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2. Indirect feedback occurs when the teacher indicates in some way that an error has been made
– by mean of an underline, circle, code or other mark
– but does not provide the correct form, leaving the student to solve the problem that has been
called to his or her attention.
as cited in Hyland, K and Hyland, F ,2006, p.83
b. Sources of Feedback
1 Teacher feedback The teacher has an important rule in a classroom. The teacher can give the
students feedback in written or spoken form. Leki et al. 1991 notes “ESL
students greatly value teacher ‟s written feedback and consistently rate it more
highly than alternative forms, such as peer and oral feedback in writing conference
s” as cited in Hyland, K and Hyland, F, 2006, p.3. It means that the students still need feedback from the teacher as their instructor. The students need
more information from the teacher in the written form. 2 Peer feedback
Peer feedback is given by the partner or other participants in the classroom. According to Hyland, K and Hyland, F 2006,
“Peer review can be seen as a formative developmental process that gives writers the opportunities to
discuss their texts and discover othe rs‟ interpreting of them” p. 3
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c. Purposes of Feedback
According to Lewis 2002, there are five purposes of feedback p. 3-4. The purposes are:
1 Feedback provides information for teachers and students Lewis 2002 states that feedback provides some teacher
‟s comments for the students such as the weaknesses, strengths, progress and direct information
about language p. 3. It means that feedback can help the students to improve their performance or writing products because they can learn from the feedback.
2 Feedback provides students with advice about learning Lewis 2002 points out that by giving feedback, students can learn the
description of the use of language. While learning process, teacher can make a comment for the students about their learning processes p. 4. The feedback can
give the students information about their learning processes progress in the classroom.
3 Feedback provides students with language input Lewis 2002 says that the teacher can give the feedback in written or
spoken form. The feedback provides some meaningful and individual language input which can enrich
the students‟ vocabulary. Besides, the feedback can improve
students‟ understanding about grammar p. 4. 4 Feedback is a form of motivation
According to Lewis 2002, by receiving feedback, students become more enthusiastic to study and use language in learning process. Besides, feedback can
motivate students to obtain the higher grades or marks than before p. 3. It means
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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
