Institutional Repository | Satya Wacana Christian University: Students’ Perceptions Toward The Teacher’s Written Feedback in Academic Writing Class

STUDENT S’ PERCEPTIONS TOWARD THE TEACHER’S WRITTEN FEEDBACK IN ACADEMIC WRITING CLASS

THESIS Submitted in Partial Fulfillment

of the Requirements for the Degree of “Sarjana Pendidikan”

Pambayun Mustikaningsih Darmatuti 112013019 ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2017

STUDENT S’ PERCEPTIONS TOWARD THE TEACHER’S WRITTEN FEEDBACK IN ACADEMIC WRITING CLASS

THESIS Submitted in Partial Fulfillment

of the Requirements for the Degree of “Sarjana Pendidikan”

Pambayun Mustikaningih Darmastuti 112013019 ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2017

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Copyright@ 2017. Pambayun Mustikaningsih Darmastuti and Martha Nandari M.A.

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 Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.

Pambayun Mustikaningsih Darmastuti

STUDENTS’ PERCEPTIONS TOWARD THE TEACHER’S WRITTEN FEEDBACK IN ACADEMIC WRITING CLASS

Pambayun Mustikaningsih Darmastuti ABSTRACT

Teacher’s written feedback is one of the important key for students to help them to develop their performance and competency in writing skill. This study aims to find out the students’ perceptions toward their teachers’ written feedback and which types of written feedback that the students prefer to get from their teacher. Quantitative research methodology with a questionnaire was used in the study. The questionnaire was administered to 97 research participants who are the 2015ers students at the Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga, and who had taken Academic Writing course. The research question of this study is what type of written feedback do the students find helpful for them? The findings revealed that students

perceived teacher’s written feedback positively. The direct feedback that focuses on grammar, diction, content, and organization is more prefered by the students. The findings also show that feedback in form of symbol and suggestions is prefered by the students.

Keyword: writing, feedback, teacher’s written feedback, students’ perceptions

INTRODUCTION

Writing is one of the important skills which are needed to be improved by the students of English Second Language (ESL) or English as a Foreign Language (EFL). It is needed by them for example when they write an application letter, take a note, make a journal article, and many other things. Writing in English or Second Language (L2) is more challenging than writing in the student’s First

Language (L1) since writing in L2 is very different compared to writing in L1. In Language (L1) since writing in L2 is very different compared to writing in L1. In

students’ paperwork or the draft itself, give feedback and return the draft to the students to be revised. The teacher’s written feedback can be a tool which helps

students in improving their writing achievements. This statement is supported by Zacharias (2007), who stated in her research that teacher’s written feedback might

be a powerful tool in order to improve the students’ writing skill. Srichanyachon (2012) also says that teacher’s written feedback or handwriting comments on the student’s draft are a kind of method to respond to the student’s essays in order to

develop their writing; it can also indicate the problems which occur and give suggestions to improvements of their papers. By giving feedback teacher also helps students compare their own writing performance with the ideal one and it also shows their strength and weaknesses in writing papers (p. 8). How the teacher’s writing feedback can help the students to improve their achievement are

shown by the finding of Hedgcock and Lefkowitz (1996) at Othman and Mohamad (2009, p. 2) in their second study which used 21 participants as the samples of the participants in their first study. These 21 participants were interviewed about their perceptions of the teacher’s written feedback in their L2 shown by the finding of Hedgcock and Lefkowitz (1996) at Othman and Mohamad (2009, p. 2) in their second study which used 21 participants as the samples of the participants in their first study. These 21 participants were interviewed about their perceptions of the teacher’s written feedback in their L2

Feedback is useful in improving the students writing skill. On the other hand, some students think that teacher’s written feedback is confusing and

difficult to understand. Then, another finding from Hedgcock and Lefkowitz in Othman and Mohamad (2009) shows that students found it difficult to interpret the teacher’s written feedback and they became frustrated when they did not know how to respond their teacher’s written feedback on their papers. Porte (1997, p.

