INVESTIGATING TEACHER’S FEEDBACK IN STUDENTS’ WRITTEN

ASSIGNMENTS
(A DESCRIPTIVE STUDY AT EIGHT GRADE STUDENTS OF SMPN 2
MAJALAYA)
A RESEARCH PAPER

Submitted as a Partial Fulfillment of the Requirements for the Degree of

“Sarjana Pendidikan”

FKIP-UNSIKA

By:

WAHYU NURLAILA
NPM: 1510631060172

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

UNIVERSITY OF SINGAPERBANGSA KARAWANG

2018
 CHAPTER I
INTRODUCTION

A. Background of The Problem

Writing is one of the important aspects of language skills. Of the many
language skills which consist of four aspects, namely: listening, speaking,
reading, and writing. Students must learn writing skills after listening,
speaking, and reading. Writing is also one of the language skills that can be
used to express ideas, thoughts, or to send messages to readers. That means
that when writing, someone produces expressions that have meaning. Then,
the recipient or reader can receive messages from the author without there is
miscommunication.
Writing must be learned by students because writing is very important
for the needs of students in the future, such as for occupational purposes for
senior high school or for communication. Based on the standard of
competency and basic competency at the junior high school level, the purpose
of the English teaching and learning process is to make students able to
communicate both orally and in writing. In writing skills, junior high school
graduates must be able to express meaning in short functional texts and simple
essays in the form of procedures, recounts, narrative and report because junior
high school students are in the literacy level of functional (Depdiknas, 2006,
as cited in Hadiyanti, 2013).
In fact, in the process of learning English, a student certainly has
experienced an obstacle in learning, especially in writing in English lessons
because English lessons are a foreign language for students. Other than that,
the use of the English language in the writing activity is still a problem for
most Indonesian students, as well as many other students who learn English as
a foreign language. Students may find difficulties in writing in a good and
right form in English. Writing is the most difficult skill of other skills, because
writing has many important components to analyze such as content, use of
language, organization, vocabulary, spelling, punctuation, and mechanics. In
addition, the ability to arrange the framework for ideas in written
communication must also be mastered. Some Writing specialists agree that
writing is a very complex and the most difficult process of all existing
language skills (Daigon, 1986: 11; Holt, 1989: 6; Byrne, 1988: 1 as cited in
Terblanche, 1993). Everyone has difficulty learning to write, especially with
the many complicated component processes. Actually, writing can be a great
tool to help students know more about how they think. In short, writing is a
complex skill that must be mastered by students.
Byrne (1988) argues that there are several difficulties faced by students
relating to writing. First, there is a psychological difficulty in which students
as writers must find ideas and express them. Second, there are linguistic
difficulties in the language that are often used in speaking and are different
when used in written language. This means there are grammar rules that must
be really noticed. Third, there are cognitive difficulties where students must be
able to organize the ideas they get into the text with the correct conjunctions
so that the paragraph sequence is arranged properly and correctly (as cited in
Alfaki, 2015). In writing, students must be able to consider grammar, spelling
and punctuation. An important element before they write is the ability to
consider grammar, spelling and punctuation. However, most students did not
comply with some of the grammar rules in their writing, such as they were not
used in describing past events; they miss spelling in making sentences, and
they forget to use capital letters in the beginning of sentences and full stops at
the end of sentences.
Based on the facts about the problem of teaching and the learning
process written above, it shows that learning English, especially writing in the
classroom has not yet reached the goal. Many students face many problems in
writing lessons. The teacher's role is very important in this case, so the teacher
must continue to help students improve students' writing skills with different
processes such as providing relevant writing assignment training to facilitate
the writing process. There are several stages of the process in writing activities
