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comments on vague or confusing sentences, the students restructured the sentences. They also restructured the sentences which contain too many errors. It was done in
order to make the sentences succinct and attain better order of ideas so that their readers would be easier in understanding their composition.
Example
was revised into Many English derived words, as in other languages, are
formed with affix, through affixation process. According to the position, English affixes are distinguished into three,
prefix, infix and suffix. A prefix is an affix attached before the stem; an infix is an affix placed between or inside the
stem; and a suffix is an affix attached after stem. Different English affixes prefix, infix and suffix form many
different English Categories such as noun, verb, adjective and adverb.
4.2.3 Consulting
Another response that was found in revising was consulting. It was figured out that students had consultations with teacher, peers and books related to the
written feedback they received on their compositions. They asked their teacher or PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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peers when they did not understand the meaning of written feedback provided. The problem occurred in understanding the feedback mostly concerned with teacher’s
handwriting. The students did not want to misinterpret the feedback because of teacher illegible handwriting so that they asked their teacher or friends to clarify
teacher’s comments. One of the participants said that if she could not read teacher feedback, she would ask her friends first whether they could read it or not. If her
friends could not help in interpreting the feedback and she still did not understand about what the teacher wrote or what she should do, she would come to ask again
and have a discussion with the teacher. In addition, students asked their peers if they did not know how to make the
change s or how to improve the composition related to the written feedback provided. They asked suggestions from their peers on how to revise their
compositions. The students also checked the books related to their topic especially about theories needed as the basic foundation of their research. They read many
books as references especially when the feedback given was about something which they did not know or never heard before. The students tried to find some
books used as references on their own but when they found difficulties in finding the appropriate books for references; they asked teacher’s help to suggest the most
appropriate books as sources.
4.2.4 Ignoring
The last response that the students gave toward feedback was ignoring it. Students left some parts which were problematic or contained errors without any
changes in the revised composition although they obtained written feedback on them. This ignorance might occur because students did not know how to revise the
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composition. They might also be careless in reading teacher feedback on the draft composition. They missed to read the feedback especially if the feedback was
about minor syntactic components of a sentence, for example punctuation or capitalization. Therefore, the students did not make any changes in their revised
composition. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER 5 CONCLUSIONS AND SUGGESTIONS
This chapter covers two main parts, namely conclusions and suggestions. The first part presents the conclusions derived from the research. The second part
presents the suggestions intended for the teacher, the students and future researchers.
5.1 Conclusions
This research was intended to find out the students’ responses to teacher written feedback on their compositions. There are two main research problems to
answer. The first research problem was about the categories of teacher written feedback. The second research problem was about the students’ responses to
teacher written feedback on their compositions. Based on the data results and discussions in the previous chapter, two major
conclusions were made. 1. To answer the first problem, it was found that teacher written feedback
dealt with language use, mechanics, organization, content, reference to source, and vocabulary. In addition, it was also found written feedback on
format and clarity. From the results, it was shown that teacher written feedback focused more on form area which was concerned about language
use and mechanics, while the content area which was concerned about content and organization of the composition only got few attentions. The
finding was consistent with Kurniyati’s 2006 finding on her research that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
