Investigating Teachers' Corrective Feedback in Writing

Authors

  • Siti Nurhasanah
  • Apandi Apandi
  • Linda Linda

DOI:

https://doi.org/10.33603/perspective.v9i2.5966

Abstract

In the English classroom writing as a communicating ideas considered to be most challenging. Students usually found many difficulty to expressing ideas or choosing the words which they will write. However, it is not the case if the teacher guided well their students with corrective feedback. The teacher as the fasilitator has important role in the fasilitating learning by guiding students and eliciting response from them. This study examined the teacher’s corrective feedback in respoding to students’ english writing in one of public senior high school in Indramayu. In this research, the data were obtained from a teacher of one of senior high school in Indramayu . This research were being analyzed descriptive qualitative method and therefore the data were being collected through documentation and interview questions. The framework undertaken is being proposed by Ellis, thus the interview question was being adapted from Thorsteinsen. The findings was found that there were three categories of feedbacks specifically, direct corrective feedback, unfocused corrective feedback and metalinguistics corrective feedback. Meanwhile, the reasons that the teacher provide different feedback startegies, teachers’ corrective feedbacks is the key to make students conscious of making mistake on writing assignments.

References

Ambar, M. (2017). Students' Response of Teacher's Written Feedback on Their Writing. Jurnal Tadris Bahasa Inggris, 10(2), 296.

Anggraini, D. (2018). Students' Perspective towards Teacher Written Corrective Feedback on Students' writing in Paragraph Writing Class. English and Education.

Bitchener, J., & Ferris, D. R. (2012). Written Corrective Feedback in Second Language Acquisition and Writing.

Carson, C. R. (1979). Feedback for Learning. In O. Miltion, (Ed.), on College Training. San Francisco CA: Jossey-Bass.

Ellis, R. (2009). A Typology of Written Corrective Feedback Types. ELT Journal, 97-107.

Faroha, D. N. (2016). Teacher’s Feedback on Students’ Writing. Research in English and Education, 1(1), 41.

Fata, I. A., Vebryana, U., Qismullah, Y., & Yusuf, Y. Q. (2016). Individual Work versus Group Work Upshot. Proceeding of International Conference on Education and Islamic Studies Research, 55-60.

Gilbert, N. (2008). Researching Social Life (3rd ed.). London: Sage.

Harmer, J. (2004). How to Teach Writing. London: Longman.

Harmer, J. (2009). The practice of English Language Teaching (fourth Edition ed.). Harlow: Longman.

Hyland, F., & Hyland, K. (2006). Sugaring The Pill: Praise and Criticism in Written Feedback. Journal of Second Language Writing, 10(3), 185-221.

Keh, C. L. (1999). Feedback in The Writing Process: A Model and Methods for Implementation. Diambil kembali dari http://eltj.oxfordjournals.org/.

Kumar, R. (2011). Research Methodology A Step-by-Step Guide for Beginners. SAGE.

Lalande, J. F. (1982). Reducing Composition Errors: An Experiment. The Modern Language Journal, 140-149.

Narwianta, N. (2016, September 5). Citting internet sources URL https://bangka .tribun news.com /2014/03/27/kurikulum-2013-dan-pergeseran-peran-guru

Norcini. (2010). The Power of Feedback. Medical Education.

Nunan, D. (2003). The Impact of English as A Global Language on Educational Policies and Practice in The Asia-Pacific Region. Teachers of English to Speakers of Other Languages, Inc. (TESOL) .

Razali, R., & Jupri, R. (2014). Exploring Teacher Written Feedback and Student Revisions on ESL Students' Writing. Journal of Humanities and Social Science, 64-65.

Rusell, J., & Spada, N. (2006). The Effectiveness of Corrective Feedback for The Acquisition of L2 Grammar. Synthesizing Research on Language Learning and Teaching.

Zhong. (2019). The Effect of Teacher Feedback on The Simple Past Tense Acquisition in Senior High School Students' English Writing. World Journal of Education.

Downloads

Published

2022-01-07

How to Cite

Nurhasanah, S., Apandi, A., & Linda, L. (2022). Investigating Teachers’ Corrective Feedback in Writing. Academic Journal Perspective : Education, Language, and Literature, 9(2), 88–98. https://doi.org/10.33603/perspective.v9i2.5966

Issue

Vol. 9 No. 2 (2021)

Section

Artikel

Citation Check

License

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a  Creative Commons Attribution - Share Alike 4.0 Internasional License (CC-BY-SA) that allows others to share the work with an acknowledgment of the works' authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
  4. Authors should submit the signed copyright transfer agreement form (CTA Form) along with the checked (and corrected proofs).

Most read articles by the same author(s)