The effect of teacher written feedback towards students’ writing outcomes at first grade of SMA N 1 Natar

Khairun Nisa, Feni Munifatullah, Burhanuddin Burhanuddin

Abstract


Abstract. The current study investigated the effect of teacher written feedback towards students’ writing outcomes in recount text. The study was a quantitative research which utilized one group pretest-posttest design. 20 first-year students of SMA N 1 Natar were selected to be the experimental group of this research. The data was analyzed by using repeated measure t-test with the significance level p<0.05. The findings revealed a growth in students’ writing outcomes after being given the treatment. The students’ mean score of the pre-test was 61.7 while the post-test pointed out at score 81.6. It showed that there was a significant difference between the students’ writing outcomes before and after the teacher written feedback was given with significant level 0.05. Moreover, grammar or language use was the aspect of writing that improves the most among the other aspects. In sum, it can be inferred that teacher written feedback can be used to help the students’ improve their writing outcomes.

Full Text:

PDF

References


Azman, N., & Shin, L. K. (2012). Problem-based learning in English for a second language classroom: Students perspectives. International Journal of Learning.18 (6), 110-126

Babaii, E., & Adeh, A. (2019). One, two, ... , many: The outcomes of paired peer assessment, group peer assessment, and teacher assessment in EFL writing. The Journal of Asia TEFL.16 (1), 53-66

Bijami, M., Pandian, A. & Singh, M. K. M. (2016). The relationship between teacher's written feedback and student's' writing performance: Sociocultural perspective. International Journal of Education & Literacy Studies. 4 (1), 59-66

Bryne, D. (2007). Teaching Writing Skill. London: Longman Group Ltd.

Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing. 12, 267-296

Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners' writing skills: Problems, factors and suggestions. Journal of Education and Social Sciences. 4 (2): 1, 81-92

Faroha, D. N., Muslem, A., & Fajrina, D. (2016). Teacher's feedback on students' writing. Research in English and Education (READ). 1 (1), 34-43

Hakimi, M. (2020). Teacher written feedback in EFL classroom: Abu hayyan al-Tawhidi high school- Kenitra, Morocco- as a case study. International Journal for Innovation Education and Research. 8 (7), 226-248

Hyland, F. & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing. 10 (3), 185-212

Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.

Ismail, N., Maulan, S. & Hasan, N. H. (2008). The impact of teacher feedback on ESL students' writing performance. Academic Journal of Social Studies. 8 (1), 45-54

Isnawati, I., Sulistyo, G. H., Widiawati, U. & Suryati, N. (2019). Impacts of teacher-written corrective feedback with teacher-student conference on students' revision. International Journal of Instruction. 12 (1), 669-684

Iswandari, Y. A. (2016). Written corrective feedback in writing class: Students' preferences and types of errors. Jurnal Penelitian. 1-9.

Javed, M., Juan, W. X., & Nazli, S. (2013). A study of students' assessment in writing skills of the English language. International Journal of Instruction. 6 (2), 130-144

Keh, C. (1990). Feedback in the writing process: A model and methods for implementation. ELT Journal. 4 (44), 294-304

Nelson, G., & Murphy, J. M. (1993). Peer response group: Do L2 writers use peer comments in revising their drafts? TESOL Quarterly. 27 (1), 135-141. doi: 10.2307/3586965.

Nunan, D. (2003). No title practical English language teaching. Singapore: Mc Graw Hill.

Razali, R., & Jupri, R. (2014). Exploring teacher written feedback and student revisions on ESL students' writing. IOSR Journal of Humanities and Social Science (IOSR-JHSS). 19 (5), 63-70

Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly. 46 (2), 327-369

Srichanyachon, N. (2012). Teacher written feedback for L2 learners' writing development. Journal of Social Sciences, Humanities and Arts. 12 (1), 7-17

Umar, A. M. (2018). The impact of assessment for learning on students’ achievement in English for specific purposes: A case study of pre-medical students at Khartoum University: Sudan . English Language Teaching. 11 (2), 15-25

Wen, Y. (2013). Teacher written feedback on L2 student writings. Journal of Language Teaching and Research. 4 (2), 427-431


Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 U-JET

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.