Dikramdhanie S., Meirina (2017) ANALYSIS OF TEACHER FEEDBACK ON STUDENTS’ WRITING : A Study at a Senior High School in Bandung. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
This paper reports a study concerned with the teacher feedback on the second grade writing of senior high school in Bandung. The study aims to investigate how a secondary English teacher provides feedback on the students’ writing, and how the students respond to feedback given by the teacher. This study employed qualitative research. The data were gathered from the classroom observations and students’ writing, followed up by the interviews with the teacher and students. This study then revealed some significant findings. First, in terms of focus of feedback, the teacher paid more attention to the form, especially grammar, rather than the content when providing feedback. Second, in terms of explicitness, direct feedback was provided more frequently than indirect feedback. Third, in terms of location, marginal feedback was given more frequently than endnote feedback. Finally, it is indicated that the majority of the students showed their preference to receive more feedback on the content and to have more indirect feedback. It is therefore crucial that teachers attend to the nature and strategies of providing effective feedback, so that students can benefit greatly from feedback given by teachers on their writing.;---Tesis ini berkenan dengan feedback yang diberikan oleh guru pada tulisan siswa kelas dua (atau kelas sebelas) di salah satu Sekolah Menengah Atas di Bandung. Studi yang dilakukan memiliki tujuan untuk menginvestigasi bagaimana guru memberikan feedback pada tulisan siswa dan bagaimana siswa merespon terhadap feedback tersebut. Studi ini menggunakan penelitian kualitatif. Data diperoleh dari observasi kelas dan tulisan siswa, serta juga wawancara dengan guru dan murid. Studi ini selanjutnya mengungkapkan beberapa temuan yang signifikan. Pertama, dilihat dari segi fokus feedback yang diberikan, guru lebih banyak memberikan feedback pada aturan penulisan, terutama grammar, daripada isi tulisan siswa. Kedua, dilihat dari segi kejelasan pemberian feedback, direct feedback lebih sering digunakan daripada indirect feedback. Ketiga, dilihat dari segi letak pemberian feedback, marginal feedback lebih sering digunakan daripada endnote feedback. Terakhir, ditemukan bahwa sebagian besar siswa memperlihatkan keinginan untuk mendapatkan lebih banyak feedback pada isi tulisan mereka dan juga keinginan untuk mendapatkan lebih banyak indirect feedback. Oleh karena itu, diharapkan guru memperhatikan strategi pemberian feedback yang efektif sehingga siswa dapat memperoleh manfaat yang besar dari feedback yang diberikan oleh guru pada tulisan mereka.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | No.Panggil : T B.ING DIk a-2017; Pembimbing : I. Iwa Lukmana; NIM : 1302197. |
| Uncontrolled Keywords: | teacher feedback, students’ writing, feedback guru, tulisan siswa. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Inggris > Program Studi Pendidikan Bahasa Inggris |
| Depositing User: | Isma Anggini Saktiani |
| Date Deposited: | 23 Apr 2018 02:40 |
| Last Modified: | 23 Apr 2018 02:40 |
| URI: | http://repository.upi.edu/id/eprint/30062 |
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