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
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Diana Puji Utami
112010094
ENGLISH LANGUAGE TEACHING DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2014
i
AN ANALYSIS OF TEACHER WRITTEN FEEDBACK ON
STUDENTS’ DRAFTS IN GUIDED WRITING CLASS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Diana Puji Utami
112010094
ENGLISH LANGUAGE TEACHING DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2014
ii
iii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no
material previously published or written by any other person except where due
reference is made in the text.
Copyright@ 2014. Diana Puji Utami
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Language Teaching Department, Faculty of Language and Literature, Satya
Wacana Christian University, Salatiga.
Diana Puji Utami:
iv
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic
community, I verify that:
Name
Student ID Number
Study Program
Faculty
Kind of Work
: _______________________________________
:
:
:
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty
free right for my intellectual property and the contents therein entitled:
___________________________________________________________
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval
system or database, transmit, broadcast, barter or sell my intellectual property, in
whole or in part without my express written permission, as long as my name is still
included as the writer.
This declaration is made according to the best of my knowledge.
Made in
Date
: Salatiga
: _______________
Verified by signee,
____________________
Approved by:
Martha Nandari, M.A
Victoria Usadya Palupi, M.A-ELT
Supervisor
Examiner
v
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
1
STUDENTS’ DRAFTS IN GUIDED WRITING CLASS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Diana Puji Utami
112010094
ENGLISH LANGUAGE TEACHING DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2014
i
AN ANALYSIS OF TEACHER WRITTEN FEEDBACK ON
STUDENTS’ DRAFTS IN GUIDED WRITING CLASS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Diana Puji Utami
112010094
ENGLISH LANGUAGE TEACHING DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2014
ii
iii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no
material previously published or written by any other person except where due
reference is made in the text.
Copyright@ 2014. Diana Puji Utami
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Language Teaching Department, Faculty of Language and Literature, Satya
Wacana Christian University, Salatiga.
Diana Puji Utami:
iv
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic
community, I verify that:
Name
Student ID Number
Study Program
Faculty
Kind of Work
: _______________________________________
:
:
:
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty
free right for my intellectual property and the contents therein entitled:
___________________________________________________________
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval
system or database, transmit, broadcast, barter or sell my intellectual property, in
whole or in part without my express written permission, as long as my name is still
included as the writer.
This declaration is made according to the best of my knowledge.
Made in
Date
: Salatiga
: _______________
Verified by signee,
____________________
Approved by:
Martha Nandari, M.A
Victoria Usadya Palupi, M.A-ELT
Supervisor
Examiner
v
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
1