61) in Othman and Mohamad (2009) also mentioned that “Unskilled writers have been seen to revise from a narrow outlook and make changes addressing the surface grammatical structure of compositions, usually at the level of the word, rather than deeper issues of content and organization” (P. 2). The study also found that the students had difficulties in interpreting the meaning of the teacher’s written feedback and what the teacher actually wanted and expected them to do with their papers. Some students said that they feel frustrated and confused about the feedback so that they disposed to repeat the same errors and it also made them hard to achieve the best result in their writing. This study is aimed to discover the students’ perceptions toward the teachers’ written feedbacks? The more specific research question of this study is:

1. What type of written feedback do the students find helpful? Hopefully, if there are some unclear teacher ’s written feedback that makes

it difficult for students revising their papers, students continue repeating the same mistakes and they does not make any significant improvement the finding of this it difficult for students revising their papers, students continue repeating the same mistakes and they does not make any significant improvement the finding of this

LITERATURE REVIEW Writing in Second Language

Writing is an important communicative activity. In L2 (second language) writing is regarded as an important element in second language learning. Grami (2005) believes that writing is the most prominent skill that students need to learn, as an essential component of their academic practice and later on in their professional life. Writing is not only used in the classroom but also in the daily life, for example, writing a formal letter for a supervisor, a casual letter to a friend,

a poem or a short memorandum are all examples of writing (p. 1). Arapoff (1967, p. 33) as cited in Kroll (2003, p. 20) "writing is much more than an orthographic symbolization of speech; it is most importantly, a purposeful selection and organization of experience ". However, in their L2 writing, students often make errors that reduce the quality of their paperwork. Teacher’s written feedback or handwriting comments can be used for solving students’ problem in revising their paperwork or draft.

Feedback in Second Language Writing

According to Hyland and Hyland (2006), although feedback is an important aspect of ESL writing programs, the research literature does not really agree that feedback is helpful for the students, and some teachers may not use all of their potential in giving the feedback the students' writing draft (P. 1). On the other hand, Hyland and Hyland (2006, p. 2) also believe that:

More recently, feedback has been seen as a key element of students' growing control over writing skill in genre-oriented approaches, where sociocultural theories of scaffolded instruction and learning as a social practice are important.

Again, Hyland and Hyland (2006, p. 3) state that in the L2 context, the effectiveness of feedback that focuses on the error correction is seen very important and the question of whether feedback can be helpful in students' writing skill improvement becomes a major issue in the second language writing.

Feedbacks on L2 writing are many. Elshirbini and Elashri (2013) classified the types of feedback into 6 types of feedback. First, feedback which is based on who provide the feedback such as teacher, peer, self and CALL (Computer Assisted Language Learning) feedback. The second types of feedback is based on the timing when the feedback deliver to the students that consist of delayed and iimediate feedback. The third types is feedback which isbased on the form including direct and indirect feedback. Then, the method of how the feedback performed to students divided the feedback into oral and written feedback. The other types of feedback is feedback that foccuses on specific concentrations of writing which are grammar, spelling, punctuation and the other language aspects. The last types of feedback according to Elshirbini and Elashri (2013) is the stage of the process of writing feedback and the effect of feedback that consists of feedback in revising and editing stages.

Teacher's written Feedback

Teacher's written feedback or sometimes called as handwriting comments is a tool that is used by the L2 teachers in order to help the students revise their paperwork. Mack (2009, p. 34) that teacher’s written feedback as any kind of Teacher's written feedback or sometimes called as handwriting comments is a tool that is used by the L2 teachers in order to help the students revise their paperwork. Mack (2009, p. 34) that teacher’s written feedback as any kind of

may learn that their reader is confused because of unclear information, poor development of ideas and even inaccurate choice of words and tense.

Teacher's written feedback is the most important feedback that students expect to receive. Hyland and Hyland (2006, p. 3) in his book wrote that surveys of students' feedback preferences showed that most students prefer to use teacher's written feedback and claim that it is more useful than peer feedback and oral feedback in writing process (Leki, 1991; Saito, 1994; Zhang, 1995). Chaudron (1985) in Hyland and Hyland (2006, p. 6) found that the influence of both teacher's feedback and peer feedback on students' writing improvement was about the same, while Zhang (1985) in Hyland and Hyland (2006, p. 6) found that the teacher's feedback was more effective than peer feedback or even self-feedback in order to decrease the grammatical errors. As cited in Hyland and Hyland (2006, p.

92) the finding of a study by Ferris stated: "that the students in his study were able to make effective revisions in response to teachers' error marking". Goldstein in Hyland and Hyland (2006, p. 187) stated that although students may find that the teachers' written feedback is sometimes confusing, there is also evidence that the form of written commentary in linguistic form may play a big role in the successfulness of the students' revision. Again Hyland and Hyland (2006) state that teachers' written feedback is designed to carry some important information, offering commentary on the form and content of a text in order to encourage students to improve their writing skill by pulling out their potentials in writing a text and understand the context of their writing, also to 92) the finding of a study by Ferris stated: "that the students in his study were able to make effective revisions in response to teachers' error marking". Goldstein in Hyland and Hyland (2006, p. 187) stated that although students may find that the teachers' written feedback is sometimes confusing, there is also evidence that the form of written commentary in linguistic form may play a big role in the successfulness of the students' revision. Again Hyland and Hyland (2006) state that teachers' written feedback is designed to carry some important information, offering commentary on the form and content of a text in order to encourage students to improve their writing skill by pulling out their potentials in writing a text and understand the context of their writing, also to

