Integrated Feedback Types of Teacher’s Written Feedback

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c. Integrated Feedback

The most commonly used type of teacher‟s written feedback in Critical Reading and Writing was integrated feedback. According to Park 2006, pp. 8-9, integrated feedback is a kind of written feedback which combines grammar correction with content-related feedback. Integrated feedback was applied in Critical Reading and Writing II Class because integrated feedback not only improved the stu dents‟ grammar but also built their critical thinking. Therefore, the main skill to be mastered in this class was writing. Writing requires a correct grammar because grammar became the fundamental of language learning. However, the critical thinking of the students in CRW II determined the quality on the content of students‟ writing. Based on the form of teachers‟ written feedback from table 4.4 and table 4.9, the researcher found that the teacher in classes A, B, D, E, and F used integrated feedback except the teacher in class C who only used content-based feedback. Thus, the frequency of the use of indirect feedback showed that integrated feedback was used in Critical Reading and Writing II Class. Table 4.13 The Examples of Integrated Feedback No. Teacher Content Based Feedback Form-focused Feedback Content-based Feedback 1. A - Basically your ideas are good, except for some grammar style. - Code: grammar. - Underline on “is not even take a long time” should be “does not even take a long time”. - Make the thesis more convincing. - Focus on the benefits as promised in the thesis statement - What is the connection between the story your thesis? - Is drilling part of play-based learning? 2. B - The teacher gave code such as “gr grammar, verb?, and a - What does it mean? 75 No. Teacher Content Based Feedback Form-focused Feedback Content-based Feedback phrase. - Underline on“..., many children at school starting to...” should be “..., many children at school are starting to.... - Is it a counter argument? No clue? - Who opens the chance? - What does it mean? - Is it a counter argument? No clue? 3. C Just a little note: to be successful, not to be success. Dear A, Im glad to hear your reflection and how you draw meanings out of the book and the discussion in the class. Im so happy to have you in my class. I believe that youre on the right track. What is more important is how we are able to deal with our own weaknesses. And youve started to work on it. I hope you keep your spirit high enough to keep you thrive in the class. Best, 4. D - Giving correction on “Khanza will easy to communicate...” became “It will be easy for Khanza to communicate..”. - Inserting word such as “must fluent→ must be fluent”. - Student, I loved reading your essay. It‟s quite thought provoking. You‟ve also shown that you‟d researched the topic before writing the essay. In your coming essays, make sure you support your arguments well by providing some data and facts. - Nice try to integrate to personal experience. But how does it support your idea. 5. E -...develop-ment of language from their children. → children‟s language development - Giving code such as “grammar”, “adjective”, and “noun phrases”. - I think it is important that you consult you grammar book related to phrase and sentence structure. - It is simple, but you can learn and get values to respect other people from the experience. -I know that you are unique, proven by how you start and end your essay. I also appreciate your word play. However, I think that you can still make improvement on your essay. It would be better if you added concrete example to explain “forbidden” and “dirty” language. 6. F - “grammar” as a code. -Underline on “every country are consuming” should be “every country is consuming”. - What is your hard reason? - Recognize your ideas better. -Thesis is not relevant. The findings on the table above were relevant to the definition of integrated feedback. The teachers gave written feedback using the type of 76 integrated feedback in order to reach the goals of Critical Reading and Writing II Class. Therefore, the researcher recognized that all of the teachers used integrated feedback. The use of integrated feedback was needed to help the students‟ improvement on writing. Many of grammar correction were given to the students such as error in grammar, words order, subject-verb agreement, singular, plural, and so on. On the other hand, the content of students‟ writing also became the focus in integrated feedback. The combination of a good grammar and meaningful content produced good quality of students‟ writing. The teachers guided the students how to organize the ideas into good paragraphs. Moreover, the students had to know how to criticize a topic or an issue on their writing. Their opinions were supported by evidences and facts from the references to make it more scientific in learning language. The research problem one was about the kinds of teachers‟ written feedback in Critical Reading and Writing II Class CRW II. The researcher found that written feedback was given in two forms, direct and indirect feedback. There were 5 lecturers in CRW II who gave written feedback but there was one lecturer who taught 2 classes, class A and class F. However, there were 4 lecturers in classes A, B, D, E, and F who used both direct and indirect feedback. One lecturer in class C only used once direct feedback because the focus of the teacher‟s written feedback was on the content of students‟ writing. Another theory was about the types of teachers‟ written feedback, the researcher also found that one lecturer in class C used content-based feedback and 77 the other lecturers in classes A, B, D, E, and F used integrated feedback for their students. The differences on giving teachers ‟ written feedback were forms and types because each lecturer has certain beliefs in teaching. Thus, teachers‟ written feedback was very important in teaching writing because there were five purpose of giving feedback for the students. Lewis 2002, pp. 3-4 also states the five purposes of giving feedback were to; 1 provide information about the progress in writing class for teachers and students, 2 give advice about the process on students‟ writing in order to obtain the better results in the future, 3 provide meaningful and individual language input for the students, 4 motivate the students in learning language, and 5 lead the students toward autonomy that knew how to solve their problems on writing. The main purpose of the teacher‟s written feedback is to give information to both teacher and student in writing class. Moreover, the information can be in the form of advice for student‟s progress in writing in order to improve their skill on writing. The improvement is obtained from the teacher‟s input to the student in learning language. Therefore, the students can learn many things about writing for the next essay. Teachers‟ written feedback is a means to provide information, advice, and motivation in order to know the students‟ progress.

B. Teacher’s Beliefs that Underlie the Practice of Giving Written Feedback

The discussion was continued to the teacher‟s beliefs in teaching. The researcher interpreted the teachers‟ comments on written feedback to identify the teachers‟ beliefs in Critical Reading and Writing II Class CRW II. According to