10
CHAPTER II REVIEW OF RELATED LITERATURE
This chapter attempts to contextualize some related theories to address the research problems in previous chapter. It consists two important major sections,
namely the theoretical description and theoretical framework.
A. Theoretical Description
There are 3 major areas discussed in this sub-chapter. They are the theory of feedback, theory of
teacher‟s written feedback, and theory of teacher‟s beliefs.
1. Theory of Feedback
In this part, the researcher presents the theory of feedback including the concept of feedback, forms of feedback, purpose of feedback, and feedback in
learning.
a. The Concept of Feedback
There are many definitions of feedback proposed by many experts. According to Sherman 1994, p. 57 feedback is a “response or reaction from
another person to something people do, that can be used to help people assess and improve on their performance in the future. The form of response or reaction
from another person can be given to something after people give an action on that
11
thing. The response or reaction on feedback can be in the form of comments. The comments give an improvement to the people after they do or learn about
something. Feedback can also be used to help people assess and improve their performance in the future. The improvement in doing something can be seen
clearly after obtaining feedback. Thus, Srichanyachon 2012, p. 8 also agrees that “feedback is an essential component of any English language writing course”. In
practice, people who obtain feedback on their performance want to make a change for better results.
Moreover, Hillocks 1986, p. 220 also states “feedback represents the
objectives of instruction to some extent ”. Contextually, the researcher defines the
term extent as the further study on writing. It will improve the students‟ writing skill in order to have a good quality for their writing. The expectation of feedback
is to help the teachers to share their knowledge in writing to the students. The process of writing using feedback from others can be taken as an example:
Figure 2.1 Cycle of Using Feedback in Writing From Sherman 1994, p. 57
You give a piece
of your writing
to someone
You obtain
reactions and
comments on your
writing You read
the comments
As a result,
you change
the way you write
Then
12
Similar to Sherman‟s cycle, Lewis 2002, p. 5 also states that “feedback can be like a conversation between student and teacher.” There is a
communication in teaching activity between the teacher and the student in order to know the students‟ progress in their writing. Todd et al 2001, p. 2 have the same
idea about feedback as a communication between the students in which teachers give comments conveying suggestions, positive evaluation, information or support
towards the participants. Those are regarded as useful possibly because such comments can promote trust and build relationships between teachers and
students. Therefore, teachers can develop a good communication in order to make a good atmosphere in teaching learning of language classroom because teachers
and students can discuss anything about writing for the students‟ improvement.
The communication on feedback is to discuss two parts. Lewis 2002, p. 8 states that “the focus of feedback is not only on the students‟ errors or errors in
their writing but also on students‟ abilities.” The students‟ errors are misspelling or error typing. In addition, errors in students‟ writing are error in grammar, error
in citation, and error in quotation . Therefore, the students‟ writing will be
improved and revised later. Then, the teachers give some corrections on the students‟ writing. On the other hand, feedback can also measure the students‟
ability in writing bec ause the teachers know the quality of students‟ writing from
the feedback. It happens because feedback also gives information about language features used by the students.
13
b. Forms of Feedback
Kategori