Enough time and feedback

g. Enough time and feedback

Sufficient time and feedback are needed by students to facilitate the formulation of ideas Egbert, Chao, Hanson-Smith 1999. Based on the questionnaire results, the total score for the time and feedback principle is fair. It indicates that the principle is just not fully applied in Sentence Writing class. Further explanation and clarification are discussed below. Before producing sentences or a passage, students need time to generate, organize, and express ideas. In fact, in expressing the ideas, students have to use their grammar knowledge, including punctuation, to construct well-structured sentences. Since it needs inspirations to write, so online learning is more comfortable. SV13 ... during an appropriate spare time, the writing will be better. SV14 Given enough time to engage with the writing process, students will be able to produce writing better. In Sentence Writing class, the students were also given sufficient time to write sentences and passages as well as to revise their work. Although the results of the questionnaire regarding enough time to finish the task were low, the results of the questionnaire showed the other way. I think the deadlines are appropriate with the number of assignments given. LN16 The time given for doing revisions is enough , but I rarely use it. LN13 The time given to write passage Just enough, because we don‟t have to write in pages, right . NP36 .. the time for doing revisions is also enough NP37. That submission deadlines is enough, not bothering. SV46 ... enough because we already have 1 week for making 15 sentences and doing the grammar practices . SV47 As mentioned before, in Sentence Writing class, the students had to make 15 sentences per week, a set of true-false sentence-checking consisting of 50 sentences per week, and a 250-word passage per two weeks. The time given to do all of the assignments according to the student interviewees was actually sufficient. The reason of why some other students considered the time to finish the tasks was not enough is clarified below. I sometimes found them the writing assignments and grammar exercises too much . When I already had so many assignments and the writing assignments kept adding up. MD32 The number of the questions for the grammar practice and the deadlines are enough. It‟s just many of us submit the works when the deadlines were close . SV30 The responses above reveal that although the teacher had already set enough time for the students to finish and revise their works, it was the students‟ individual task and time management abilities that caused them not having enough time to do the Sentence Writing assignments. As for feedback, explicit, appropriate, and individualized feedback is important to assist the students reach the goal of a task Egbert, Chao, Hanson- Smith 1999. The results of the questionnaire regarding feedback showed that the Sentence Writing students received enough feedback from the classmates and teacher to make their sentences and passages better. The interview responses also support this. From my friends’ comments and correction, my incorrect sentences can be corrected for I know what the mistakes are . MD42 my friends’ comments very helpful SV40 ... in terms of both content and grammar SV41. The peer comment and correction helped the students to reach the goal of the tasks. In that, regarding sentence writing, the comment and correction assisted the students to indicate the grammar mistakes they made so that they could correct them and make their sentences better. For the passage writing, the comment and correction from their peers helped the students to improve their passage not only in terms of grammar but also content. The students also received feedback from the teacher in the forms of comments and corrections. The feedback was given through the web as well as orally in the class. In sentence writing we know we made errors from our classmates corrections. For passages, we get „stars‟ ... MD23 I got oral feedback from Mr. C. NP33 ... moreover, after the face-to-face meeting, usually the teacher opens a question-answer session , so for those who are still confused can ask the teacher directly . MD14 The oral and direct feedback was given to the students usually in a question- answer session at the end of the in-class meeting. During the session, the students received comments from the teacher regarding their sentences and passages. They could also ask questions to the teacher and get answers directly. As for the feedback given online, the students received comments and corrections from the teacher in the forms of „stars‟ rating and scores, especially for passages. The „stars‟ rating and the scores indicated the passage that still needed improvements. Their teachers’ corrections are general for the whole class ... we can only correct our mistakes for the next exercises based on the teachers’ corrections. MD43 The comments are not so specific, but we can see through the passage scores , so we know which parts need improvement. SV42 Another point about the teacher‟s corrections revealed from the interview is that the teacher‟s oral corrections and comments were given generally for the whole class and the online corrections did not specifically indicate the students‟ mistakes. When asked about the type of feedback they wanted from the teacher, the students responded: Well, every time we do an assignment, the teacher gives comment, telling us in which part we made grammar mistakes . MD44 Of course I look for corrections in all parts, especially about grammar. Because it is the most confusing. LN30 Well, the type that when I make a mistake the teacher tells me the correct answe r and how the grammar rules apply. NP34 The students expected for more individualized, explicit feedback from the teacher, specifically pinpointing their mistakes. From here, we can see that the time and feedback principle was not applied really well because although the students were given sufficient time to finish a task, they personally had problems with their time management; and the feedback from the teacher was not individualized and explicit enough for the students.

h. Authentic audience