Institutional Repository | Satya Wacana Christian University: An Analysis of Teacher Written Feedback on Students' Drafts in Guided Writing Class

AN ANALYSIS OF TEACHER WRITTEN FEEDBACK ON
STUDENTS’ DRAFTS IN GUIDED WRITING CLASS
Diana Puji Utami
112010094

Abstract
Feedback is an essential component of any English language writing course
(Srichanyachon, 2012). However, many students get difficulties in responding to
teacher written feedback (TWF) in the immediate revising process. The problem is
that TWF is not totally effective in helping the students improve their subsequent
drafts since they tend to be difficult to interpret (Hedgcock and Lekowitz, 1996). This
study aims to examine the types of TWF that result in improvement on the Guided
Writing students’ subsequent drafts. This study used a method in which TWF on forty
students’ first drafts were analyzed using correction options, adapted from Ferris
(2002, p. 70 & 1998, cited in Hyland and Hyland, 2006) and Wang’s (2004). Then,
the drafts were compared with the revised drafts to see which types of TWF result in
improvement. The result of the study shows that the teachers provided direct
feedback and indirect feedback. The teachers are likely to give indirect feedback over
direct feedback on ‘treatable and untreatable’ error categories. The finding shows that
most of the students successfully correct the errors that were marked indirectly. The
result of this study suggests that the teachers should consider the provision of TWF,

such as providing direct feedback for ‘untreatable’ error and indirect feedback for
‘treatable’ error.
Key words: teacher written feedback, students’ first drafts, students’ revisions