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that the students feel happy to know their strengths or weaknesses so they intend to gain better scores than before.
5 Feedback can lead students towards autonomy Lewis 2002 argues that feedback can help the students to find their own
mistakes. By giving feedback or some clues, the students can recognize their mistakes by themselves and try to revise them p. 4. It means that the feedback
help the students to improve their abilities by learning from the mistakes. The students learn from their mistakes and try to revise them.
d. Types of Feedback
According to Lewis 2002, there are three types of teacher feedback p. 15-19. The types are:
1 Traditional marking Lewis 2002 states that in the feedback; the teacher makes a sign on the
students‟ drafts using pen, pencil or stabile. The sign can be a line, highlight or words p. 15.
2 Conferencing Lewis 2002 points out that this feedback provides some comments and
questions for the students. The teachers and the students will have some conversations or question-answer sessions directly p. 17.
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3 Collective feedback Lewis 2002 states that the collective feedback means the teacher presents
the feedback collectively. It means that the teacher summarizes the feedback for a whole class p. 18. There four types of collective feedback:
a. Comment orally one by one b. Feedback sheet
c. Summarize feedback on the board d. Checklist
e. The Advantages of Feedback
Fatham Whalley et al. 1990 reveal that there were some studies showed that
“students who receive error feedback over a period of time can improve their language accuracy
” as cited in Hyland, K and Hyland, F, 2006, p.4. It means that feedback could impr
ove the students‟ language accuracy. Besides, Chandler 2003 states that underlining and direct corrections in the
students‟ writing products could decrease grammatical and lexical errors in their next writing as cited in Hyland, K and Hyland, F, 2006, p.4.
Williams 2002 describes that the feedback could develop both texts and the students‟ writing skills as cited in Hyland, K and Hyland, F, 2006, p.5.
Besides, the students paid more attention into teache rs‟ feedback rather than other
feedback. Leki et al. 1991 notes “ESL students greatly value teacher written
feedback and consistently rate it more highly than alternative forms, such as peer
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feedback and oral feedback in writing conference s” as cited in Hyland, K and
Hyland, F, 2006, p.3.
6. Classroom Action Research a. Definition of Classroom Action Research
