The Importance of Teacher Feedback

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THE IMPORTANCE OF TEACHER FEEDBACK

IN IMPROVING EFL STUDENTS’ WRITING

SKILLS

A PROJECT WORK FOR ADVANCED GROUP

INTERNATIONAL TRAINING PROGRAMME-52

ARDIANA

INDONESIA

THE ENGLISH AND FOREIGN LANGUAGES UNIVERSITY

HYDERABAD, INDIA

MARCH, 2016


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TABLE OF CONTENTS

PAGE OF TITLE ........................................................................ i

TABLE OF CONTENT................................................................. ii

CHAPTER I INTRODUCTION

1.1............................................................................Bac

kground of t! "tud# ..........................................

1

1.$............................................................................"tat

!%!nt of t! Pro&'!% ......................................... (

1.)............................................................................O&*!

cti+! and B!n!,t of t! "tud# ............................ (

CHAPTER II RE-IE OF RELATED LITERATURE

$.1............................................................................Nat

ur! of riting$.1.1 D!,nition of riting......................................$.1.$ Co%/on!nt of riting ..................................$.1.) Proc!00 of riting......................................... 1$.1.( G!nr! of riting........................................... 1

.....................................................................

$.$............................................................................T!ac

!r F!!d&ack

$.$.1 T!ac!r F!!d&ack ........................................ $$.$.$ T!ac!r F!!d&ack in For!ign Languag! ritingA r!+i!2 of Lit!ratur! .................................. )

CHAPTER III THE I3PORTANCE OF TEACHER FEEDBAC4 INI3PRO-ING EFL "TUDENT"5 RITING "4ILL"

).1............................................................................T#/!0 of F!!d&ack U0!d in riting C'a00 ................... (

).$............................................................................T!I%/ortanc! of T!ac!r F!!d&ack in I%/ro+ing EFL

"tud!nt05 riting "ki''0 ....................................... (


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CHAPTER I- CONCLU"ION AND RECO33EDATION

(.1............................................................................Conc'u0ion ................................................................ (

(.$............................................................................R!co%%!ndation ..................................................... (

BIBILOGRAPH6.........................................................................

CHAPTER IINTRODUCTION

11 B!"#$%&'() &* + S+').

Writing is a crucial part of communication. In many aspects of life, people need to

express their ideas in the form of writing instead of spoken words. Through

writing, people can convey meaning accurately and effectively to the reader.

Messages, postings, letters, memos and e-mails are some of the popular means of

written communication that people are currently using nowadays. Writing skill,

therefore, has become an essential language skill for people in general and

students in particular to develop.

The mastery of writing skill will definitely help people to achieve their

goals in life, particularly in relation to their future academic career and

employment opportunities. lenty of career fields re!uire employees to possess

good writing skills. Many employees are re!uired to write a review"report, a l

pro#ect proposal, or a business plan. There are many other kinds of written tasks

which are essential for the institution or company where they are working. $ven

before people can get a #ob, they must demonstrate good writing competence

through resume or an essay to fulfill the basic re!uirements for certain #ob

position. %ood writing skills can be a measure of intelligence and competency . & well-


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written resume or essay with no grammatical mistakes and broad, proper

vocabularies might help to select !ualified candidates.

'or students specifically, writing skill is a primary need. &lmost every day

in school or college life, writing activities are demanded. (tudents are supposed to

write lesson notes, academic essays, or scholarly papers which all re!uire good

writing skills. $ven at the undergraduate level, students must write a hundred-

page thesis as one of the re!uirements for getting the formal degree from a college

or university. If they master the skills of writing, they will probably gain better

achievement. &lso, writing skill is a great investment for them if they want to

continue for higher education since all entrance examinations involve writing as

one of the important tests.

Ironically, most students conceive writing as the most difficult skill to

master, even in their own native language. If they are asked to write in foreign

language, it is for them more complicated and a difficult task. Writing in a foreign

language is not the matter of translating. They do not only switch words, but they

also must pay attention to the standard writing conventions used in the foreign

language they are using. They have to deal with a wide range of principles related

to organi)ation of ides, sentence structures, word choices, and mechanics of

writing which are probably different from what they have in their native language.

They are re!uired to be able to use the language as explicitly as possible since

they are not going to explain it directly to the readers* the readers are expected to

comprehend what they have written. The failure in the use of appropriate language

rules and conventions may lead to misinterpretation and misunderstanding. &l-

Mekhlafi +/ 01 affirms that writing in a foreign language is not an easy task

and re!uires a lot of practice and training because students have to produce a well-

accepted written form that is readable and understandable.

