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are making correction and revision, adding missing details and explanations, deleting irrelevant wordsphrases, discussing or conferencing with teacher and
classmates also checking the books or dictionaries.
2.2 Review of Existing Researches
There must have been many researches about teacher written feedback. In this part, there are two studies will be reviewed.
The first research was Students’ Perceptions toward Teacher Written Feedback on their Compositions: A Case Study by Christina Dyah Kurniyati
2006. This research was a case study. It was investigated the types of and the students’ perceptions toward teacher written feedback. Two instruments,
questionnaire and interview, were used in this study. The findings showed that teacher gave more feedback on surface le vel,
especially grammar. It was also found that students have good perceptions toward their teacher written feedback in which they assumed that teacher written feedback
was clear, objective, helpful, encouraging and proportional. Based on the result, Kurniyati gave suggestions for teachers to give clearer written feedback which
focus more on content level than on surface level. While for the students, Kurniyati suggested them to make use the teacher written feedback and incorporate other
sources. The second research was conducted by Fiona Hyland 1998, cited in
Hyland 2002: 195-199 entitled The Impact of Teacher Written Feedback on Individual Writers. In this research, six ESL writer’s reaction to and uses of
Teacher Written Feedback in two courses at a New Zealand University was PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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investigated. Hyland catalogued and analyzed all teacher written feedback and students’ revisions to figure out the relationship between feedback and revision. To
validate the analysis, interviews, questionnaires and observations were used. The research found out that students incorporated most of the usable teacher
feedback in their revision based on their needs, past learning experiences and writing approach. Students’ revisions usually followed teachers’ suggestions, acted
as an initial stimulus of a number of revisions or prompted deletions. This study also showed communication breakdowns because of basic differences in the value
that teachers and students placed on written feedback. Thus, Hyland suggested for an open dialogue concerning the kinds of feedback that students want and what
teachers will give. This current research has a similar topic to the two researches composed by
Kurniyati and Hyland which concerns about the teacher written feedback. However, this current research also has difference with the former studies. While,
Kurniyati and Hyland’s studies discuss on the students’ perceptions toward teacher written feedback and the impact of teacher written feedback on individual writers,
this study will discuss on the responses of students toward the teacher written feedback.
2.3 Theoretical Framework