in class, namely: planning, drafting, revision and editing (Seow, p. 316 as cited
in DİLİDÜZGÜN, 2013). This means that in the writing process, there must
be a revision stage, this stage is where in the process of writing the concept
there are many changes that can make the concept in accordance with the
author's goals. Each student needs feedback that comes from various sources
and one of them is from the teacher. Many students need feedback from
teachers because feedback can improve students' writing skills, can have
positive and negative effects for students and teachers. When students get and
learn feedback from the teacher, students will know where the errors in their
writing are located and will correct them, but if students do not get feedback,
they will never know where the errors in their writing are and the errors will
continue.
Feedback is one of the important methods of helping students improve
the quality of their writing. When students get feedback from the teacher in
the form of grammatical errors from their writing, it will help improve the
accuracy of the next writing. However, if the initial error is ignored without
giving feedback, it will be more difficult to deal with later. Therefore,
feedback must always be given because it is very beneficial for the progress of
student writing. If the teacher always gives feedback such as correcting
students' writing errors, it will help students learn errors in their writing and
help students avoid the same mistakes in the future. That is one positive effect
of teacher feedback.
There are two researchers who have conducted the similar research
that concern on the teacher's feedback. What are mentioned bellow explain
about the finding of the research conducted concerning on the teacher's
feedback.
The first previous study done by Diah Nisfu Faroha*1, (2016) from
University of Syiah Kuala, Banda Aceh, Indonesia, Youth Education Centre,
Banda Aceh with the title “Teacher’s Feedback on Students’ Writing”. The
objectives of this study were to find out the kinds of written feedback and the
reasons for using those feedbacks on students’ writing by English teachers of
SMA Negeri 11 Banda Aceh. This research used descriptive qualitative
method and the data were collected through documentation and interview. The
result of the interview showed that all English teachers agreed that the use of
feedback can improve the student’s skills, especially in writing because the
students know directly the mistake or the error that they made in writing.
The second previous study done by Dinik Rahayu, (2013) from
English Education, Faculty of Language and Art, State University of Surabaya
with the title “Teacher’s Feedback in Teaching Writing of Narrative Texts to
the Tenth Grade Students of SMAN 3 Nganjuk”. In this research, the
researcher focuses on giving teachers’ written feedback in teaching writing
narrative texts to the tenth graders of SMAN 3 Nganjuk. In this process a
teacher read the students’ work and responds to it through some written
comments. This study is descriptive qualitative. The instruments that are used
by the researcher are observation checklist, field notes, and students’ written
works. The result of this research showed that Teachers’ written feedback was
considered as an appropriate way in teaching writing a narrative text because
it could motivate the students to write a narrative text. Furthermore, by giving
teacher’s written feedback, the students made progress in writing narrative
text. It could be seen from the results of students’ narrative writing result.
There were progress of the results of the students’ writing in terms of content,
organization, vocabulary, language use and mechanic.
From several researches above, it showed that teacher's feedback in
students' writing skills is very important and teacher's feedback is able to
provide a positive effect for students, especially in writing skills. However,
each teacher has a different way of giving feedback to the results of students'
writing and this is important to know and investigate. The researcher was
interested in investigating the teacher's feedback in student's written
assignments. The differences of this research and all the research above were:
the first was the sample of this research was eight grade of junior high school
students. Second, the previous research was too focused on the perceptions of
the teacher but ignored the perceptions of the students, therefore in this study
it would focus on students' perceptions of how the teacher give feedback.
Thus, the researcher decided to research with the title “investigating
teacher’s feedback in student’s written assignments”.