In Indonesia, where $nglish is taught as a foreign language, most students

really find it arduous to produce a good piece of writing in any form. They


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encounter some problems regarding how to make a good, meaningful sentence

construction as well as how to appropriately use grammar rules and other standard

writing conventions, such as spelling, capitali)ation, and punctuation in order to

properly express what they think. These problems are generally resulted from the

interference of the students2 mother tongue, i.e. Indonesian language and

inade!uate linguistic knowledge in the target language that is $nglish. In terms of

content and ideas organi)ation, most students cannot express their ideas in a

systematic order and they fre!uently put too many ideas in one paragraph or

include ideas irrelevant to the topic in their writing.

The good news is that like the other language skills, writing skill can be

honed and improved. & lot of research has been conducted in order to find,

examine, and evaluate methods, techni!ues and strategies that are used in writing

classes to develop students2 writing skills. 3ne of them is Teacher 'eedback.

Teacher 'eedback is information given by the teacher about how students have

performed on a task, usually in the form of comments or suggestions in order to

improve the !uality of students2 writing. The feedback can be positive or negative,

written or oral depending on how the teacher wants to encourage the students. The

positive feedback focuses giving praise"encouragement when students have done

well, while negative feedback points out or underlines the parts where students

have made mistakes and need improvement. Teacher may combine the two in

practice. In this case, the teachers should understand about what kind of feedback

works well in their class.

Teacher feedback has been considered useful in broadening students2

perspective of their own writing product. 'eedback tells the students about the

!uality of their writing. &lthough the teacher is not the only source of learning in a

class, nevertheless, s"he is still the most dependable corrector for the students.

4orrective feedback from teacher makes the students reali)e about their strong

and weak areas and how they can make improvement on it. These also work as a

pointer to the student2s limitations in writing. Moreover, it helps them enhance


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their self-efficacy to create better writing since the feedback indirectly informs

them the key to get high mark in writing class. Therefore, teacher feedback will be

a very necessary tool in the process of developing good writing skills.

5ased on the above background, the writer is interested to examine more

deeply about how important the teacher feedback is in improving $'6 students2

writing skills, particularly in Indonesian context where the researcher is working

as a teacher of $nglish as a 'oreign 6anguage.

12 S+!+/(+ &* + P%&/

In Indonesia, at the undergraduate level, most students are still not able to produce

good writing. $ven though they have learned $nglish for years in school, they still

make a lot of errors in their writing. Therefore, it is crucial to put more effort in

encouraging the students to write better* otherwise they will find it difficult to

succeed in their future career. In writing class, teacher should make use of

appropriate strategies to help the students improve their skills in writing. 3ne of the ways is by giving effective feedback for their work. 'eedback seems to be

inseparable to the teaching and learning writing. 'eedback, particularly which

comes from teacher, is believed as a valuable source of learning for the students.

5ased on the assumption, the researcher formulates the following !uestion/

. What is the importance of teacher feedback in improving $'6 students2

writing skills7

. What strategies can be used in providing effective feedback7

1 O3"+4 !() B(*4+ &* + S+').

This study aims at finding out the impact of teacher feedback in improving $'6

students2 writing skills. Then, the result of this study is expected to give useful

information about feedback and how it can help the students in producing better

writing product. &lso, this study is expected to motivate teachers who have not

employed feedback yet to start applying it in their classes.


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CHAPTER II

REVIEW OF LITERATURE

This chapter presents several theories related to writing skills, teacher

feedback, and review of several related literatures in the use of feedback in

writing classes.

21 W%4+4($ S#4

211 D*4(4+4&( &* W%4+4($

%enerally speaking, writing is an activity of expressing thoughts and

ideas on a paper or computer screen. 6inse +8/ 9:1, 5ryne +990/ 1,

(wales ; 'eak +99


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communicate a particular message, and second, they are written to

communicate to somebody. ?yland +9/ 1 also contends that writing is a

non-linear, exploratory and generative process whereby writers discover and

reformulate their ideas to approximate meaning. The content and who people

are writing to influence what is written and how it is written.

'rom the explanation above, the researcher can conclude that writing

is an activity of forming and arranging words, sentences, and paragraphs with

the reference to certain rules and conventions to express and communicate

thoughts, ideas, perception, and feelings to others.

