15 believed that oral feedback gave them opportunity to ask the teacher directly about the part
that they did not understand. Nevertheless, there were two students who stated the opposite: Extract 9: Interview with Miss Turtle October 23, 2012
“Yes, it is relevant and effective for me because the teacher’s feedbacks gave me so many inputs, so it was so important for me. However, if the feedbacks were
delivered orally, I sometimes forgot what the teacher said” Extract 10: Interview with Miss Nyoo October 23, 2012
“It was relevant but less effective because I often forgot what the teacher said” From the two extracts above, there it was found that teacher’s oral feedback was
relevant but less effective since some students could not remember what the teacher said and therefore could not revise their writings accordingly. This finding showed that there was a
problem entitled with oral feedbacks that should be overcome.
b. Teachers’ written feedback is relevant and effective
The following extracts from some of the students’ perception toward written feedback: Extract 11: Interview with Miss Feragamo November 3, 2012
“Relevant. I think because in written we know directly my wrong part and also effective to revise my draft”
Extract 12: Interview with Miss Suri October 26, 2012 “For me it was relevant and effective. As a student, I really need feedback, to
make a good writing, for example my sentence or word is wrong and with feedback I know how to revise it because the feedback is clear and
understandable.”
Extract 13: Interview with Miss Ice-cream November 5, 2012 “In my opinion it is relevant and effective, when she reads my draft she gives me
suggestions about how to correct it and usually she gives the solution too”
Bationo 1992 said that feedback using the written word in combination with sound is more effective than feedback using one channel only. However, according to students’
16 perceptions showed that written feedback was more relevant and effective. They considered
that written feedback helped them in revising their draft. For instance, in extract 11 and 12, Miss. Feragamo and Miss.Suri stated that they needed written feedback to help them in
finding the wrong parts of their writing. Furthermore, in extract 13, Miss. Ice cream added that the written feedback helped her in giving suggestion for her writing. From their
statements, it could be concluded that when given clearly, written feedback was considered relevant and effective since it provided the students with detail correction and suggestions for
improvements. As Grabe and Kaplan 1996 state that in written feedback, students receive more detailed and comprehensible feedback for their writing.
Overall, from this theme, it could be said that both written feedback and oral feedback were seen to be relevant and effective. However, attention needed to be put on oral feedback
since some students could easily forgot what the teacher said in the consultation time. When this happened, written feedback was seen to be more effective.
3. The students’ preference of the teacher’s feedbacks
According to the participants of this study, the students stated that they prefer to get written, specific and individual feedbacks compared to oral, generic, and group feedbacks.
The following data displayed the students’ preferences: Extract.14: Interview with Miss.Enyak October 22, 2012
“I choose written, specific, and individual. Written because I can refer back to the feedback, then specific because it is more clear and individual because I feel more
comfortable and more understand.”
Extract.15: Interview with Miss.Ice Cream November 5, 2012
“I like more on verbal specific and individually, because in verbal I can know directly what the teacher wants , in specific I can know in details what are my mistakes or
incorrect sentences that I made, and individually I can ask more intense because if in a group there are many students will ask , so thats kind of not really flexible for me to ask”
Extract.16: Interview with Miss.Nyii October 24, 2012
