EXPLORING THE STUDENTS’ PERCEPTIONS OF THE TEACHER’S

CORRECTIVE FEEDBACK ON ENGLISH WRITING ASSIGNMENTS:

A DESCRIPTIVE CASE STUDY IN A JUNIOR HIGH SCHOOL IN
KARAWANG

A RESEARCH PROPOSAL

Submitted to fulfill the requirements for thesis writing at English Education

Department of Faculty of Educational Science and Teacher’s Training

Siliwangi University

NURAZZIZAH PERMATA SHOLEHAH

172122118

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS’

TRAINING

SILIWANGI UNIVERSITY

TASIKMALAYA

2023
 APPROVAL SHEET

EXPLORING THE STUDENTS’ PERCEPTION OF THE TEACHER’S

CORRECTIVE FEEDBACK TO THEIR ENGLISH WRITING
ASSIGNMENTS

NURAZZIZAH PERMATA SHOLEHAH

172122118

Approved by:

Supervisor I, Supervisor II,

Dr. Soni Tantan Tandiana, S.Pd. Fuad Abdullah, S.Pd., M.Pd.

NIDN. ? NIDN. 0028038901

i
 PREFACE

It is with utmost reverence and a profound sense of purpose that I undertake the
exploration of students' perceptions concerning the teacher's corrective feedback
on English writing assignments. This thesis proposal delves into the domain of
language learning and pedagogy, with a particular focus on nurturing writing
proficiency among students in a junior high school in Karawang, Indonesia.
Driven by an ardent desire to make a meaningful contribution to the field of
English education, this research endeavors to illuminate students' feedback
preferences, attitudes, and appraisals of the efficacy of corrective feedback
practices. This thesis proposal bears witness to an exhaustive review of existing
literature, drawing on insights from eminent language experts, both on the
national and international front, who have delved into the intricacies of feedback,
motivation, and writing pedagogy. The invaluable guidance of my esteemed thesis
advisor and unwavering support from my university faculty have been
instrumental throughout this research endeavor.

Tasikmalaya, March 2023

Nurazzizah Permata Sholehah

172122118

ii
 ACKNOWLEDGMENTS

I am deeply grateful and honored to express my heartfelt appreciation to all those

who have contributed to the realization of this thesis proposal entitled “Exploring
the Students’ Perception of the Teacher’s Corrective Feedback to Their English
Writing Assignments. Without their unwavering support, guidance, and
encouragement, this research endeavor would not have come to fruition. This
proposal is intended to be submitted to the English Education Department, Faculty
of Educational Sciences and Teachers’ Training, Siliwangi University, as partial
fulfillment of the requirements of the Research Seminar Proposal.
On this occasion, I would like to express my sincere gratitude to:

1. Head of English Education Department, Faculty of Educational

Sciences and Teachers’ Training, Siliwangi University, Tasikmalaya,
2. Dr. Soni Tantan Tandiana, S.Pd as the first supervisor whose expertise,
patience, and insightful feedback have been instrumental in shaping
the direction of this research,
3. Fuad Abdullah, S.Pd., M.Pd. as the second supervisor whose profound
knowledge and guidance have enriched my insight,
4. All lecturers of the English Education Department, Faculty of
Educational Sciences and Teachers’ Training, Siliwangi University,
Tasikmalaya.
To conclude, I would like to express my deepest gratitude to all parties
involved for their unwavering support, understanding, and encouragement
throughout this research journey.

Tasikmalaya, March 2023

iii
 The Writer

TABLE OF CONTENTS

APPROVAL SHEET ……………………………………………………… i

PREFACE ………………………………………………………………… ii
ACKNOWLEDGMENT …………………………………………………. iii
TABLE OF CONTENTS ………………………………………………… iv
LIST OF TABLES ……………………………………………………….. v
LIST OF ENCLOSURE …………………………………………………. vi
1. Background of the Study ………………………………………… 1
2. Formulation of the Problem ……………………………………… 3
3. Operational Definition …………………………………………… 3
4. Aims of the Research …………………………………………….. 4
5. Significances of the Research ……………………………………. 4
6. Literature Review ………………………………………………… 5
7. Research Procedure ………………………………………………. 10
7.1 Method of the Research ………………………………………. 10
7.2 Focus of the Research ………………………………………… 10
7.3 Setting and Participants ………………………………………. 11
7.4 Technique of Collecting the Data ……………………………. 11
7.5 Technique of Analyzing the Data …………………………….. 13
7.6 Steps of the Research …………………………………………. 15
7.7 Time and Place of The Research ……………………………… 16
REFERENCES …………………………………………………………... 18