Most L2 composition instructors, researchers, and theorist now agree that teacher feedback is most effective when it is delivered at intermediate stages of the writing process when students can respond to feedback in subsequent revisions and may thus be more motivated to attend to teacher suggestions. (p.123)

As cited by Park (2006, p. 63 ) there are three types of teacher’s written feedback that are commonly used in L2 writing classrooms, such as 1) from – focused feedback, 2) content – based feedback, 3) integrated feedback. Form – focused feedback or feedback on students’ grammar is get more attention by the students since Truscott (1996) in Razali and Jupri (2014, p. 64) claims that grammar correction in L2 writing class is ineffective. Park (2006, p. 66) points out that the second type of feedback is content – based or meaning – based feedback which is focused on the quality of the content, meaning and organizational features on the students’ writing draft. In this type of feedback Park also said that teacher only focuses on the content that does not make sense without commenting on specific grammatical errors. Again, according to Park (2006, p. 68), the third type of feedback is integrated feedback which is a combination of form – focused feedback and content – based feedback.

Another Scholar, Cook (2013) stated that there are three kinds of feedback: 1) in – text feedback which includes the mark for grammar, mechanic, Another Scholar, Cook (2013) stated that there are three kinds of feedback: 1) in – text feedback which includes the mark for grammar, mechanic,

helps the teacher to identify the students’ tendencies and decide how to break and enhance the students' tendencies in order to help them create more meaningful writing papers. The second type of feedback according to Cook is In – text feedback: comments and praises which aim to have in – text dialogue with students in order to help students understand how they can improve their writing. The teacher typically makes comments and praises in the margins of the students

writing. The comments and praises assess the content of students’ paper, the positive and negative developments ideas on the students’ paper and also criticize the quality of the paper write by the students. The comment also can be in a form of a question. The last type of feedback according to Cook is the End comment, which typically 4-5 sentences long which are referring to all feedback in the text. In an end comment, the teacher can articulate all of the comments and corrections points toward and help the students to know what should they do next. The purpose of end comment is to communicate how the students can improve their writing by identifying the students' weaknesses and strengths.

Figure 1: example of In – text feedback: mark for grammar, mechanic, and style by cook (2013, p. 3)

Figure 2: example of in – text feedback: comment and praises by Cook (2013, 16)

Figure 3: example of End comment by Cook (2013, p. 15)

Peer Feedback

As writing process approach has changed the way of teaching writing from students' final products to the process of writing, peer feedback has come to take an important part in writing instruction. Another type of feedback based on the performer or the provider is peer feedback. Hyland and Hyland (2006, p. 6) state that from a socio-cognitive perspective, peer feedback can be a formative developmental tool that gives the students chance to know what other perceptions of their draft by seeing the other comments and suggestions on their writing draft. Paulus (1999) in Hyland and Hyland (2006, p. 3) establish that peer feedback can improve the students writing significantly. According to Bijami, et al. (2013, p.

93) peer feedback whose is also called peer response, peer review, peer editing or peer evaluation. Bijami, et al (2013, p. 93) define peer feedback as the use of learner as a source information and adviser for each other is such a way that learners assume roles and responsibilities which are taken from their trained teacher in order to give comments to others' writing draft. Richer (1992) in Bijami (2013, p. 93) compared the effects of two kinds of feedback which are teachers' feedback and peer feedback, in the first year college students' writing proficiency in an experimental study with 87 participants. The result indicated that using peer feedback provides an easier method to revise their draft and improving their writing abilities.

Writing Conference/Oral Feedback

Another type of feedback based on the method of performing the feedback is writing conference or oral feedback. According to Hyland and Hyland (2006) writing conferences with teacher can be called as "conversational dialogues" that Another type of feedback based on the method of performing the feedback is writing conference or oral feedback. According to Hyland and Hyland (2006) writing conferences with teacher can be called as "conversational dialogues" that

Teacher-student conferences can provide another effective tool for teachers to identify, discuss, and address students' problems, provided that students do most of the talking, only a small number of points are dealt with at a time (e.g., most serious and/or common problems), and teachers adopt "a questioning strategy that directs students'attention to features that need improvement

Hyland, F., (2000) in Hyland and Hyland (2006, p. 6) stated that Writing conferences also can give the students clearer ideas of their strengths and weaknesses, develop their autonomy, give them a chance to ask questions of their feedback, and also help them constructing their revision plan. As cited in Hyland and Hyland (2006, p. 5) the key point of writing conference is the Vygotskian concept of scaffolding, the ways the feedback delivered from the teachers to the students through a dialogue can be used as development tools of the students draft and writing abilities (Williams, 2002). On the other side, Hyland and Hyland (2006, p. 6) argues that using conferences writing bring disadvantages for the teacher and students, because it can consume considerable amounts of time and need deeper interaction skills, therefore, it needs further investigation of the effectiveness of the oral feedback which is offered in conferences writing.

