Students' Views of Teacher’s Feedback in L2 Writing Class

Helena Ali; Bayu Andika Prasatyo; Farnia Sari

doi:10.51714/dlejpancasakti.v8i2.99.pp.58-62

Authors

Helena Ali Unika Atmajaya
Bayu Andika Prasatyo STBA Technocrat, Tangerang, Indonesia
Farnia Sari Universitas Tridinanti, Palembang, Indonesia

DOI:

https://doi.org/10.51714/dlejpancasakti.v8i2.99.pp.58-62

Keywords:

Peer Feedback, Teachers' Feedback, Writing Skill, L2 Writing

Abstract

The objective of this study was to scrutinize the nature of corrective feedback delivered by instructors in English as a Foreign Language (EFL) classrooms and to delve into the perspectives of students who received such feedback from their educators. The study seeks to explore the diverse forms of corrective feedback utilized by instructors to address flaws or errors in students' writing practices, while also examining students' perceptions of this feedback subsequent to the correction process. The research was conducted at a private university situated in Bekasi, employing a qualitative descriptive approach. Data collection encompassed the distribution of questionnaires and the conduction of interviews. This study reveals that instructors furnish students with five distinct types of feedback. The results indicate that Lexical Feedback is consistently provided to all students, closely followed by Grammar Feedback. Additionally, a majority of students frequently receive Structural Feedback. Insights from the interviews highlight that a substantial number of students exhibit a favorable disposition towards the various forms of corrective feedback employed by the instructors. Moreover, this research underscores the imperative of integrating corrective feedback into the English language instruction for students learning English as a foreign language (EFL).

Downloads

Download data is not yet available.

References

Abbas, M. F. F. & Asy’ari, N. F. (2019). Mixed Method: Students’ Ability in Applying Writing Mechanics in Analytical Exposition Text. ELT-Lectura, 6(2). (https://doi.org/10.31857/s013116462104007x)

Ahmadi, D., Maftoon, P., & Mehrad (2012). Investigating the Effects of Two Aspects of Feedback on EFL Students. Elsevier.

Allwright, D. (1991). Focus on the Language Learner. Cambridge: Cambridge University Press.

Biber, D., Nekrasova, T., & Horn, B. (2011). The Effectiveness of Feedback for 11-English and 12-writing Development: A Meta Analysis. TOEFL iBT research report. 14, pp. 1-99.

Brown, Douglas H. 2007. Teaching by Principles: An interactive approach to language pedagogy. New York: San Fransisco State University.

Chappuis, Jan. (2012). How am I doing? Educational leadership: journal of the Department of Supervision and Curriculum Development, N. E. A., 70, pp. 36-40.

Creswell, J, W. 20213 Educational Research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.

Ellis, R. (2009). Corrective Feedback and Teacher Development. Second Language Journal, 1(1), pp. 3-18.

Ferris, D. R. (2014). Responding to Student Writing: Teachers' philosophies and practices. Assessing Writing, 19, 6-23. https://doi.org/10.1016/j.asw.2013.09.004.

Gusmiati, Deli. (2013). Kemampuan Menemukan Ide Pokok Paragraf Berbagai Jenis Wacana dalam Naskah Soal UN oleh Siswa Kelas X SMA Satria Nusantara Binjai Tahun Pelajaran 2012/2013. Basastra, 2(3).

Gustary, D. T., Prasatyo, B. A., & Sari, S. W. (2022). Peer Feedback of L2 Writing Class in Blended Learning Context. Ethical Lingua: Journal of Language Teaching and Literature, 9(2), 440-448. https://doi.org/10.30605/25409190.447

Haerazi & Irawan, L. A. (2020). Developing Intercultural Language Learning (ILL) Model to Teach Writing Skills at Indonesian Private Universities. EduLite: Journal of English Education, Literature and Culture.

Hatiie, J, & Timperley, H, (2007, March). The Power of Feedback. Review of Educational Research.

Hornby, A. S. (1995). Oxford Advanced Learners’ Dictionary of Current English. New York: Oxford University Press.

Hughes, R. (1996). English in speech and writing. New York: Routledge.

Hyland, K, & Hyland. F, (2006). Context and issues in feedback on L2 writing; an introduction. In K, Hyland, & F. Hyland Feedback in Second Language Writing. (pp, 1-10).

Irwin, B. (2017). Written Corrective Feedback: Student Preferences and Teacher Feedback Practices. IAFOR Journal of Language Learning.

