DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Students' Responses toward Teacher Written Corrective Feedback

Santi Prasetyorini




Prasetyorini, Santi. 2016. Students’ Responses toward Teacher Written Corrective Feedback. Thesis, Graduate Program in English Language Teaching, State University of Malang. Advisors: (I) Prof. Utami Widiati, M.A., PhD., (II) Prof. Dr. Yazid Basthomi, M.A.


Keywords: students’ responses, teacher written corrective feedback

Many research projects have focused on the effectiveness of teacher written corrective feedback as crucial element to give impact to language learning. For the sake of feedback provision, teachers have generally played a pivotal role as the most common source of feedback. However, the students’ participation is essential to be taken into consideration since effective instruction could take place when it is in accordance with what the students need and expect. This study attempted to investigate the teacher written corrective feedback practices from the students’ point of view to shape a broader insight of the teacher feedback provision. The investigation includes students’ understanding, students’ perception, students’ preference, and students’ action toward teacher written corrective feedback.

This study employed a descriptive qualitative research. There were 31 students of junior high school (SMP Negeri 1 Durenan Trenggalek) participating in this study. The data were collected through questionnaire, interview, and students’ writing products. The data obtained from the questionnaire were tabulated to see the percentage of students’ responses in each aspect. The data from interview and students’ writing products were presented descriptively to support and confirm the data gained from questionnaire.

Based on the result of data analyses, it was found that the students performed positive responses toward teacher written corrective feedback. With regard to their understanding of the teacher feedback, it could be concluded that the students understood the teacher written corrective feedback. As for students’ perception, it was found that the students in majority perceived teacher written corrective feedback as necessary and beneficial. Regarding the aspect of students’ preference, it could be concluded that majority of the students preferred the teacher to provide feedback to all parts of their writing covering all writing components. Concerning the methods, direct corrective feedback was preferable. For the last aspect of students’ action toward teacher written corrective feedback, the students agreed to practice positive activities after receiving teacher written feedback

In response to the results of this study, it is suggested to other teachers to provide written corrective feedback by selecting the appropriate type of feedback considering the students’ level of competence. It is also suggested to the future researchers who intend to conduct similar research to consider teacher’s belief and teacher’s self-assessment relate to the feedback provision since it constitutes the crucial aspect that give impact to students’ responses in particular and their language learning in general.