Direct and Indirect Feedback

According to Ferris, (2004, p. 73-74) in Siswanti (2013), there are two types of written feedback. The first type of written feedback is direct feedback. It also calls for handwriting comments which are done by marking and providing the right form of the errors. The second type of written feedback is indirect feedback. This feedback is done by coding the errors, underline and indicating the number According to Ferris, (2004, p. 73-74) in Siswanti (2013), there are two types of written feedback. The first type of written feedback is direct feedback. It also calls for handwriting comments which are done by marking and providing the right form of the errors. The second type of written feedback is indirect feedback. This feedback is done by coding the errors, underline and indicating the number

Figure 4: an example of direct feedback from Ellis (2009, p. 99)

In this feedback, the teacher provides the students with correct form, here the teacher was crossing out the unnecessary word, phrase, or morpheme, and wrote the correct form above the error form.

Figure 5: an example of indirect feedback from Ellis (2009, p. 100)

The example of indirect feedback above shows that the teacher was indicating some errors but did not provide the correct form. The teacher only underline the errors, or by placing a cross in the margin next to the line where the errors occur. According to Ellis (2009, p. 99) direct feedback is a feedback which provides the correct form of an error; it may be a beneficial guidance for students in order to revise their writing. In addition, Ellis (2009, p. 100) state indirect The example of indirect feedback above shows that the teacher was indicating some errors but did not provide the correct form. The teacher only underline the errors, or by placing a cross in the margin next to the line where the errors occur. According to Ellis (2009, p. 99) direct feedback is a feedback which provides the correct form of an error; it may be a beneficial guidance for students in order to revise their writing. In addition, Ellis (2009, p. 100) state indirect

Direct feedback is defined for the purpose of our discussion as the provision of the correct linguistic form by the teacher by the teacher to the students. Direct feedback may take various form, including crossing out an unnecessary word, phrase, or morpheme; inserting a missing word or morpheme; or writing the correct word or form near the erroneous form (e.g., above it or in the margin). While, indirect feedback occurs when the teacher indicates in some way that an error has been made – by means of an underline, circle, code, or another mark – but does not provide the correct form, leaving the student to solve the problem that has been called to his or her attention.

Chandler (2003) as cited in Hyland and Hyland (2006, p. 4) in his study tracked students' writing experience for one semester and found that both direct and indirect feedback reduced grammatical and lexical errors in the students' writing draft.

THE STUDY Context of the Study

The study is to investigate the students’ perceptions toward the teachers’ written feedback in the Academic writing class. This study was conducted at English Language Education Program (ELEP) of Faculty Language and Arts (FLA), Universitas Kristen Satya Wacana (UKSW). ELEP is one study program of FLA where the students are expected to be English teachers and have developed their academic knowledge in the field of English language education. In order to get the answer to the research question students who were enrolled in Academic writing class were chosen to be the participants of the study. In this class, students are required to write an academic essay. Written feedback is The study is to investigate the students’ perceptions toward the teachers’ written feedback in the Academic writing class. This study was conducted at English Language Education Program (ELEP) of Faculty Language and Arts (FLA), Universitas Kristen Satya Wacana (UKSW). ELEP is one study program of FLA where the students are expected to be English teachers and have developed their academic knowledge in the field of English language education. In order to get the answer to the research question students who were enrolled in Academic writing class were chosen to be the participants of the study. In this class, students are required to write an academic essay. Written feedback is

Participants

The participants of this study were students who had taken academic writing class. There were 97 students (75 females and 22 males) of the 2015 batch who had taken academic writing class. The participants range in age from 19 – 21 years old and they were in the 2nd years of studying at English Language Teaching Education Program.