212 G(% &* W%4+4($

Writing can be used for many ob#ectives. The form of writing may be

different depending on why it is written, to whom it will be presented, and

where it is written. There are many types of genres of writing. 5rown +=/

91 classifies genres of writing into three, namely academic writing, #ob-

related writing, and personal writing.

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(ome people write for the sake of themselves* so the written

product can be composed in a very informal way. It can appear in the form

of letters, e-mails, greeting cards, invitations, messages, notes, calendar

entries, shopping lists, reminders +e.g., checks, tax forms, loan

applications1, forms, !uestionnaires, medical reports, immigration

documents, diaries, personal #ournals, and fiction +e.g., short stories,

poetry1.

2122 J&-%!+) 7%4+4($

In many working fields, writing is an essential activity. &n

employee may be re!uired to write to the chief, colleagues, or clients. The

examples of #ob-related writing are messages +e.g., phone message1,

letters"emails, memos +e.g., interoffice1, reports +e.g., #ob evaluations,


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pro#ect reports1, schedules, labels, signs, advertisements, announcements*

and manuals.

212 A"!)/4" 7%4+4($

&cademic writing is the piece of writing produced through an

academic circumstance. This genre of writing is usually performed by

scholars at schools or colleges. It can be composed in the form of papers

and general sub#ect report, essay and composition, academically focused

#ournals, short-answer test responses, technical reports +e.g., lab reposts1,and theses or dissertations.

21 E/(+ &* W%4+4($

It is important to identify the elements which altogether form a writing

product for the sake of evaluation and improvement. The elements deal with

what constructs a text and how to construct the text. They often appear in the

form of rules and conventions of writing. The rules and conventions are

beneficial, especially for school and college where they are employed as the

basis for scoring students2 writing.

There are many experts which have been presented their theory about

the elements of writing. &ccording to ?armer +/ 881, besides grammar

and vocabulary, to produce an expected writing product, a writer should

consider about issues of letter, word, and text formation, manifested by

handwriting, spelling, and layout and punctuation. In addition, 5rown +/

==81 states that there are five criteria for measuring a student2s final writing

product, namely content, organi)ation, vocabulary use, grammatical use, and

mechanical consideration such as spelling and punctuation.

?eaton +908/ =1 proposes five general components or main areas of

writing. Those five components are, then, compressed to be five items namely


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content, organi)ation, vocabulary, language use, and writing conventions.

They are/

. 6anguage use/ the ability to write correct and appropriate

sentences.

. Mechanical skills/ the ability to use correctly those conventions

peculiar to the written language-e.g. punctuation, spelling.

=. Treatment of content/ the ability to think creatively and develop

thoughts, excluding all irrelevant information.


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5ased on the above theories, the researcher concludes that writing has

to do with five main elements, namely organi)ation +paragraphs, topic and

support, cohesion and unity1, content +relevance, clarity, originality, etc.1,

grammar, mechanics +spelling, punctuation, capitali)ation, etc.1, and

vocabulary.

218 P%&" &* W%4+4($

& good piece of writing is not created through a one-step activity. In order to

compose a well-written work, a writer should follow several steps. The steps

will give the writer opportunity to read and examine what s"he has written.

%oing through the steps can help the writer to find out mistakes and make

corrections wherever necessary.

&ccording to 5rown and ?ood +9:9/ B1, writing process depends on

who you are writing for +reader1, why you are writing +purpose1, what you are

writing about +content1, where you are, how much time you have, how you

feel +situation1, etc. 5ased on that view, they, then, propose that there are three

main steps of writing, namely prewriting, drafting, and revising.

Instead of three, some other experts explain five steps in writing

process. &ccording to their view, the process of writing continues until it is

published. They add editing and publishing steps. ?ence, the process of

writing will be prewriting, drafting, revising, editing and publishing +6inse,

8/ 8-9, Cessler, B/


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+B/


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The ideas can be rearranged, added to, and edited later. It is important to

write down ideas related to the topic to keep the paragraph coherent. (ome

new writers may write description or explanation that they think funny but

completely unrelated to the topic.

218 R44($

When a draft is ready, it is the time for revising. Aevising is the

step in which writers check out what they have written down in the draft.

