46
In writing the references of citation, the bibliographical details need to be attached are the sur name of the person who m the ideas are cited, followed by the
year when the work published and the page on which the ideas are stated. Those three examples above had a common mistake that was incomplete bibliographical
details. The authors had to put clear bibliographical detail whenever they quoted others’ ideas or statements. The teacher gave feedback to make them aware that
they had not given clear bibliographical details in writing the reference of source.
4.1.7 Vocabulary
Vocabulary is a sum or stock of words employed by a language Merriam- Webster Dictionary, 1993: 1322. In writing, it deals with the sophisticated range
of word choice and the appropriateness and effectiveness of the word choice and usage. In this study, the teacher provided written feedback on vocabulary like the
examples. Example 1
47
The word “problematic matter”, in the example above, made the sentence sound awkward to read. Therefore, the teacher crossed out the word “problematic
matter” and changed it into “problem” to make the sentence sound better. Example 2
An undergraduate thesis is an academic writing which needs to be written in a scientific language. In the sentence above, the teacher crossed the word “is” and
changed it into sophisticated word “covers” to make the sentence be scientific enough.
4.1.8 Clarity
A writer should present their ideas clearly and integratively. Therefore, heshe needs to write with clarity so that readers will not have difficulties in
understanding hisher ideas. The teacher provided feedback on clarity as follows:
In the examples above, the words “just like the example” and “so on” told nothing to the readers. Teacher asked author to replace that words with specific and
concrete terms to make the sentences clearer for the readers. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
4.2 Students’ Responses
The data were gathered from the students’ compositions that consisted of 8 pieces of writing that were four pieces of the first draft composition and four pieces
of the revision. The first draft and the revision were compared to find the responses of students toward teacher written feedback. Having compared the compositions,
the types of responses were listed. Interviews with the participants were also conducted to verify the results.
In responding the teacher written feedback, students had several responses. They were correcting, revising, consulting and ignoring or making no change in the
revision. The discussions of each response that was done by students toward teacher written feedback were presented below. The highlighted part in the
examples indicated the revision that was made based on the teacher feedback.
4.2.1 Correcting
In providing written feedback, the teacher may give feedback in terms of corrections. The teacher may cross out inappropriate words andor underlines or
circles words which are problematic or contain errors and gives correction on them Williams, 2003. In correcting, students make corrections and improvements to
words, grammar or mechanics in their writings. In this research, it was found that when the teacher gave corrections,
students’ responded in two ways. Firstly, students simply copied the teacher’s corrections. When students were provided with corrections on parts which
contained errors, they tend to simply copy those corrections in their revision. It was because they were aware that the parts which were given feedback were incorrect