Data Collection Procedure

The data for the study were collected by using a combination of Likert scale about their perceptions of their teacher’s written feedback. The questionnaire was ada pted from Alamis’s study (2010) the researcher add example in each item and wrote it in Bahasa Indonesia in order to make the questionnaire easier to understand by the participants. The reasearcher also changed and add some items based on the the students’ view in the Faculty of Language and Arts. The participants of Alamis’s study (2010) were 141 students enrolled in second year English 102 (Expository Writing) at the Faculty of Arts and Letters of the University of Santo Tomas, Philippines. There are 30 questions in the questionnaire. To collect the data for this study the researcher did piloting before distributing the questionnaire to the participants. The piloting was done to check any potential problem that might appear, such as to find any question which might

be confusing or difficult to understand by the participants. The piloting involved approximately 10 students. The result of the piloting showed that the students be confusing or difficult to understand by the participants. The piloting involved approximately 10 students. The result of the piloting showed that the students

Data Analysis Procedure

The data gotten from the questionnaire was in a form of close-ended question. The close-ended questions data were analyzed quantitatively by using Ms. Excel. Then, the data were transcribed and categorized into several themes according to the several types of students’ perception toward teacher’s written feedback. The theme were 1. The students positive and negative perceptions toward teacher’s written feedback and 2. The types of feedback which students

find helpful in revising their writing draft. Then, the researcher analyzed the reasons of why they chose that type of feedback by categorizing and describing the reasons.

FINDINGS AND DISCUSSION

The aims of this study were to know the students’ perceptions toward the teacher’s written feedback in the academic writing class and based on their perception, which type of feedback that they prefer to get from their teacher. The result of the study would be presented under the main table: Percentages of respondents selecting each alternative, 8 figure charts of 2 themes: figure 1 and 8 is about students positive and negative perceptions toward teacher’s written

feedback, while figure 2, 3, 4, 5, 6 and 7 are about types of feedback which students find helpful to revise their draft.

The findings are discussed in relation to the research question written above. Statistical analysis of the quantitative data was conducted using Ms. Excel. The The findings are discussed in relation to the research question written above. Statistical analysis of the quantitative data was conducted using Ms. Excel. The

students’ perceptions are toward the teacher’s written feedback in the academic writing class and based on their perception, which type of feedback that they

prefer to get from their teacher. The result of the study would be presented in the main table: Percentages of respondents selecting each alternative, 8 figure charts of 2 themes: figure 1 and 8 is about students positive and negative perceptions toward teacher’s written feedback, while figure 2, 3, 4, 5, 6 and 7 are about types

of feedback which students find helpful to revise their draft.

Table 1 Percentages of respondent selecting each statement of perceptions

toward teacher’s written feedback

No Statements

1 Feedback show the

students' mistakes clearly 2 T eacher’s written

feedback helps me understand how to improve my writing.

3 I read

teacher’swritten feedback because I want to know my strenghts and weakneses.

4 The type of feedback 2 2.06 12 12.37 19 19.58 44 45.35 20 20.21

I find helpful is telegraphic feedback.

5 The type of feedback 1 1.03 5 5.15 18 18.55 58 59.79 15 15.46

I find helpful is conversational feedback.

6 The type of feedback 1 1.03 3 3.09 28 28.86 49 50.51 16 16.49

I find helpful is both of telegraphic and conversational feedback feedback.

7 The type of feedback 0 0.00 3 3.09 14 14.43 44 45.35 36 37.11

that helps me to revise my draft is direct feedback.

8 The type of feedback 10 10.3 25 25.77 26 26.80 27 27.83 9 9.27 8 The type of feedback 10 10.3 25 25.77 26 26.80 27 27.83 9 9.27

9 I prefer to get

feedback in a form of questions. 10 Feedback in a form

of questions is more understandable and helpful in revising the draft.

11 I prefer to get

feedback in a form of suggestions. 12 Feedback in a form

of suggestions is more understandable and helpful in revising the draft.

13 Teach er’s written

feedback is focused on grammar and diction.

14 I like to receive

feedback that focuses on grammar and diction. 15 Feedback on

grammar and diction is in a form of symbol. 16 Feedback in a form

of symbol on grammar and diction

is more understandable. 17 Feedback in a form

of symbol on grammar and diction is helpful in revising the draft. 18 Teacher’s written

feedback is focuses on content and organization.

19 I like to receive

feedback that focuses on content and organization.

20 Feedback on content

and organization is in a form of question.

21 I like to receive

feedback in a form of question on content and organization. 22 Feedback in a form

of question is helpful in revising the draft. 24 Feedback on content

and organization is in a form of suggestion.

25 I like to receive

feedback in a form of suggestion on content and organization. 26 Feedback in a form

of suggestion on content and

organization is more understandable.

27 Feedback in a form

of suggestion is helpful in revising the draft. 28 Teacher’s written

feedback is confusing

29 I do not care with the 56 57.73 34 35.05 5 5.15 2 2.06 0 0.00

teacher’s written feedback. 30 Teacher’s written

feedback does not help to revise the

draft.