This activity can be done by the writers themselves or by asking the

teachers or lecturers to give feedback. &s long as the writing is readable,

writers should focus only to the content. In addition, 5rown and ?ood

+9:9/ 1 state that there are some things writers can do in revising

process/

- changing the order of parts to make the content or purposes clearer*

- adding parts +especially to link ideas1*

- taking out parts which are not necessary*

- saying the same thing in a different way*

- substituting one word for another*

- combining two or three sentences into one, by taking out

unnecessary words or phrases*

- making long sentences into two or three shorter ones* and

- changing parts which are inappropriate for the situation, the

purpose or the audience +too friendly and informal, too formal,

etc.1.

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The fourth step is editing, which is also known as proofreading. Inediting, writers2 concern is on the conventions such as spelling,

punctuation, and grammar +Cessler, B/ 8B1. That is what distinguishes

editing from revising. To differentiate the product of the two activities,

writers may use different color pencils, for example green for revising and

red for editing. 6ike in the revising step, editing can be done by the writers

themselves or more effectively by peers and teachers.

2185 P'44($


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&fter a piece of writing has been edited, it is ready to be published.

This is the activity in which writers rewrite their draft, preferably on a

computer, and produce a final draft. ublishing step makes it possible to

let the written product read by other people. With the same tone, 6inse

+8/ 91 refers publishing to putting the writing in a final finished

format where it can be shared with others.

In the context of writing class, publishing may be rarely done. The

writing activity usually ends with submitting the final writing product to

the teachers to be examined and get marks. ?owever, publishing actually

can be a great motivator for students since they may consider publishing as

a reward for their effort to write. &lso, students can have some benefit

from reading the other students2 works. ?ere are some ideas for publishing

students2 works given by Cessler +B/ B=1/

- hanging published work around classroom*

- publishing in the campus newsletter*

- creating a class maga)ine* and

- submitting to local or national newspapers or maga)ines.

22 T!"% F)!"#

221 N!+'% &* F)!"#

'eedback is generally regarded as information about someone2s

performance on a task. 'eedback is given once a task has been completed, and

it is usually in the form of comments or suggestions in order to make

necessary changes or improvement in the subse!uent performances. 'eedback

is normally something which happens as a result of some learning-oriented

actions +Aace, / 1. Thus, feedback exists whenever a better performance

is in demand from time to time, such as at offices and schools or colleges.

The source of feedback can be from anywhere. ?attie ; Timperely

+0/ :1 contend that feedback is conceptuali)ed as information provided by


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an agent +e.g. teacher, peer, book, parent, self, experience1 regarding aspects of

one2s performance or understanding. They, furthermore, explain that a teacher

or parent can give corrective information, a peer can provide an alternate

strategy, a book can provide information to clarify ideas, a parent can provide

encouragement, and a learner can look up the answer to evaluate the

correctness of a response. With the same tone, Mottet in Maarof, Eamat, and

6i +1 defines feedback as information from a source to a recipient in the

form of information about the correctness, accuracy, or appropriateness of the

recipients2 past performance.

In the context of teaching and learning, feedback can be the source of

learning for the students. 'eedback provides the students with understanding

of performance on a task they have accomplished. It tells them in what aspects

they did well and which aspects need improvement. 5y identifying that, they

know what they should learn more. Fr +99B/


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then, uses the term of formative feedback and defines it as any information,

process or activity which affords or accelerates student learning based on

comments relating to either formative assessment or summative assessment

activities.

222 T!"% F)!"# 4( F&%4$( L!($'!$ W%4+4($9 A R47 &*

L4+%!+'%

'eedback has been considered as a key feature of teaching and learning

writing. It has been proven by the results of a lot of research done by teachersand other academic practitioners regarding the influence of teacher feedback

in students2 writing skills.

urnawarman +1 investigated the impact of providing teacher

written corrective feedback on first semester $(6"$'6 students2 writing

accuracy and writing !uality. ?e employed four feedback strategies, namely

indirect feedback, direct feedback, indirect feedback followed by direct

feedback with explicit corrective comments and no feedback at all. The

findings of the research suggest that providing teacher corrective feedback

was effective in reducing students2 grammatical errors on their essays. &ll

three treatment groups also gained in writing !uality scores in the new essay

indicating that, to a certain extent, there was an effect of teacher corrective

feedback on students2 writing !uality.

5inglan ; @ia +1 also examined the impact of teacher feedback on

the long-term improvement in accuracy of $'6 student writing. They

employed experimental and control group. The experimental group was

treated by using correction method, while the control group received no error

correction. They found out that the control group made less progress in $'6

writing accuracy, while the experimental group demonstrated much

improvement in their writing accuracy.