B. The Limitation of the Problem

Based on the background of the problem above, the researcher limit
the problem of investigating teacher’s feedback on student’s written
assignments in the grade VIII students of SMP Negeri 2 Majalaya, Karawang.

C. Research Question
Based on the Background and limitation of the problem above, then
the issue raised in this research is as follows:
1. How does teacher give feedback for students’ written assignments?

D. Objective of the Research

The aims of this study, as follows:
1. To investigate the ways of teacher in giving feedback for students’
written assignments.

E. The Benefits of the Research

It is expected that the result of the research can give contribution
practically.
Practically, it is expected that this research is useful for:
1. For teacher, this research is expected to give contribution for English
teacher to expanding and providing good source in teaching writing.
The researcher hopes that after knowing the result of this research, the
teacher’s will be improving their techniques in giving feedback.
2. For Students, this study hopefully can give them motivation in learning
writing and the students who learn writing will improve their writing
by having a clearer perception about the teacher’s written feedback.
3. For other researchers, the researcher hopes that this study can inspire
another researcher to organize the same research about teacher’s
written feedback or other topics related to feedback to enrich the
existing study. Besides, this study is expected to be used as one of the
references especially for those who concerns on teacher’s written
feedback.

CHAPTER II
LITERATURE REVIEW
A. Concept of Teaching Writing
1. Definition of Teaching writing
Writing is one of four language skills besides listening, speaking
and reading in teaching English. Writing is a complex process, which
means that in writing students must consider many things to be able to
make good and correct writing. Haris (1997) argues that students can use
writing to express their ideas, reality, points of view and opinions. In the
writing process, students need to have enough ideas, arrange them well
and express them according to their desired style (as cited in Lailatul
Husna, 2013)
Writing is one of the activities to communicate that needs to be
encouraged so that it can continue to develop during learner language
learning. Related to the explanation above, myles (2002: 1) says:
The ability to write well is not a naturally
acquired skill; it is usually learned or culturally
transmitted as a set of practices in formal
instructional settings or other environments. Writing
skills must be practiced and learned through
experience.
Based on the ideas above, the researcher concludes that writing is a
process of thinking, deals with words followed by physical actions.
Practice is needed to communicate through writing from the author to the
reader. In writing activities, the writer must follow the rules of grammar,
spelling, punctuation and sentence structure.
Teaching writing is not an easy task. The teacher must be able to
plan what is taught in a particular curriculum and must be relevant. In
addition, the teacher is also tasked with choosing the approach that best
suits the needs of students, therefore the teacher must be able to choose
and develop teaching materials which, according to him are suitable for
use in teaching so that the learning process is effective and in accordance
with the objectives. In learning to write the teacher is also considered
very responsible for creating an environment that can motivate and is
tasked with facilitating students in writing learning activities. One of
them is to build good interactions with students in the form of giving
feedback on the results of student writing because it will help students to
improve student writing and motivate students to be able to make better
writers.
2. Steps of writing process
Teaching writing is often considered more complicated than
teaching other language skills. Writing lessons not only encourage
students to hold pens and we expect students to immediately writing
easily on paper. Because, in writing, several strategies must be done to
be able to produce good writing. Writing lessons require a teacher to be
involved in various writing activities such as helping students to get
ideas, revise, edit and others in the writing process. Below is a
consideration involved in teaching writing.
(Tribble, 1996 as cited in Badger, R. a.,2000) suggests that most of
the writing tasks can be completed by a sequence of activities that focus
on the writing process as follows:
a. Pre-writing. It includes discussion of the topic, model of
compositions, brainstorming on the topic, etc. to generate students’
ideas and collect information related to the topic.
b. Composing/drafting. Students now write a first complete draft in
sentence and paragraph form, but again without worrying about
grammar, punctuation, and spelling.
c. Revising. This is in pair or group feedback sessions. Here students
ask questions for clarification or suggestions. After this, they work
alone to reorganize, revise, and rewrite their draft.
d. Editing. Students check their second draft for accuracy. This time,
they concentrate on checking that their ideas are clearly organized
and have included enough details. When content and organization
 seem fine, students then focus on grammar, punctuation, and
spelling.