As it can be seen, Table 1 displays the data obtained from participants’ response in selecting the statements of perception toward their teachers’ written

feedback. However, the results are better illustrated in Figure 1, 2, 3, 4, 5, 6, 7, and 8 below which show the total of agreement, disagreement, and unsure of each statement.

Figure 1. Students’ positive perception toward teacher’s written

feedback

Strongly Disagree 30

Disagree 20

Unsure 10

Agree 0 Strongly Agree

feedback show the

Feedback help

Students read

students' mistakes students revise their feeback for knowing clearly

draft

their strengths and

weaknesses

The charts above illustrated the students’ opinion toward teacher’s written feedback. The findings in the first chart showed 82 students (34 strongly agree, 48 agree) agree that teacher’s written feedback clearly stated the students' mistakes in writing their draft and 7 students stated that feedback did not clearly state the students mistake when they write their draft. The second chart shows whether or not the teacher’s written feedback was helpful for them. The data found 48 students agree that teacher’s written feedback was helpful for revising their writing draft, the other 31 students stated that they strongly agree with this statement. While the percentages of disagreement were only 6 (6,18%) students stated that feedback did not help them in revising their draft. Then, 88 students (

56 students agree, 32 students strongly agree) claimed that by reading feedback they could know their strengths and weaknesses. While the other students felt unsure and disagree whether feedback could show their strengths and weaknesses or not. The data above showed us that most of all students responded to the 56 students agree, 32 students strongly agree) claimed that by reading feedback they could know their strengths and weaknesses. While the other students felt unsure and disagree whether feedback could show their strengths and weaknesses or not. The data above showed us that most of all students responded to the

(2010) found in his study that the participants believe if their teacher’s written feedback could point out what they were good at and what they should do more in

revising their draft. Through reading teacher’s written feedback students had their both of strengths and weaknesses being pointed out on their draft.

Figure 2. Students’ perceptions toward telegraphic and conversational feedback

Strongly Disagree 30

20 Disagree 10

Unsure 0 Agree

Feedback that helps Feedback that helps Feedback that helps to revise the

Strongly Agree students' draft is

to revise the

to revise the

students' draft is students' draft is both

telegraphic feedback

conversational

of telegraphic and

The charts in figure 2 showed us about the types of feedback that help more in improving their writing. The result w as different to Alamis’s (2010) study. The findings showed that feedback which got the highest percentages were the conversational feedback with (59.79%) agree and (15,56%) stated that they

strongly agree with the statements. While in Alamis’s (2010) study the highest percentages were in both of telegraphic and conversational feedback. The conversational feedback provides them more help and suggestions to revised their draft than Telegraphic feedback. As can be seen in figure 2 that only 64 students

(agree and strongly agree) consider that only telegraphic feedback did not really help them in revising their draft. The students were familiar with the meaning of the symbols, but most of them had no idea of what they should do after receiving the feedback.

Figure 3. Students’ perceptions toward direct and indirect feedback

Strongly Disagree 25

Strongly Agree

Feedback that helps to revise Feedback that helps to revise students' draft is direct

students' draft is indirect

feedback

feedback

The other kinds of feedback were direct and indirect feedback which was based on how the teacher provide corrections for the students’ errors. As we can

see in figure 3 most all the students preferred to get direct feedback from the teacher. Direct feedback was feedback where teacher clearly stated the errors and provide the correct forms. The (88,46%) students (45,35%) agree and (37,11%) strongly agree that feedback which could help them to revise their draft was direct feedback. while the other students felt that indirect feedback was not really helpful. As we can see on the graph the percentages of indirect feedback were almost the same for disagreeing, unsure and agree on options. It indicated 27 students agree that indirect feedback can help them in revising their draft, 26 students felt unsure with the statement of indirect feedback and 25 students stated see in figure 3 most all the students preferred to get direct feedback from the teacher. Direct feedback was feedback where teacher clearly stated the errors and provide the correct forms. The (88,46%) students (45,35%) agree and (37,11%) strongly agree that feedback which could help them to revise their draft was direct feedback. while the other students felt that indirect feedback was not really helpful. As we can see on the graph the percentages of indirect feedback were almost the same for disagreeing, unsure and agree on options. It indicated 27 students agree that indirect feedback can help them in revising their draft, 26 students felt unsure with the statement of indirect feedback and 25 students stated

Figure 4. Stu dents’ general perceptions toward feedback in a form of question and suggestion