ENCLOSURES …………………………………………………………… 21

iv
 LIST OF TABLES

Table 1. Steps of the Research …………………………………………….. 14

Table 2. Time of the Research ……………………………………………. 15

v
 LIST OF ENCLOSURES

Enclosures 1. Participant Consent ………………………………………… 21

Enclosures 2. Interview Questions ………………………………………... 23

vi
 1

1. Background

Writing proficiency is a critical skill for students to excel in academic and

professional domains (Ferris, 2003). In the context of English language learning,
effective writing skills are essential for students to communicate ideas coherently
and convey their thoughts with precision. One of the significant factors
contributing to students' writing development is the feedback they receive from
their teachers.

Corrective feedback, in particular, plays a crucial role in addressing

students' errors and providing guidance for improvement. According to Carless
and Winstone (2020), feedback is one of the most powerful influences on student
achievement, with corrective feedback being a significant component of effective
feedback practices. They emphasize that for feedback to be impactful, students
must perceive it as relevant and actionable. Therefore, gaining insights into
students' perceptions of teacher corrective feedback is essential in tailoring
feedback strategies that align with their needs and preferences, fostering a positive
and constructive feedback environment (Li, 2020). By understanding how
students interpret and respond to corrective feedback, educators can better support
their writing development and enhance the overall effectiveness of feedback
practices in English language education (Li, 2020). This thesis proposal aims to
explore the students' perception of the teacher's corrective feedback on English
writing assignments in a junior high school in Karawang, to gain insights into
students' feedback preferences, attitudes, and the perceived effectiveness of
corrective feedback practices.

The significance of teacher corrective feedback in the context of English

writing instruction has been widely acknowledged in the literature. Research by
Ferris (2006) highlights the positive impact of corrective feedback on students'
writing accuracy and development. However, the effectiveness of feedback
depends on students' reception and utilization of the feedback provided.
Therefore, understanding how students perceive and interpret corrective feedback
 2

is crucial in enhancing feedback practices and fostering students' writing growth.

By exploring the students' perception of corrective feedback through in-depth
interviews, this thesis proposal aims to contribute to the existing body of
knowledge on effective feedback practices in English writing instruction.

While several studies have explored the role of teacher corrective feedback
on students' writing development, there is a notable research gap regarding the
specific focus on students' perceptions and attitudes towards corrective feedback.
Existing research has predominantly emphasized the types and frequency of
feedback provided by teachers, but there is limited research that delves into
students' perspectives on the usefulness and impact of corrective feedback.
Several researchers have highlighted the significance of corrective feedback in
students' writing development. For instance, a study by Rohmah and Halim (2023)
examined the use of oral corrective feedback. Their research provided insights
into how beneficial the feedback to the students’ writing improvement.
Additionally, a study by Koltovskaia (2020) explored the student engagement
with automated written corrective feedback, Grammarly, implementation in their
writing drafts. Furthermore, a study by Li and Vuono (2019) focused on research
on the use of oral and written corrective feedback in the past 25 years in System –
a name of journal platform. However, their research did not involve students’
perception that it would make the main difference of this thesis.

2. Formulation of the Problem

The question of the research is: What are the students’ perceptions of the
written corrective feedback from the teacher on the students’ English writing
assignments?

3. Operational Definitions

To avoid misunderstanding the terms set out in this study, the researcher
provides two definitions related to this study as follows:
 3

3.1 Corrective Feedback: Corrective feedback refers to the information or

guidance provided by teachers to students to address and correct errors or
mistakes in their language production, particularly in written or spoken
language tasks. The purpose of corrective feedback is to help students
identify and rectify language inaccuracies, promoting language development
and improvement. This feedback may involve explicit corrections, hints, or
suggestions to assist students in refining their language usage and fostering
their language learning process.