3. Writing Assignment
Writing assignments are very important for students because
they will provide opportunities for students to engage with existing
information about a topic and students can make analysis, reflection,
observation, or synthesis and produce quality writing. In addition, the
quality of assignments also affects the results of student writing
(Storms, Riazantseva, and Gentile as cited in Gardner, 2008)
A 2001 NAEP International Writing Project study, as cited in
Gardner, (2008) drew similar conclusions about the writing assignments
and the success of student writers. The study shows that writing
assignments with student writing are very influential. In the study, they
found some of the most effective characteristics of writing assignments
that must be considered, namely;
a. The content and scope. In this case students are asked to focus more
on their critical thinking and can interact with the text.
b. The organization and development. Tasks must be able to provide
or provide a structure or scaffold that can help the student's writing
process.
c. Provide balanced support and direction so students can be involved
in the task completion process.
B. Feedback
1. Definition of Feedback
There are many definition of feedback. According to Hattie &
Timperley, (2007) Feedback is generally interpreted as information
provided to students regarding the tasks they are working on and those
concerned with improving student performance or their understanding.
Students can use information from feedback to: confirm whether their
assignments are correct, add what is missing from their assignments,
adjust how their assignments will continue (Butler & Winne, 1995 as cited
in Timperley, 2007)
From those two definitions by some expert, we can conclude that
feedback is information provided by other people such as teachers,
colleagues, books, parents, etc. Feedback is also given if it is about aspects
of a person's performance or understanding. A teacher can provide
corrective information, colleagues can provide alternative strategies, books
can provide information to clarify ideas and parents can provide
encouragement. Such feedback is very important in a person's performance
process.
Feedback plays an important role in the learning process of
students because it can give students broader insights about what they
have not or have achieved in their assignments. The importance of
providing feedback to students during the learning process stems from the
fact that feedback is very influential on the results of student performance
and is seen from the difference between expected results and actual results.
In addition, feedback can also encourage students to be better and be able
to produce better quality of writing.
2. Kinds of feedback
a. Written feedback and Oral Feedback
There are two considerations mentioned by researchers
about written feedback. According to Hyland and Hyland's point of
views, written feedback can be considered as something that
doesn't pay too much attention to student opinions and only pays
attention to / uses the requirements of the teacher for students to
meet the expectations needed to achieve the goal of writing.
Sommers, on the other hand, provides another explanation that is
written feedback should be considered as a means to help students
write effectively rather than being fixated by the teacher's own
rules which aim to satisfy themselves and think that the most
important thing is that they have done their job.
 From these considerations, it is clear that the quality of
feedback provided by the teacher is one of the most important
factors in improving student writing. Careful written feedback
from the teacher can create a motive for revising. In addition,
written feedback from the teacher not only shows students'
mistakes, but also can help students monitor their own progress
and identify certain parts to be developed further. Teacher feedback
means being able to help and improve students' independent
learning skills.
From some of the above discussions the researcher took the
conclusion that good feedback must have commented on all
aspects of the student's text. Including content, rhetorical structure,
grammar and mechanics. In addition, the teacher's written feedback
must be clear and concrete to assist students in revising. Better
feedback means that any errors in writing related to language and
content must be identified and corrected.
Related to verbal feedback, lightbrown and spada mention
six feedbacks that may be in the learning process in the classroom.
1. Explicit corrections, namely corrections made openly in
accordance with existing rules. The teacher gives
feedback openly because the pronunciation errors that
students make are for example, ‘oh, you mean .... 'or‘
you have to write or say ...'.
2. Recast, which is a process that involves the way the
teacher reformats the state (or whatever) that exists as
in the whole or part of a student's sentence, reducing the
mistakes made by students. In this case we can use ‘you
mean’, use this word ’, or ‘you should say ….’.
3. Request clarification, namely the teacher asks for
clarification of the sentence the students are using but
the teacher does not understand it. The teacher can use
 several phrases such as ‘Pardon me...’ including ways to
request repetitions of errors or sentences that are less
clear and difficult to understand. Or it could be with
‘what do you mean by...?
For example:
T: How often do you wash your clothes?
S: Fourteen.
T: Excuse me. (Clarification request)
S: Fourteen.
T: Fourteen what? (Clarification request)
S: Fourteen for a week.
T: Fourteen times a week? (Recast)
S: Yes.
4. Metalinguistic feedback. Namely, feedback in the form
of comments, information, or questions relating to the
formation of a good word of students, without explicitly
providing correct corrections in accordance with the
provisions. Metalinguistic comments generally indicate
that errors in a particular place can be done by way of,
for example, ‘can you find your error? '.
5. Elicitation. That is, referring to at least 3 techniques that
the teacher directly uses to obtain the correct form of
students.
a. Elicit completion of the sentence, such as ‘It is a ...
b. Use question, such as 'How do we say X in English?'
c. Ask the students to reformulate the sentence.
6. Repetition is a repetition to the teacher's repetition to
the students' error.
For example:
S: He is in the bathroom.
T: Bathroom? The bedroom. He is in the bedroom.
 b. Direct Feedback and Indirect Feedback
1. Direct feedback
Direct feedback is feedback that can also be called: direct
correction (Chandler, 2003), corrective feedback (Lalande,
1982), form-focused feedback / correction (Fazio, 2001) and
Overt correction (Lee, 2004) . According to Ferris (2002),
direct feedback refers to teachers who provide correct linguistic
forms for students (eg words, morphemes, phrases, rewritten
sentences, deleted words or morphemes [s]).
2. Indirect feedback
Indirect feedback is where when a teacher explicitly shows
the mistakes made by students and gives a brief explanation
without correcting it again and submits it to students to be
corrected by themselves.
Indirect feedback can be referred to as error location
(Ferris, 2002). The teacher simply locates an error by circling
it, underlining it (Lee, 2004), highlighting it, or putting a
checkmark in the margin. This feedback is more complicated in
that students correct their errors by identifying them and use
their acquired knowledge to self-correct such errors.

