Tsara Desiana Akmilia, 2014 Self-Directed Feedback: An Attempt Towards Learner Autonomy In Writing
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
either informed correction, or positive feedback, to support acquisition and establish the item in the productive range.
While the benefits of having self-monitoring technique in the classroom are apparent, these challenges should not restrain the real attempt
for teachers to give better pedagogical practices inside their classrooms. At last, considering the importance of having better practice in teaching
writing in large classrooms through autonomous learning, together with the fact that self-
directed feedback may create the opportunities to raise students‟ awareness on writing, the study sought to design a study connecting both of the
components to be put into practice in an EFL classroom.
1.2 Aims of Study
This study aimed to investigate the application of self-directed feedback in a writing classroom and how it may affect their skills in writing. Furthermore, it
also wished to find out the students‟ response towards the application of self-
directed feedback in their writing activity.
1.3 Statement of Problem
In order to accomplish the aims of the study, the study was guided by several questions;
1.3.1 To what extent does self-directed feedback affect the students‟ writing
skills? 1.3.2
What is the students‟ response to the inclusion of self-directed feedback in their writing activity?
1.4 Significance of the Study
There are two points of significance which are expected to come from the study as follows:
1.4.1 Theoretical significance Until the present time, the majority of research done under the topic of self-
directed feedback only used undergraduate students as the research subjects. At the very same time, almost all of the research also suggested a further
Tsara Desiana Akmilia, 2014 Self-Directed Feedback: An Attempt Towards Learner Autonomy In Writing
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
investigation on the use of self-directed feedback to learners studying in the earlier stage. Therefore, the result of the study is expected to enrich the literature
on the issue, as well as to give a reference for further research under the same topic.
1.4.2 Practical significance Uplifting students‟ desire to write, increasing their awareness of the
importance of writing, as well as facilitating improvement in writing are the goals of many EFL teachers for their writing classroom. In order to pursue them, the
teachers need to have an endless patience to carry out fruitful writing activities. Self-directed feedback, as one of the activities recommended by several
researchers might be one of the solutions. Hence, the study is expected to be one of the references to be adapted to the practical level for teachers surrounded in
similar contexts.
1.5 Clarification of Related Terms