3.2 Students’ Perception: Students' perception refers to the subjective

understanding, interpretation, and awareness that students hold regarding
various aspects of their educational experiences, including teaching methods,
learning materials, assessment, and interactions with teachers and peers. It
encompasses students' beliefs, attitudes, feelings, and viewpoints about their
learning environment, learning tasks, and their own abilities. Understanding
students' perception is crucial as it can significantly impact their motivation,
engagement, and learning outcomes, influencing their overall academic
performance and progress in their educational journey.

4. The Aims of the Research

This study aims to investigate students’ perceptions of the written corrective
feedback from the teacher on the students’ English writing assignments.

5. The Significance of the Study

4.1[5.1] Theoretical Contributions: Theoretically, it contributes by providing
a comprehensive understanding of students’ perception of teacher’s
corrective feedback on their writing assignments. By examining various
theoretical frameworks, this study expands the theoretical foundations of
feedback research in the context of writing instruction. It provides insights
into the factors that shape students' perception, the nature of effective
feedback, writing motivation, engagement, and skill development.
 4

4.2[5.2] Practical Contributions: Practically, this research offers valuable

implications for educational practitioners, including teachers, curriculum
designers, and administrators. By investigating the actual students’
perceptions of teacher’s corrective feedback on their writing assignments,
it provides practical insights into the challenges and opportunities
associated with providing effective feedback in the English writing
classroom. The findings shed light on best practices for designing and
delivering feedback that enhances students' writing performance and
fosters their autonomy and metacognitive development. This knowledge
can inform the development of evidence-based strategies and instructional
resources that can be utilized to improve writing instruction and enhance
students' writing skills across educational settings.
4.3[5.3] Empirical Contributions: Empirically, this research contributes by
generating new empirical evidence on students’ perceptions of teacher’s
corrective feedback on their writing assignments. Through interviews, it
gathers comprehensive and rich data on feedback practices, students'
perspectives, and the immediate effects of feedback on writing
performance. The empirical findings provide robust evidence for the
effectiveness of certain feedback approaches, the challenges faced by
teachers in providing feedback, and the benefits of specific feedback
strategies in promoting students' writing development. These empirical
insights enhance our understanding of the complex dynamics of feedback
in the English writing context and provide a foundation for evidence-based
decision-making in writing instruction.

6. Literature Review
5.1[6.1] Writing Process
The writing process refers to the series of steps and activities that
writers undertake to produce written content. It is a systematic approach that
helps writers organize their thoughts, refine their ideas, and communicate
effectively with their intended audience. Bereiter and Scardamalia (2006)
 5

proposed the knowledge-transforming model as a process-oriented theory of

writing. According to this model, writing involves the transformation of
knowledge and the construction of new understanding through the act of
writing itself. They argue that writing is not just a means of communicating
pre-existing knowledge but rather a process that facilitates the development of
new ideas and deeper understanding.

In the knowledge-transforming model, writers engage in a process of

knowledge construction, which involves problem-solving, argumentation, and
reflection. Writers actively use writing as a tool for thinking and learning. They
engage in iterative cycles of planning, drafting, revising, and reflecting to
refine their ideas and generate new insights.

A writing model is a structured framework or theoretical approach that

describes the process and elements involved in creating written content. It
provides writers with guidelines and insights on how to effectively plan,
organize, and communicate their ideas, leading to more coherent and
compelling writing outcomes. Graham and Harris (2000) propose a Model of
Writing that comprises three main components: the writing goals, the writing
process, and the writing strategies. According to their model, writers engage in
goal setting, planning, translating, and revising during the writing process.

In the goal setting phase, writers establish the purpose and audience of
their writing, which influences their content and organization choices. Planning
involves generating and organizing ideas, outlining the structure, and setting a
writing timeline. The translating phase focuses on transforming ideas into
written text, emphasizing sentence construction, vocabulary choice, and
paragraph development. Finally, revising entails evaluating and improving the
content, organization, and clarity of the text.

