Author (Penulis)

HIDAYATUL SURYADEWI
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

13.1.01.08.0052

Abstract

ABSTRACT Writing is a productive skill that needs more attention since it does not come naturally, so it needs continuous feedback. This study focuses on its goal to describe the ways how written feedback implemented, the functions of written feedback, and the students’ responses toward written feedback. This study was a qualitative-case which had the eleventh grade students and the English teacher of MA Arrahmah Kediri as the subjects. This study also employed three instruments to collect the data namely interview, observation, and document analysis. There were three phases in analyzing the data namely data reduction, data display, and conclusion drawing. The observation, interview, and document analysis were used to describe the ways how written feedback implemented. The result showed the teacher gave direct and indirect feedback. Then, the interview wa s conducted to identify the functions of written feedback and the students’ responses toward written feedback. For the functions of written feedback, the result was written feedback could save teacher’s time and energy, enhance student’s writing, and motivate to revise. For the students’ responses toward written feedback, the result showed the high achievers kept using direct and indirect feedback and the mid and low achievers ignored coded feedback. In conclusion, to decide the best way to give written fee dback was influenced by the students with different English level proficiency’s writing. The writer suggests the teacher should distinguish between the low and high achievers in giving coded feedback so the students can get appropriate written feedback and use it optimally to revise. KEYWORDS : Writing, Written Feedback, Functions, and Responses.

Keyword

a

Reference

PUBLISHED

2017-08-16

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

Vol. 01 No. 05 Tahun 2017

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