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Other examples of feedback on content were:
• Is there any segmental process in the words you analyze?
• Discuss more about mega, etc. they are problematic
• What do you mean by word class? Write something else
• Do you understand all the above? If no, drop them
These comments, questions and imperatives were given as general comments on students’ compositions. This feedback sought for students’
understanding toward what they had previously discussed and asked for further discussion about it on their next revision.
4.1.4 Organization
Campbell 1998: 87 defines organization as the structure of paragraphs, essays and longer stretches of discourse. Good organization in writing can help the
readers to follow the movement and the flow of the ideas in the composition. It was found that the teacher also provided student s with written feedback on
organization. Consider this example: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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In the example above, the sentences were not well-organized. The author used many unnecessary words in the sentences which made her explanation
become not succinct and not to the point. For that reason, teacher reorganized the paragraph so that it could be succinct and straight to the point in order to make the
readers follow the author’s ideas easier.
4.1.5 Format
Formatting refers to the physical presentation on the page Zimmerman and Rodrigues, 1985: 85. In writing an undergradua te thesis, feedback on format is
needed to ensure that students have followed the appropriate style guidelines because there are certain rules that must be followed. In this study, there were ten
feedbacks on format provided to students. The examples were:
4.1.6 Reference to Source
According to Bazerman 1985: 474, reference is the art of mentioning other writers’ words, ideas or information using your own words. It is important to
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show that the composition is built on the solid foundation of respected earlier work so that readers can be convinced about the validity of the ideas ibid: 475. In this
study, there were eight feedbacks on reference of source given by teacher. The examples are:
Example 1
When writers use statements or ideas from another writer, they have to make this clear because if they use another person’s words or ideas as if it is their
own, it can be assumed as plagiarism and it is regarded as a very serious offense. In the example above, the author did not put any bibliographical details whereas the
information above was not her own statement. For that reason, the teacher asked her to put the source where she got the information because if there were no
reference of source attached then it could be considered as plagiarism. Example 2
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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
