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
17 “
Written because if I forget I can read it and revise it, specific because I know which part that is fault so I know the specific feedback of each paragraph, individual because she
can give me more time to face to face with her.”
Extract.17: Interview with Miss. Enyak October 22, 2012
“
Written because I can remember the feedback and if I forgot I can look back. Specific, so it more detail than general and I choose individual because I can know each wrong part
in my draft.”
The finding showed a clear students’ preference toward the kinds of feedback that the teacher gave in their writing class. When the students were asked to choose oral or written
feedback, they stated that they wanted to get more in written feedback. It can be seen from the extract 14, 15, 16 and 17 that all of the participants chose written feedback because they
could refer back to the feedback if they forgot and it was easy to remember. Like what have been stated in the previous discussion, oral feedback had a limitation since students might
forgot what the teacher said so that it would interrupt students’ revision processes. In addition, the students also got generic as well as specific feedbacks in their writing
class. In this case, they chose to have specific feedback because the feedback could give more details and was seen to be clearer. For example, in generic feedbacks, the teacher only
put question marks to ask the students to explain further or elaborate those parts. This sometimes would lead students to confusion or even misunderstanding. This
misunderstanding in doing the revision would result in other errors, which sometimes more severe, in their final drafts.
When the students were asked to choose between group or individual feedbacks, the students’ responses showed that individual feedback was more desirable. They felt that it
was more comfortable for them to ask as many questions as possible to the teacher, directly after the feedbacks were given. Moreover, individual feedbacks also helped the students to
be more confident to revise their writing compositions since the feedbacks were given face to face. They claimed that when group feedbacks were delivered in front of the class, they
