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a Coded
Coded feedback points to the exact location of an error, and the type of error involved is indicated with a code, for example, PS means an error in the use
or form of the past simple tense.
b Uncoded
Uncoded feedback refers to instances when the teacher underlines an error, circles an error, or places an error tally in the margin, but, in each case, leaves the
student to diagnose and correct the error.
e. The concept of Collaborative Feedback
CF is conducted by giving feedback from more than one person. CF is held by using direct and indirect feedback from their peer and their teacher.
First, the students receive peer-feedback with a direct feedback. After that, the teacher provides them with direct feedback. Second, the students receive
indirect feedback from their friend, and then the teacher gives them an indirect feedback too.
In support, Brown 2001: 348 states that process writing approaches tend to be framed in three stages of writing. Moreover, he proposes that the prewriting
stage encourages the generation of ideas, and the drafting and revising stages are
Yesterday, I go to school.
PS
Yesterday, I go to school.
27 the core of process writing. Furthermore, Brown 2001: 352-354 gives the
example about six possible ways.
1 Generating Ideas
In generating idea, the teacher should find the ways to unlock the hidden ideas in the students’ mind or the students do it themselves.
2 Writing the First Draft
After exploring the students ideas, put the ideas into a paragraph, in this case is recount text. Keep in mind that how showing and using facts and statistics
makes writing powerful and convincing.
3 Peer-Editing
In peer-editing, the students should share what they write to their friends. It is a two-way street. The students can learn both to be a writer and a reader
because not only the students get feedback from the other students, they also have to give their friends feedback.
4 Revising
After getting feedback from the classmates, the students can see what they have learnt to improve their writing. Moreover, the students should review their
notes from the peer-editing session. They should think about the comments made by their friends, whether they agree or disagree and they can mark up their paper
to make it easier to revise.
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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.