5arik +1 found out the similar results from his master2s degree

thesis. ?e investigated


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CHAPTER III

THE IMPORTANCE OF TEACHER FEEDBACK IN

IMPROVING EFL STUDENTS: WRITING SKILLS

1 T.; &* T!"% F)!"#

& teacher can give feedback on students2 writing in different ways.

'eedback can be in the form of pointing out the mistakes or errors in students2

writing through written notes or by underlining or encircling the wrong parts. It

can also be done by providing the correct form or the appropriate ones in a given

context. It can also be done by drawing the attention of the student to the

erroneous use of a word, a verb form or a syntactic structure and then through

different cues helping the student to get the right form through self correction.

'eedback can be given instantly or later, after the task is completed. In the

teaching and learning context, each class may have different learning conditions

due to the differences among the students2 level of intelligence, interest,

motivation, self-esteem, etc. 'or the sake of the students2 comprehension, teacher

should be able to identify what type of feedback which can work best in the class

regarding to the learning goals which have been determined. & teacher does not

need to be stuck in one way* s"he may combine two or more types of feedback.

Teachers adopt various commenting strategies which vary according to the type of

essay assigned, the point of the semester in which feedback is given, and the

proGciency of the student +'erris in ?yland ; ?yland, B/ :1.

Teacher feedback is a powerful source of information for the students.

Teacher feedback simply means the feedback which is provided by the teacher for

the students. Teacher feedback is inclined to be corrective* it intends to correct


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what is wrong in the student2s work. 6ightbrown and (pada +=1 point out that

corrective feedback is any clue or expression to the learners that their use of target

language is incorrect. This includes various responses that the learners receive.

They, furthermore, give a description that when a language learner writes, Hshe

clean the room every day, corrective feedback may be explicit, for example, Hno,

you should say cleans, not clean, or implicit Hyes, she cleans the room every

day, and may or may not include meta-linguistic information, for example Hdo

not forget to make the verb agree with the sub#ect.

11 W%4++( %' O%! F)!"#

Written feedback is the most common way of providing feedback

employed by writing teachers. Written feedback usually refers to the teachers2

handwritten notes on the students2 paper of work, but it does not always

happen to be so. & teacher can also use a printed form of feedback. Aace

+/ 81 points out that there are several advantages of written feedback,

particularly when it uses handwriting as a tool/ +a1 feedback can be personal,

individual, and directly related to the particular piece of work* +b1 feedback

may be regarded as authoritative and credible* +c1 the feedback can be

tailored to #ustify an accompanying assessment #udgment* +d1 students can

refer to the feedback again and again, and continue to learn from it* and +e1

such feedback provides useful evidence for external scrutiny.

3n the other hand, oral feedback is feedback which is given in the

form of oral communication from teacher to students. 3ral feedback can be

given to students one by one to make sure they understand about the feedback

given to them. In addition, 5rookhart +:/


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to your desk to discuss their work. Kamel in Telceker and &kcan +1

affirms that many writing teachers believe that one-on-one writing

conferences with students are more influential than handwritten

comments and corrections no matter what aspect of student writing the

teacher and the student discuss, be it content, organi)ation, or errors.

- &t a specially scheduled out-of-class time, such as after school.

In addition, giving feedback to the whole class is also useful,

especially in a large class. 3ral feedback helps the teacher to save time and

energy* it has room for interaction and negotiation, and it is an effective

means of communicating with students who have an auditory learning style

+'erris ; ?edgcock, 81. Teacher will explain about the common mistakes

made by the ma#ority of students in the class, so s"he need not repeat the

same words to different individuals. The students also can learn from their

peers2 mistakes that the teacher highlights. The students will have more

opportunity to clarify misconception they have raised in their mind.

5oth written feedback and oral feedback bring about the same aspects

of correction. In both forms, teacher can address the correction for all aspects

of writing which are examined, such as content, organi)ation, punctuation,

and grammar. The only difference existing between the two is that when the

teacher is speaking instead of writing, s"he has less time to make decisions

about how to say things, and once they are said, they cannot be replaced

+5rookhart, :/


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$lshirbini and $lashri +=/ 01 also point out that direct teacher feedback

simply means that the teacher provides the students with the correct form of

their errors or mistakes whether this feedback is provided orally or in written

form. It shows them what is wrong and how it should be written, but it is

obvious that it leaves no work for them to do and chance for them to think

what the errors and the mistakes are.

