Institutional Repository | Satya Wacana Christian University: The Students’ Perception Toward Teachers’ Written and Oral Feedback in Writing Compositions

ABSTRACT
Based on interviews and analysis of students’ writing compositions administered in a second
year Narrative and Descriptive writing class at the English Department of Satya Wacana
University, this study has attempted to explore the students’ perception toward teachers’
feedback in writing class. The study was aimed at providing details on students’ perception of
what they have received from the teacher’s feedbacks to improve their writing, and how they
used those feedbacks. There were ten students participated in this study. Qualitative analyses
were conducted to explore the findings in details. The results showed that the teacher’s
feedback plays an important role in helping the students to revise their writing. It was also
found that (1) teachers’ feedback was important, helpful, and sufficient to improve students’
writing; (2) teachers’ oral and written feedback was relevant but written feedback was seen to
be more effective than the oral one, (3) students preferred written, specific, and individual
feedbacks since they were more effective, (4) students perceived that the use of feedbacks
significantly reduced the numbers of errors and increased the quality of their writing
compositions, and 5) the students applied the teacher’s feedbacks through four ways: directly
applied the feedbacks for revision, asked the teacher to clarify some unclear feedbacks, asked
for second opinions about the feedbacks from their peers, and performed a self-effort in
combination with the teacher’s feedbacks to improve the quality of their writing
compositions. This study’s findings are expected to give contribution to a better
understanding of teacher feedback in writing class.
Key words: Students’ Perception, Teacher’s Feedback, Narrative And Descriptive Wrting

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