Written Teacher Feedback on Student Writing: Teacher Intentions and Student Perceptions
| Main Author: | Nur Sa'diyah; Mahasiswa |
|---|---|
| Format: | PeerReviewed |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/71623 |
Daftar Isi:
- ABSTRAK SUMMARY Written teacher feedback has been an important and nonnegotiable part of teaching writing, especially teaching writing in a foreign language. When an English teacher focuses on the process of writing more, paying attention to various stages that any piece of writing goes through is important. It can be said that editing is worth replicating in writing in a foreign language. Regarding this, written teacher feedback takes a crucial role to help students improve the quality of their writings. Regarding to the importance of written teacher feedback, this study aims to answer the following the research question “Is there any match between the teacher’s intentions in giving written teacher feedback on students’ writings and the students’ perceptions towards the written teacher feedback?”. To answer the research question, descriptive research method is considered the best method to be employed in conducting this study. This study took place at SMAN 1 Lawang. By involving an English teacher and 64 students from XI MIA 1 and XI IIS 4, the researcher collected data through questionnaires and interviews. The teacher was interviewed to gather information about her intentions in giving written feedback on students’ writings. Meanwhile, the students were asked to respond to the questionnaires to know their perceptions towards written teacher feedback they receive on their writings. Six students were then interviewed to get more detailed information about students’ perceptions towards written teacher feedback on students’ writings. The data gathered from questionnaires and interviews were combined and treated as qualitative data. After data analysis was done, it was found out that the teacher intended to motivate the students through the written teacher feedback. Her main focus in giving written teacher feedback was content. Moreover, she preferred to give indirect written feedback. In doing follow-up actions, she did not ask her students to revise their current writings. Overall, she expected that the students paid much attention to the written teacher feedback she gave and understood the message she tried to deliver through the written feedback. This study also discovered findings in students’ perceptions. It was found out that the students thought the main purpose of written teacher feedback was to help them revise their writings. Students perceived the written teacher feedback to be helpful and important. They though written teacher feedback on grammar was the most helpful and important. However, they paid attention to the written teacher feedback in overall and understood it. By comparing and contrasting students’ perceptions to teacher’s intentions, the match between them could be found out. This aimed also to know whether the teacher’s intentions were achieved or not. It turned out that the students’ perceptions partially matched the teacher’s intentions, meaning that some of the students’ perceptions matched the teacher’s intentions, whereas some others did not. The students’ perceptions towards written teacher feedback match the teacher’s intentions in giving written teacher feedback on students’ writings in terms of the students’ attention to written teacher feedback, the students’ understanding towards the written teacher feedback, the helpfulness of the written teacher feedback, the importance, and the long-term purpose of the written teacher feedback. On the other hand, in terms of the main purpose in giving written teacher feedback, the most important focus of written teacher feedback, the preferred form of written teacher feedback, the expected follow-up actions for the written teacher feedback, the students’ perceptions do not match the teacher’s intentions. From the conclusion, it is suggested that the teacher gather more information about students’ perceptions towards written teacher feedback in order to improve the present written teacher feedback. The students should try to understand and make use of the written teacher feedback they receive on their writings. Last but not the least, the next researchers are suggested that they explore more aspects on written teacher feedback like its effectiveness and its variations.