Direct feedback seems to be intended for students with weak $nglish

skills. &ccording to 'erris +1, direct feedback is appropriate, +1 for

beginner students* +1 when errors are Luntreatable2, i.e., errors not amenable

to self-correction such as sentence structure and word choice and +=1 when

teachers want to draw students2 attention to other error patterns which re!uire

student correction. Co and ?irvela in $lshirbini and $lashri +=/ 01 argue

that direct feedback is the least effective method in providing feedback for

errors and mistakes.

Instead of using direct feedback, many teachers prefer to give indirect

feedback to their students. Indirect feedback is defined as the feedback which

indicates that an error has been made by means of an underline, circle, code,

etc. The teacher does not simply provide the correct form of an error, but s"he

#ust gives marks indicating that there is something wrong and need to be

corrected. (richanyachon +/ 01, in his study, summari)es the advantages

of indirect feedback. 'irst, indirect feedback can guide learning and help the

students solve problem by themselves. (econd, students are able to express

their ideas more clearly in writing and to get clarification on any comments

that teachers have made. Third, students feel that indirect feedback is useful

in encouraging them to reflect on aspects of their writing and to develop

improvements.

Indirect feedback can be done by a code representing a specific kind

of error. When giving indirect feedback, teachers underline errors and use

codes to indicate the type of error such as ( +spelling error1, +fault in


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2 T I/;&%+!(" &* T!"% F)!"# 4( I/;%&4($ S+')(+: W%4+4($

S#4


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Teacher feedback2s ob#ective is to give information to the students about

their achievement in one task. 'eedback informs them what they did well and

what they did wrongly and how they should fix them. 'eedback provides space

for them to check and reformulate, if necessary, the concept of learning that they

have understood. If they receive feedback, they can get clear description about

what she already knows and what she need to learn more. They also may clarify

the misconception that they had in mind.

'eedback cannot be separated from the learning of writing. (tudents use

feedback as a source of learning. When students get feedback from teacher, they

are provided with knowledge that they can use to improve their next writing task.

If it is done continuously, it will prevent them from error fossili)ation in mind.

'eedback helps the students to elaborate the knowledge that they have got

with the new knowledge they get from the teacher.

'eedback from teacher is effective because. & lot of research has been

proven that students put high values on teachers2 feedback. It cannot be deniedthat although nowadays the teaching and learning is leaner-centered, the function

of the teacher as one of the trustable source of information NNNN. Teacher can

employ any type of feedback as long as itNN.

It is also essential for the teacher to make sure that the students understand

what s"he means the correction. When the teacher uses codes to indicate error,

they should

'eedback must be given immediately after the task has been done.

CHAPTER IV


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CONCLUSION AND RECOMMENDATION

81 C&("'4&(

There is no doubt that teacher feedback can give invaluable information for

the students relative to the task they have been completed in the classroom.

'eedback can encourage learning and enhance students2 performance in

writing since they get information about what is wrong and how to deal with

the mistakes. They can develop their own control on the learning process.

Teacher should be aware of the importance of feedback to the students2development.

82 R"&//()!+4&(

This paper examined the importance of teacher feedback in the teaching and

learning writing. 'or its importance, it is recommended for the teacher to

provide feedback in the writing class in order to help the students learn and

develop their writing skills.

'or the students, it is essential to pay attention to the feedback which is given

by the teacher since they can use that for correcting the mistakes they may

have made in their writing.


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'erris, D. ; ?edgcock, @. +81. eaching E+L Coposition -urpose, -rocess,

and -ractice. Mahwah, >@/ 6awrence $rlbaum &ssociates.

?armer, @eremy. +1. he -ractice of English Language eaching +=rd edition1.

6ondon/ 6ongman

?attie, @. ; Timperley, ?. +01. The ower of 'eedback. Re&ie$ of Educational

Research, 00-:. Doi/ .="=unan +series $d.1 >ew Eork/ Mc%raw-?ill 4ompanies, Inc.

Maarof, >., Eamat, M., ; 6i, C. 6. +1. Aole of Teacher, eer and Teacher-

eer 'eedback in $nhancing $(6 (tudents2 Writing. /orld Applied

+ciences Journal 34 (Inno&ation and -edagog! for Lifelong Learning)/

9-=8. Aetrieved from/ citeseerx.ist.psu.edu"viewdoc"download7

doiP...=9.;repPrep;typePpdf


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