AN ANALYSIS OF TEACHER WRITTEN FEEDBACK ON EFL STUDENTS’ WRITING : A Descriptive Study of the Second Graders of Senior High Schools in Pekanbaru

Novia, Tri Febriani (2018) AN ANALYSIS OF TEACHER WRITTEN FEEDBACK ON EFL STUDENTS’ WRITING : A Descriptive Study of the Second Graders of Senior High Schools in Pekanbaru. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Providing written feedback is inevitable in EFL classroom practice, especially in writing context. The use of written feedback will be more effective if both parties, teachers and students, contribute well in determining how the written feedback works best. However, the students’ preference toward written feedback tends to be neglected. Thus, this study was aimed at analyzing the focus and strategy provided by the teachers, EFL students’ preferences toward teacher written in terms of focus and strategy in their writings, as well as how the EFL students perceive the teacher written feedback in their writings. Moreover, this study was conducted under qualitative design by assigning two English teachers and two EFL classes of second graders of senior high school as respondents of the study. The data were collected through document analysis, questionnaire, and interview. The results showed that, generally, teachers’ focus and strategy used in providing written feedback met the students’ preference but different in some aspects. Teachers and students agreed that form-focused feedback was needed to be emphasized, particularly grammar. In term of feedback strategy, there was a slight difference that showed dissimilar opinion regarding which strategy should be used, direct or indirect. Accordingly, the results also discovered that the students perceived teacher written feedback facilitated them in writing development, specifically in terms of cognitive, affective and behavior aspects. Furthermore, this study suggests the teachers to combine both form-focused and content-focused feedback in correcting students’ writing. It is also recommended that the teachers to give additional oral explanation, provide revision, and consider students’ preference in giving the written feedback on their writing. ;---Memberikan feedback tertulis merupakan hal yang tidak dapat dielakkan dalam kegiatan pembelajaran kelas EFL (English as Foreign Language), khususnya dalam konteks menulis. Penggunaan feedback tertulis tersebut akan menjadi lebih efektif jika keduabelah pihak, guru dan siswa, memberikan kontribusi yang baik dalam menentukan bagaimana feedback tersebut dapat dimanfaatkan secara maksimal. Namun, preferensi siswa terhadap feedback tertulis cenderung dikesampingkan. Oleh karena itu, penelitian ini bertujuan untuk menganalisa fokus dan strategi feedback tertulis yang diberikan guru, preferensi siswa EFL terhadap feedback tertulis di dalam tulisan mereka, dan bagaimana pendapat siswa EFL tersebut dalam menerima feedback di dalam tulisan mereka. Penelitian ini disusun menggunakan desain kualitatif dengan melibatkan dua guru Bahasa Inggris dan dua kelas EFL (SMA kelas 2) sebagai partisipan. Data penelitian ini diperoleh dari analisis dokumen, kuesioner, and wawancara. Hasil analisis menunjukkan bahwa, secara umum, fokus dan strategi guru dalam memberikan feedback tertulis sesuai dengan preferensi siswa, namun berbeda dalam beberapa aspek. Dalam hal ini. guru dan siswa sepakat jika form-focused feedback lah yang harus ditekankan dalam memberikan feedback, khususnya grammar. Sedangkan mengenai strategi feedback, ada sedikit perbedaan yang menunjukkan ketidaksesuaian pendapat tentang strategi apa yang harus digunakan, direct atau indirect. Kemudian, hasil penelitian ini juga menemukan bahwa siswa mempersepsikan feedback tertulis guru tersebut memfasilitasi perkembangan menulis mereka, khususnya dalam aspek cognitive, affective, dan behavior. Selanjutnya, penelitian ini menyarankan agar guru untuk dapat mengkombinasikan feedback dalam bentuk form-focused dan content-focused dalam mengoreksi tulisan siswa. Direkomendasikan juga kepada guru untuk memberikan penjelasan tambahan secara lisan, memberikan revisi, dan meyertakakn preferensi siswa sebagai pertimbangan dalam memberikan feedback tertulis di dalam tulisan mereka.

Item Type: Thesis (S2)
Additional Information: No. Panggil : T B.ING NOV a-2018; Pembimbing : I. Pupung Purnawarman; NIM : 1503203.
Uncontrolled Keywords: Teacher written feedback, focus, strategy, preference, perception, writing, EFL context, Feedback tertulis guru, fokus, strategi, preferensi, persepsi, tulisan, konteks EFL.
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
Depositing User: Isma Anggini Saktiani
Date Deposited: 10 Apr 2019 03:00
Last Modified: 10 Apr 2019 03:00
URI: http://repository.upi.edu/id/eprint/34383

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