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This assignment required the students to write in English twice a week. The researcher hoped that it could improve students‟ writing abilities so that their
problems in writing a recount text could be solved.
4. Teacher’s Feedback
a. The Meaning of Feedback
Acc ording to Lewis 2002, feedback is “sometimes associated with
marking and the word marking brings to mind pictures of teachers carrying bundles of students‟ writing away to mark” p. 2. In this study, the teacher‟s
feedback was included into the part of the weekly diary assignment.
b. The Types of Feedback
There are three kinds of feedback:
1 Teacher Feedback
According to Lewis 2002,
there are three techniques of giving feedback that can be used by teacher. They are traditional marking, conferencing, and
collective feedback p. 9. From the three techniques of giving feedback above, the researcher use traditional marking as the technique to give the feedback.
Traditional marking asks the teacher to put some marks, symbols such as underlining, etc., and wor
ds in students‟ writing. It spends much time but it is effective to improve students‟ writing abilities in writing a recount text.
After giving some marks on the mistakes, the teacher can add some comments in their diaries. The feedback provides the specific information for the
students‟ mistakes so that they can revise them in the next assignment, as stated
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, “feedback therefore emphasizes a process of writing and rewriting where the text is not seen as self-contained but points forward to other
texts the students will write” p. 177.
2 Peer Feedback
Peer feedback is conducted among the students. They will get some feedback or comments from their friends. They will like it because it seems fun
for the students. However, the researcher could not implement this kind of feedback because the students‟ writing skills are mostly low. It would waste the
time because later on, the teacher still had to give the feedback for each student.
3 Self-Correction
This kind of feedback gives the students opportunities to find their own writing errors and revise them by themselves. It makes the students to be
independent but it is not effective for this research because the students would be very noisy and talked with the others, instead of finding their own mistakes.
The most appropriate feedback for the students‟ problem in this research is teacher
‟s feedback. The students could diminish their writing errors when writing their past experiences by taking the teacher
‟s feedback because each student had hisher own problem in writing their past experiences.
In the implementation of weekly diary assignment followed by teacher ‟s
feedback, the researcher used traditional marking for the students. According to Lewis 2002, “by traditional marking we mean the teacher sitting with a pen or
pencil; making marks on the students‟ writing” p. 12. In this kind of teacher
feedback, teacher can tap some written comments about the students‟ writing.
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Lewis said that it will get more attention from the students. Hyland 2003 states that many students see their teacher‟s feedback as crucial to their improvement as
writers p. 178. Hyland 2003 states
“teacher written feedback should respond to all aspects of students texts: structure, organization, style, content, and pr
esentation” p. 185. In this study, the researcher decided some aspects of students texts based
on Brown and Bailey ‟s rubric for scoring profile. They stated that organization,
content, grammar, mechanics, and vocabulary as the aspects to analyze students ‟
writing. Besides the oral feedback and written feedback which were provided by
the researcher for the students, the researcher also gave some exercises based on the students‟ diaries as the additional feedback for them. The students sometimes
did not pay attention to the teacher when the researcher gave her feedback to other students. They only paid attention to the teacher if the teacher gave feedback for
their own writing. Meanwhile, the exercises which were made by analyzing the
students‟ writing every week could make the students discuss their problems together in the
class. It is supported by Hyland 2003, p. 184 which writes “Master 1995 found
that corrective grammar feedback was valued by students and effective when combined with classroom discussion.
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5. Behaviorism Learning Theory