Strongly Disagree 20

Disagree 10

Unsure

Agree I prefer get

Feedback in

I prefer get

Feedback in

feedback in a

Strongly Agree form of

form a of

feedback in a

form of

question is

form of

suggestion is

The next figure showed that the students preferred to receive feedback in a form of suggestion rather than feedback in a form of question. As we can see less than half students (46,38%) students stated that they prefer to receive feedback in

a form of questions. The students might think that this kind of feedback was a form of questions. The students might think that this kind of feedback was

Figure 5. Students’ perceptions toward feedback in a form of suggestion and feedback on grammar and diction,

Teaher's written

Feedback on fedback in a form Feedback in a feedback is

I like receive

of symbol on form of symbol focuses on

feedback on

grammar and

grammar and diction is in a form grammar and helps students to grammar and

diction is more revis their draft diction

diction

of symbol

understandable Strongly Disagree

Strongly Agree

The figure shown above indicated that a number of students preferred to get feedback which focused on the grammar and diction. From the figure above there were 48 students agree that teacher usually gave feedback on grammar and diction in a form of symbol. As we can see in the figure above the percentages of the students that found feedback in form of symbol was more understandable and helpful was almost the same with the students that unsure whether this feedback The figure shown above indicated that a number of students preferred to get feedback which focused on the grammar and diction. From the figure above there were 48 students agree that teacher usually gave feedback on grammar and diction in a form of symbol. As we can see in the figure above the percentages of the students that found feedback in form of symbol was more understandable and helpful was almost the same with the students that unsure whether this feedback

Figure 6. Students’ perceptions toward feedback on content and organization, feedback in a form of question

feedback in a form feedback in a form feedback is focuses

Teacher's written

I like receive

Feedback on

I like receive

of question on of question on on content and

feedback on

content and

feedback on

content and content and organization

content and

organization is in a

content and

organization

form ofquestion organization in a

organization is organization help

form of question

more students to revise undersatnable

their draft

Strongly Disagre

Strongly Agree

The data in figure 6 showed that grammar and diction were not the ones and only teacher’s consideration in giving feedback to the students. In figure 6, we can see that more than half students (60,82%) stated th at teacher’s written feedback also focused on content and organization. The figure above also showed us that 84 students (agree and strongly agree) agreed that they like received

feedback which focused on the content and organization. Othman and Mohhamad

(2009) statde that some students might respond positively to content – focused feedback because they might get some new writing skills as much as they get new knowledge about their content of their draft. According to Cook (2013) write a

question in the students’ draft is a kind of in-text feedback. As we can see in the figure (60,82%) students agree and (24,74%) students strongly agree that

tea cher’s written feedback which focusesd on content and organization was in a form of questions. This finding wa s almost the same with Alamis’s (2010) study that finds out most of the participants dislike receiving feedback in a form of question. 42 students stated they do not like to receive feedback in a form of question and 44 students state that feedback on content and organization that in a form of question was less understandable and did not help them to revise their draft.

Figure 7. Students’ perceptions toward feedback on content and organization, feedback in a form of suggestion

70 60 50 40 30

Strongly Disagree 20

Disagree 10

Unsure

Feedback on

Agree content and

I like receive Feedback on feedback on

feedback on

content and

content and

Strongly Agree organization is content and organization in organization in

in a form of organiztion in a

a form of

a form of

suggestion

form of

suggestion is

helps students

understandable to revise their draft

The figure shown in chart 7 indicated that a number of students preferred to get feedback on content and organization in a form of suggestion. More than a half of the participants 81 of 97 students stated that they like to receive feedback on content and organization in a form of suggestion because this kind of feedback was more helpful in helping them revise their draft. This finding is also almost the same as the study by Adi (2013) which was also done at the English Language Teaching Education Program. the study stated that the participants like to receive feedback in a form of suggestion. A study by Razali and Jupri (2014) also find out that feedback in a form of suggestion has the highest percentages compared with the other types of feedback. The findings indicated that students find feedback important to help them improve their ideas in order to revise their draft. In this case, teacher’s written feedback in a form of suggestion could be a tool for help students to done their revision because the students tend to revise their draft based

on the teacher’s suggestion in their draft. In addition, the findings found that students prefer to use suggestion compare to question in revise their draft on

content and organization.

Figure 8. students’ negative perceptions toward teacher’s written feedback

Strongly Disagree 30

Disagree 20

Unsure 10

0 Agree Teacher's feedback

Strongly Agree make me confused

I do not care with Teacher's feedback

the teacher's

does not help to

feedback

revise the draft

Teacher’s written feedback had a big role in writing. Some students found that it was difficult to interpret their teacher’s written feedback. It might be bacuse Teacher’s written feedback had a big role in writing. Some students found that it was difficult to interpret their teacher’s written feedback. It might be bacuse

while there were some students think they might be confused after receiving their teacher’s written feedback. The next chart in figure 8 showed us that 90 students

argued that they did not care about their teacher’s written feedback and only 7 of them might agree that they did not care about the feedback and did not use it for revising their draft. The last, almost all of the participants of the study stated that teacher’s written feedback help them to revise their draft. although, there were some students that do not agree with that. Eventhough some students thought that teacher’s written feedback was confusing they kept read the feedback and used it for revised their draft.

