Author (Penulis)

Faridatun Ni'mah
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

12.1.01.08.0192

Abstract

The Teacher Written Feedback in Teaching Writing at the Tenth Grade at SMAN 3 Kediri in Academic Year 2015/2016 ABSTRACT Writing is a productive skill which doesn’t come naturally or automatically, but through much effort, training, instruction, practice and need continous feedback. This study intends to investigate the types and techniques of written feedback which are used in teaching writing and to examine the engagements of students toward written feedback. To reveal those statements, the writer conducted this study from the teacher and the students’ point of view. In accordance with the aims above, a qualitative-case study was implemented. The subjects of this research were an english teacher and the tenth grade students at SMAN 3 Kediri who got the activity of getting feedback in teaching writing. One class that consists of 30 students had been chosen. The data was gathered using three instruments; observation, interview and documentation. The study found that there were three types of written feedback that were applied in the class. They were peer feedback, conferences, and written comments. The teacher also used two written feedback techniques in teaching writing, they were; responding and coding. But even the teacher applied all the types and techniques, she did not apply each stage of feedback completely. There were some criterias of students’ engagements. They were behavioral engagement; the students were happy and thankful to get written feedback, cognitive engagement; could make the students have better in writing and better structure, and emotional engagement; the students could have good relation with the teacher. Those findings can be identified that the teacher applied all of the written feedback types and techniques but each of them was not applied completely, beside the students gave positive engagements toward written feedback. Due to these findings, the writer gives recommendation for the other researcher suggests to investigate the data about the teacher’s responds toward written feedback and also the factors which support and weaken the written feedback. Keywords: Teaching Writing, Written Feedback, Engagement.

Keyword

a

Reference

PUBLISHED

2016-08-15

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

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