28
5 Writing the Second Draft and Proofreading
Once the students have made the necessary changes, they can rewrite their work legibly. After that, they should go over it carefully to see if the language
sounds correct and if the message seems complete and understandable. Finally, the students should submit their written work to the teacher.
6 Using Your Teacher’s Feedback
When the students get their work back, the students should examine the comments of the teacher and compare their classmates’ responses to the teacher’s.
B. Previous Studies
There are some previous studies about feedback which are done by other researchers. According to Cheong 1994: 64, feedback may come from various
sources. Moreover, he says that the common sources are i the writer’s peers who are usually the learner-writ
er’s classmates, ii writing experts i.e., the teacher, and iii the writer himselfherself.
Moreover, Bitchener et al. 2005: 194 suggest that the combination of full, explicit written feedback and one-to-one conference feedback enabled the students
to use the past simple tense and the definite article with significantly greater accuracy in new pieces. The research also found that indirect feedback is more
effective than direct feedback in helping learners improve the accuracy of their writing.
29 In support, Lalande in Hyland 2006: 85, for instance, reported a
reduction in student errors with indirect feedback. Still in Hyland 2006: 85, Ferris notes that students’ short-term ability to edit some types of errors which
were directly marked by feedback did not always translate into long-term improvement, while indirect feedback seemed to help them develop over time. So
both direct and indirect feedbacks are important in improving writing skills. Margana 2009: 226 proposes that error feedback is an essential technique
to improve student writing abilities. Moreover, he stated that teacher direct feedback, indirect feedback, peer feedback, self-monitoring, teacher-student
conference is all possible rewarding options for teachers to be used in handling stu
dents’ errors. Furthermore, Maarof et al. 2011: 33 also state that although teacher
feedback is considered more effective by many students, peer feedback with appropriate training provided to students may well serve as an important
supporting role in helping learners in their writing. A combination of both types of feedback is thus crucial in the effort to improve students’ writing in the ESL
classroom.
C. Conceptual Framework