3. Function of feedback
Providing feedback to students will help improve their writing
achievement. When giving feedback, the teacher will not be disturbed
because the teacher does not have to explain the material from
beginning to end. He just needs to show where the mistakes are and
give specific suggestions related to their writing.
In addition, feedback given by the teacher is one of the most
important factors in improving student writing. This expects students
to be able to write and can produce writing that in the process there is a
minimum of errors and maximum clarity besides that students can get
 advice to improve their writing in the future. In addition, feedback
from the teacher can create a teacher to be able to revise without a lot
of comments and students will revise their assignments in a way that is
consistent, narrow, and predictable way (N. Sommers, Op. Cit., P.
233). most important is that teacher feedback not only shows students'
writing strengths and weaknesses but can also help students monitor
their own progress and identify specific language areas to be
developed further.
However, the teacher must pay attention that feedback can indeed
help students but students also need a lot of encouragement to use
feedback to reflect on their work. Feedback will be useful only if
students can do something with the feedback that has been given.

4. Purpose of feedback
Lewis (2002) states that feedback is like the way of telling the
students about the progress they are making and facilitating them in
the area of improvement. Further, Lewis has listed some of the
research-based purposes that have been suggested for giving feedback
in the language class. Some of the purposes are motivational and some
have to do with providing students with information. Here are the
details.
a. Feedback provides information for teachers and students.
b. Feedback provides students with advice about learning
c. Feedback provides students with language input
d. Feedback is a form of motivation
e. Feedback can lead students toward autonomy

CHAPTER III
RESEARCH METHODOLOGY

A. Research Approach and Methods

 1. Research Approach
This study will use qualitative approach. Based on the approach
and type of data used, this research is included in qualitative research
so that it will produce descriptive data in the form of words. The data
analyzed in the form of descriptive and not in the form of numbers as
well as in quantitative research. Qualitative research involves
collecting data from various sources in order to gain a deeper
understanding of each participant, including their opinions,
perspectives and attitudes, in addition qualitative research also
involves exploring inductive data to identify repeated themes, patterns,
or concepts then described and interpreted based on the category
(Nassaji, 2015).

2. Research Methods
In order to get data as good as possible, the researcher uses
descriptive study. The purpose of descriptive research is to describe a
phenomenon and its characteristics. This research is more important
than what or why something happened (Nassaji, 2015). This method is
used to describe vaariables rather than test a predicted relationship
between variables. Then, Mack et.al (2005: 3) adds that descriptive
research is used to explore phenomena by conducting interviews, focus
group discussions and participants, in short, this research is more
flexible.

