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c. Purposes of Feedback
Lewis 2002, pp. 3-4 proposes five purposes of giving feedback for students and teachers. The explanation of each purpose is in the following section.
The first, Lewis 2002, p. 3 mentions “feedback provides information for
teachers and students. It means that teachers can recognize all of the information about
students‟ writing skill. They also use feedback to observe or evaluate their teaching learning process in the class. On the other hand, students obtain much
information about their writing from teachers. It is a chance for students to learn many things from the feedback. Feedback conveys the teachers‟ language in order
to communicate with the students during the learning process. The second, Lewis 2002, p. 4 writes feedback is to give advice about a
learning process on the students‟ writing. Feedback becomes a means in the learning process to control and guide the students‟ progress on writing. Raimes
1983, p. 141 says that “the teacher as sympathetic reader and editor can
intervene at vario us points in the process.” It means that the teachers read the
students‟ writing and give correction on it. The teachers are involved in the students‟ writing in the process of teaching learning. The teachers give advice on
their feedback as an input for the student s‟ writing. The advice from teacher is
optional so that the students can either use it or not. Furthermore, the advice not only can develop the students‟ skill in writing, but also can evaluate their ability.
The third, Lewis 2002, p. 4 states “feedback provides meaningful and
individual language input. Feedback should be a meaningful means for the students. Therefore, the teachers have to know how to elaborate their language
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efficiently. If the teachers give meaningful feedback, it makes the students understand the feedback easily. The students obtain individual language input
because they learn the new knowledge vocabulary, grammar, idiom, diction, and so on from the teachers about the written language. The teachers have to share
their knowledge about language to the students. According to Lewis 2002, p. 4, the fourth purpose is that feedback can
motivate the students. Feedback will encourage the students to learn the language features further. Brown 2007, p. 89 mentions
that “The positive feedback that students perceive as a boost to their feelings of competence and self-
determination.” It means that feedback can motivate the students to be challenged in writing correctly and accurately. After that, it makes the students have their
own self-determination in the future. They become more independent and confident in English writing correctly. The curiosity in learning the language
happens because they want to master the language well. Then, the students will use the language correctly because they have good knowledge after the teachers
give the feedback. It is a kind of motivation in learning language for the students. Fifth, feedback, Lewis 2002, p. 4 writes that feedback has a purpose to
lead the students toward autonomy. Feedback makes the students become more independent because they can recognize and revise the errors in writing by
themselves. Leng 2013, p. 390 states that feedback acts as a compass which provides a sense of direction to the students and tells that writing goals are
achievable. They also feel confident in using language. From that, the purposes of feedback can be seen clearly. It can avoid the students to make error in the future.
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Feedback gives many contributions in the teaching learning activity. It also becomes a means for the teachers in classroom.
d. Feedback in Learning