, when. In
the orientation the writer introduces the characters, time and place for the events. In narrative, the orientation often shows imaginary time for example once upon a time,
long time ago and etc. - Complication
It describes the rising problems happen within the story. In complication, there
are some problems faced by the characters. It can be more than one problem for example situation of war, conflict or love.
- Resolution Showing the way the problems are solved. In resolution, the writes show the
problem solving and the end of the story. The complication may be resolved for better or worsehappily or unhappily.
e. Grammatical Features of Narrative
The grammatical features of narrative according to Doyle at al 2004: 62:
Using Past Tense to describe the events
Using Action Verbs
Using adjectives to describe the characters and the places.
Using direct and reported speech to present the dialogue 22
7. Feedback a. Definition of Feedback
According to Lewis 2002, “Feedback is a way for teachers to describe their learners‟ language. It gives teacher information about individual and collective class
progress and indirectly, is a form of evaluation on their own teaching” p. 3. From the definition above, the teacher feedback contains of suggestion, comment,
recommendation, correction or advice. The information can help the students to evaluate the teaching learning process in the class.
Lewis 2002 argues that feedback is a way for teachers to describe their learners‟ language; feedback is an ongoing form of assessment which is more focused than
marks or grades p. 3. Feedback is technique to give information such as advices, suggestions, comments and corrections which is usually made by the teacher to
observe the students‟ writing product. There are two forms of feedback Hendrickson et al., 1978:
1. Direct feedback takes 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. 2. Indirect feedback occurs when the teacher indicates in some way that an error has
been made – by mean of an underline, circle, code or other mark – but does not provide the correct form, leaving the student to solve the problem that has been
called to his or her attention. as cited in Hyland. 2006
b. Sources of Feedback
1 Teacher feedback The teacher has an important rule in a classroom. The teacher can give the
students feedback in written form or spoken form. Leki et al. 1991 noted “ESL students greatly value teacher written feedback and consistently rate it more
highly than alternative forms, such as peer feedback and oral feedback in writing conferences” as cited in Hyland, K and Hyland, F, 2006, p.3. It means that the
students still need feedback from the teacher as their instructor. The students need more information from the teacher in the written form.
2 Peer feedback Peer feedback is given by the partner or other participants in classroom.
According to Hyland, K and Hyland, F 2006, “Peer review can be seen as a formative developmental process that gives writers the opportunities to discuss
their texts and discover others‟ interpreting of them” p. 3
c. Purposes of Feedback
According to Lewis 2002, there are five purposes of feedback p. 3-4. The purposes are:
1 Feedback provides information for teachers and students Lewis 2002 states that “feedback provides some teacher‟s comments for the
students such as the weaknesses, strengths, progress and direct information about language.” p. 3
