Analysis of Student's Response toward The Types of Written Corrective Feedback Used by The English Teachers  at SMAN I Tiumang

Widia Siska; Nidya  Fitri

Authors

Widia Siska STITNU Sakinah Dharmasraya
Nidya Fitri STITNU Sakinah Dharmasraya

Keywords:

Response, Types Of Written Corrective , Feedback, Writing

Abstract

The purpose of this study was to determine the type of written correction used by the teacher in the writing of class XI students of SMAN 1 Tiumang, Dharmasraya Regency and student responses to feedback corrections. This type of research is qualitative. The data collection technique used is Cluster Random Sampling. Research instruments are documents and questionnaires. The sample taken in this study was students XI IPA 1, a total of 26 students. The document "Writing Assignments "is used to find the type of written correction used by the teacher. Researchers analyzed 26 student documents and asked students to fill out a questionnaire. This document is analyzed according to the type of correction used by the teacher, namely, direct corrective feedback and indirect corrective feedback. The questionnaire is formulated on the basis of indicators in the component of student responses to the written correction of the teacher. The results of this study are 1) Teachers use both types of direct and indirect corrections to provide feedback on student writing, but more predominantly teachers use indirect corrections and 2) students have a good response to corrections to feedback given by the teacher.

References

Ariyanti, N. (2022). English Lecturers’ Perceptions On The Use Of Written Corrective Feedback In Online Thesis Supervision.

Baharun, H. (2017). Pengembangan kurikulum: Teori dan praktik. Yogyakarta: Pustaka Nurja.

Bhuana, G. P., & El Fauziah, U. N. (2021). Affective damage from teachers’ written corrective feedback. EduLite: Journal of English Education, Literature and Culture, 6(2), 287–299.

Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge.

Elhawwa, T., Rukmini, D., Mujiyanto, J., & Sutopo, D. (2018). Providing written corrective feedback on students’ writing assignments at IAIN Palangka Raya. Proceedings of International Conference on English Language Teaching (INACELT), 2(1), 158–168.

Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97–107.

Ferris, D. R. (2003). Response to student writing: Implications for second language students. Routledge.

Gaol, J. L. (2020). The Ability of Students Develop Narrative Paragraphs by Using Flash Card. Cendikia: Media Jurnal Ilmiah Pendidikan, 10(2), 56–64.

Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: Competencies for analysis and applications. Merrill/Pearson.

Hemmati, F., & Soltanpour, F. (2012). A Comparison of the Effects of Reflective Learning Portfolios and Dialogue Journal Writing on Iranian EFL Learnersâ€TM Accuracy in Writing Performance. English Language Teaching, 5(11), 1–16.

Hinkel, E. (2011). What research on second language writing tells us and what it doesn’t. In Handbook of research in second language teaching and learning (pp. 523–538). Routledge.

Mills, G. E., & Gay, L. R. (2019). Educational research: Competencies for analysis and applications. ERIC.

Mulati, D. F., Nurkamto, J., & Drajati, N. A. (2020). THE TEACHERS’BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS'WRITING. JOALL (Journal of Applied Linguistics and Literature), 5(1), 1–10.

Nur Yuliawati, L., Harmanto, B., ATIEK MUSTIKAWATI, D., & Maghfiroh, A. (2021). WRITTEN CORRECTIVE FEEDBACK: STUDENTS’PERCEPTION ON ONLINE LEARNING. PROJECT (Professional Journal of English Education, 4(6).

Prawiro, I. Y., & Kholisna, W. (2020). The impact of written corrective feedback towards the senior high school students’ work: Teacher’s and students’ perceptions. Journal of English Language Learning, 4(1), 44–59.

Putra, B. A. D. (2015). Type of Written Corrective Feedback Used bya Teacher in Academic Writing Class.

Sa’adah, L. (2021). Written Corrective Feedback Provided By the Teacher on Student’S Descriptive Writing for Fostering Student’S Writing Quality. RETAIN (Research on English Language Teaching in Indonesia), 9(3), 84–92.

Sugiyono, P. D. (2009). Metode Penelitian Kuantitatif Kualitatif Dan R &D, Alfabeta. Denzin, NK, & Lincoln, S. Yvonna.

Yunus, W. N. M. W. M. (2020). Written Corrective Feedback in English Compositions: Teachers’ Practices and Students' Expectations. English Language Teaching Educational Journal, 3(2), 95–107.

Zhang, T., Chen, X., Hu, J., & Ketwan, P. (2021). EFL students’ preferences for written corrective feedback: do error types, language proficiency, and foreign language enjoyment matter? Frontiers in Psychology, 12, 660564.