CONCLUSION

Writing is not only about what the result or product is, but it is about the way we can get the result. It is about the process. Some students find that the process is difficult. However, feedback is really needed in this process especially teach er’s written feedback in order to help them to get the best result of their process. In other words, the teacher should understand more about feedback in students’ perception and should understand what kind of feedback that they want to get, so that the students will believe that feedback is helpful for them. This study found that most students were like to receive conversational feedback from the teacher, other students also expected that their teacher would gladly give them Writing is not only about what the result or product is, but it is about the way we can get the result. It is about the process. Some students find that the process is difficult. However, feedback is really needed in this process especially teach er’s written feedback in order to help them to get the best result of their process. In other words, the teacher should understand more about feedback in students’ perception and should understand what kind of feedback that they want to get, so that the students will believe that feedback is helpful for them. This study found that most students were like to receive conversational feedback from the teacher, other students also expected that their teacher would gladly give them

a form of suggestions was more frequently preferred by the students than feedback in a form of questions especially in the content and organization of students’ draft.

Overall, the result of this study found that every student had different perceptions and different choices of feedback that they want to get from their t eacher. Some students like to receive teacher’s written feedback because of the feedback state the errors made by them clearly and it helps them to revise their draft and by reading the teacher’s written feedback they knew much of their

strengths and weaknesses then they could decide what they should do to face their weaknesses in writing skills. On the another hand, this study also found some students who think that teacher’s written feedback did not state the errors clearly and it was confusing. These problems made the students think that teacher’s written feedback did not help them while they revise their draft. To create a good feedback, the teacher should know the students' perceptions toward feedback. Then, good quality of feedback will make the students write their draft better and better till they get the best product of writing paper.

ACKNOWLEDGEMENT

This study would not be completed without any help and support from many people. First of all, I would like to thank to Jesus Christ for His guidance and blessing on me in finishing this study. I would like to express my sincere gratitude to my supervisor, Martha Nandari, M.A., for her guidance, suggestion, feedback, support, and help during the accomplishment of my thesis. I would also like to express my gratitude to my examiner, Elisabet Titik Murtisari, P.Hd., for her guidance, suggestions, feedback and help in order to examine my thesis.

Moreover, I would like to express my special gratitude to my beloved parents, Sri Darmasto and Fr. Agustiningsih, and my younger brother, Pamungkas Suksma for their patience, love and a lot of supports, so I could finish my study well. Finally, I would like to say thank you so much to my special friend, Bayu Gebby and my close friends, Cahyaning Romadhoni, Annisa Rahmawati, Ivora Yesica, Eliza Novitasari, Vincentia Ika, Rut Yuniyati, Adrian Christhandi, and my friends from “OMK Santo Petrus Gubug”. I would also like to say thank you to

my rarely meet friends but always in my heart, Farida Musyfa, Ayunda Amalia and Tri Indah Maharani for all the support, advise, suggestion, helps, togetherness, and happines in finishing my thesis.

References Adhi, Y. F. (2013). Students' Responses and Reactions toward Teachers' Written Feedbac

in EFL Writing Class. Universitas Kristen Satya Wacana, Fakultas Bahasa dan Sastra. Salatiga: Universitas Kristen Satya Wacana Institutional Repository. 1-25.

Alamis, M. M. (2010, July). Evaluating Students’ Reactions and Responses to Teachers’ Written Feedbacks. Philippine ESL Journal, 5. 40-57.

Barkaoui, K. (2007). Teaching Writing to Second Language Learners: Insights from Theory and Research. TESL, 40(1), 35-48.

Bijami, M., Kashef, S. H., & Nejad, M. S. (2013). Peer Feedback in Learning English Writing: Advantages and Disadvantages. Journal of Studies in Education, 3(4), 91-97.

Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective Feedback on ESL Student Writing. Journal of Second Language Writing, 14, 191- 205.

Cook, S. (2013). Providing Feedback on Student Writing, 2-16. Ellis, R. (2009, April). A typology of written corrective feedback types. ELT Journal, 63(2),

97-107. Ferris, D. (2003). Responding to Writing. Dalam B. Kroll, Exploring the Dynamics of

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