B. The Participants
This study will conduct at junior high school 2 majalaya. The
researcher chose this junior high school to be investigated because later the
research that will be conducted focuses on the junior high school level
besides that according to the Ministry of National Education junior high
school students are in the literacy level of functional so at this level
students' writing skills must be paid more attention. therefore, I was
 interested in examining how the teacher provided feedback in the writing
of the students in the junior high school and how the students perceived
the way the teacher gave feedback and how influential the results of their
writing were. in addition, the location of the SMP 2 Majalaya is also quite
strategic to be reached by researchers. This research especially concern in
the eighth grade students. This class may consist of 40 students and consist
of male and female. The subjects of this study are an English teacher and
the students of writing class. There are two classes, i.e. Class A and Class
B. the class of 2B will take as the sample because the students of the class
come from different levels and backgrounds.

C. Instrument and Data Collection Technique

1. Instrument
The instrument is a tool to collect data. Since it is a qualitative
research, the researcher involves himself in the writing class activity,
observes it, and holds an interview to some people who know the
situation. The instrument was the researcher. It means that the
researcher was a observer. The data gathered by using portrait of
observation, file notes, observation sheet, protocol interview and
documentation.
2. Data Collection Technique
a. Interviews
The interview sessions are conducted after the observation.
Interview is used to found out the students’ response toward
teacher feedback in their written assignments and the interview
with teacher is intended to get information about preparation, the
teacher’s practices, and a general description of the teacher’s ways
of giving feedback in the class of writing. Therefore, interview is
used with the students and teacher that it is done in Indonesian
language to make a clear understanding for both the interviewer
and the respondent.
 Open-ended (semi structured) interview are conducted with
the teacher and students of writing class. Researcher does not use
detailed any systematic interview guideline but only general points.
Semi-structured interview is aimed to gain indepth information
needed in which the researcher is able to modify and add questions
that might not be predicted beforehand.
b. Documentation
Documentation is a note of things that have been passed. It
is used to obtain the written data, such as books, magazines, notes,
transcript, personal document, agenda, etc(Lexy,2002). This
technique is accomplished by analyzing the documents and
collections at a research site as a part of research process to build
grounded theory. Documentation in this research means to take
information of subject’s identify or to take subject’s activity
through video and to take picture. In addition, to obtain primary
written data in this documentary analysis, the researcher analyses
the material taken from the textbook, students’ writing works, and
transcription of feedback process to support the research.
c. Observation
In this study, the researcher used the direct observation as
the instruments of the research data collection. The aim of direct
observation activity is to provide additional information about the
topic being studied to complement the interviews and
documentation. Thus, this observation will describe the activities
introduced by the writing teacher in the classroom. Observation is
conducted to analyze teacher’s feedback on student’s written
assignments and then find out the aspect of good feedback teaching
shown by teacher. Observation is conducted for a month under
investigation. in collecting data through observation, observer is as
non-participant was employed. The researcher just set at the back
 of the class and take notes of some important points on classroom
activities related to the aims of the study as stated in chapter 1.
D. Data Analysis Technique
In data analysis technique according to Miles and Huberman
(1984.p.10) there are four steps in the data analysis such as data reduction,
data display, and conclusion drawing/verification.
1. Data Collection
This stage is collecting data from observations, interviews,and
documentation will conducted the researcher to research subject.
2. Data Reduction
At this stage the researcher focused on teacher’s feedback in the
classroom, interaction with the students and behavior in the class on
the teacher’s feedback in teaching writing.
3. Data Display
At this stage the researcher compiled data that has been obtained
and summarized, so that can know the results and conclusions of this
study.
4. Conclusion drawing / Verification
At the last stage is the conclusion of data that has been collected
while in the field or during the study and conclude of triangulation.
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