Margana. (2012). The Application of Contextualized Language Training in Educating Young Learners. Journal of the Second National Conference of Indonesian Young Learners (TEYLIN).

Marylin, L. (2002). Giving Feedback in Language Classes. The University of Auckland.

Moser, M & Jasmine, J. (2010). Using Peer Feedback with High School Students to Improve the Use of Analogies and Symbolism within Creative Writing. Unpublished, MA, Thesis, Caldwell College .1475259.

Narciss, S, M. (2018). Feedback Strategies for Interactive Learning Tasks. J. Van Merrieünboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational and Technology. Press Newyork: Erlbaum.

Nelson, M. M., & Schunn, C. D. (2008). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 1573–1952. Retrieved from http://www.jstor.org/stable/23372520

Rahmawati, A. (2017). “Let’s Write a Caption!”: Utilizing Instagram To Enhance ESP Students’ writing Skills. Jurnal Basis, 7(1), 1-12.

Ramli. (2015). Kesalahan Makna Leksikal pada Terjemahan Teks Bahasa Indonesia ke dalam Bahasa Inggris. DIALEKTIKA: Jurnal Ilmiah Pendidikan Bahasa, Sastra, dan Matematika, 1(1), 43–56. http://journal.fkip-unilaki.ac.id/index.php/dia/article/view/6/5.

Ramli, Endry, B., & Emzir. (2019). The Effect of Metaphorming Teaching Method on Field-Independent/Dependent Learners in Writing Essay. The Asian EFL Journal, 23(6.2), pp.4-14.

Ramli. (2019). Lexical Distortion: A Study on Indonesian-English Translation. ETERNAL (English, Teaching, Learning, and Research Journal), 5(1), 11–20. https://doi.org/10.24252/eternal.v51.2019.a2.

Richard, C. J. and Renandya, W. (2002). Methodology in Language Teaching. USA Cambridge press.

Royani, S. & Sadiah, S. (2019). An Analysis of Grammatical Errors in Students’ Writing Descriptive Text. Project (Professional Journal of English Education). 2. 764. https://doi.org/10.22460/project.v2i6.p764-770.

Rukayah, (2014). The writing ability of 3 th grade of sibulue subdistricy junioe high school of bone. International Journal of Linguistic

Sabarun. (2019). Feedback on The L2 effect of Gender and The Types of Written Corrective Feedback on The L2 Learners’ Writing Performance English Language and Literature. ELLiC Proceedings, 3, 2019) Electronic ISSN: 2579-7263 CD-ROM ISSN: 2579-7549.

Syaprizal & Ramadona. (2018). An Errors Analysis in Using Tenses of Students’ Writing Text at Senior High School. Linguistic, English Education and Art (LEEA) Journal, 1. https://doi.org/10.31539/leea.v1i2.252 205

Tasdemir, M. S. & Arslan, F. Y. (2018). Feedback Preferences of EFL Learners with Respect to Their Learning Styles. Cogent Education, 5(1). https://doi.org/10.1080/2331186X.2018.1481560

Tavakoli, M. & Zarrinabadi, N. (2016). Differential effects of explicit and implicit corrective feedback on EFL learners’ willingness to communicate. Innovation in Language Learning and Teaching. 1-13. https://doi.org/10.1080/17501229.2016.11953.

Thompson, S. (2007). Sentence Fragments: A Cognitive-Functional Analysis. Journal of Linguistics, 43(3), 525-560. https://doi.org/10.1017/S0022226707004687

Tom, A., Morni, A., Metom, L., & Joe, S. (2013). Students’ Perception and Preferences of Written Feedback in Academic Writing. Mediterranean Journal of Social Sciences, 4(11), 72. Retrieved from https://www.mcser.org/journal/index.php/mjss/article/view/1271

Wiyati, R. & Nur, R. P. (2020). Students’ Attitude towards Corrective Feedback in EFL Classroom. The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA), 2(2).

Zadra, J. & Clore, G. (2011). Emotion and Perception: The Role of Affective Information. Wiley Interdisciplinary reviews. Cognitive science. 2, 676-685. https://doi.org/10.1002/wcs.147.

Zhan, L. (2016). Written Teacher Feedback: Student Perceptions, Teacher Perceptions, and Actual Teacher Performance. English Language Teaching. 9. 73. 10.5539/elt.v9n8p73.