TEACHER’S FEEDBACK ON STUDENTS’ WRITING
TASK AT THE ELEVENTH GRADE OF SMK ERA
PEMBANGUNAN
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Institusion
Universitas Muhammadiyah Tangerang
Author
Fitri, Dzakiatul
Subject
L Education (General)
Datestamp
2025-02-06 08:39:29
Abstract :
The use of feedback is essential in learning English as a second or foreign language. It has significance since it may help motivate the students to learn English. This study aims to analyze the feedback given by the teachers to eleventh grade the students? writing tasks at SMK Era Pembangunan and the students' responses to the feedback. The analyzed feedback includes feedback based on method, form, purpose, and timing. The research method used was descriptive-qualitative, with data collection techniques through interviews, observation, and document analysis. The results showed that the teachers used different types of feedback when teaching writing, namely, immediate feedback, formative feedback, oral feedback, written feedback, direct feedback, and indirect feedback. The students? responses to this feedback varied, with the majority showing positive responses, as they consider it helpful in improving their vocabulary understanding, grammar, and writing skills. Meanwhile, others showed negative responses because they felt that the feedback made no significant changes to their writing skills. The implications of this study are expected to help the teachers select and implement effective feedback strategies to improve the students' writing skills.
The use of feedback is essential in learning English as a second or foreign language. It has significance since it may help motivate the students to learn English. This study aims to analyze the feedback given by the teachers to eleventh grade the students? writing tasks at SMK Era Pembangunan and the students' responses to the feedback. The analyzed feedback includes feedback based on method, form, purpose, and timing. The research method used was descriptive-qualitative, with data collection techniques through interviews, observation, and document analysis. The results showed that the teachers used different types of feedback when teaching writing, namely, immediate feedback, formative feedback, oral feedback, written feedback, direct feedback, and indirect feedback. The students? responses to this feedback varied, with the majority showing positive responses, as they consider it helpful in improving their vocabulary understanding, grammar, and writing skills. Meanwhile, others showed negative responses because they felt that the feedback made no significant changes to their writing skills. The implications of this study are expected to help the teachers select and implement effective feedback strategies to improve the students' writing skills.
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