Writing feedback is crucial as it provides valuable insights from others'

perspectives, helping writers identify areas of improvement and refine their
work. Constructive feedback not only enhances the quality of the writing but
 6

also fosters growth, confidence, and a deeper understanding of one's own

writing style and voice. Bereiter and Scardamalia (2006) highlight the
importance of feedback in supporting the knowledge-transforming process.
They argue that feedback should focus not only on surface-level corrections
but also on providing guidance and support for knowledge construction.
Feedback that encourages deep reflection, challenges assumptions, and
prompts further inquiry can foster the growth of new knowledge and enhance
the quality of writing.

In conclusion, the writing process is a systematic and dynamic

approach that empowers writers to organize their thoughts, refine their ideas,
and effectively communicate with their audience.

5.2[6.2] Students’ Writing Motivation

Motivation theory plays a significant role in understanding students'
engagement and persistence in writing tasks. Self-Determination Theory
(SDT), proposed by Deci and Ryan (2000), offers insights into the motivational
aspects of writing. SDT suggests that intrinsic motivation, which stems from
students' inherent interest and satisfaction in writing, is crucial for promoting
meaningful engagement and quality writing outcomes. Intrinsic motivation can
be nurtured by supporting students' need for autonomy, competence, and
relatedness in the writing process. Additionally, Achievement Goal Theory,
developed by Dweck (2000), focuses on students' goal orientation and the
impact it has on their writing motivation and achievement. Students with a
mastery-oriented goal orientation strive for personal improvement and mastery
of writing skills, while those with a performance-oriented goal orientation
focus on outperforming others. Understanding students' motivation in writing
can inform instructional strategies that foster intrinsic motivation, create
supportive writing environments, and promote goal orientations that encourage
learning and growth (Deci & Ryan, 2000; Dweck, 2000).
Self-belief is important in writing since it is the unwavering confidence
and trust in one's abilities, potential, and worth, serving as a driving force to
 7

pursue goals. Bandura (2006) emphasizes the role of self-beliefs in writing

motivation. According to this theory, students who have high self-efficacy
beliefs in writing perceive themselves as capable of successfully completing
writing tasks and overcoming writing challenges, which in turn enhances their
motivation and performance. Furthermore, Flow Theory, introduced by
Csikszentmihalyi (2008), highlights the importance of achieving a state of
optimal challenge and engagement in writing. When students experience a state
of flow, characterized by a balance between the perceived difficulty of the
writing task and their own skill level, they are motivated to immerse
themselves in the writing process, leading to enhanced performance and
enjoyment. Understanding these motivational theories, particularly self-
efficacy and flow, can inform instructional practices that foster students' self-
beliefs, provide appropriate challenges, and create engaging writing
experiences (Bandura, 2006; Csikszentmihalyi, 2008). In conclusion,
recognizing the significance of self-belief in the writing process and its
connection to motivational theories like self-efficacy and flow can guide
educators in implementing instructional strategies that nurture students'
confidence, foster optimal challenges, and create enriching writing
experiences, ultimately leading to improved performance and enjoyment in
writing tasks.
Setting specific and challenging goals is crucial in motivating students
during the writing process as it provides a clear direction and purpose, enabling
them to focus their efforts and energies. Such goals create a sense of
accomplishment when achieved, fostering a positive feedback loop that boosts
self-confidence and encourages students to take on more ambitious writing
tasks and continuously improve their writing skills. Locke and Latham (2002)
emphasize the importance of setting specific and challenging goals to motivate
students in the writing process. When students set clear writing goals and
receive feedback on their progress, they are more likely to be motivated to
achieve those goals. By incorporating goal-setting practices into writing
 8

instruction, educators can enhance students' focus, effort, and perseverance in

their writing tasks.

In conclusion, embracing the practice of setting specific and

challenging goals in writing instruction can significantly enhance students'
motivation, focus, and perseverance in the writing process. By providing
students with a clear direction and purpose and fostering a positive feedback
loop through goal achievement, educators can empower students to become
more confident, skilled, and enthusiastic writers.

5.3[6.3] The importance of Writing Assessment and Feedback

Writing Assessment and Feedback play vital roles in promoting effective

writing instruction and supporting students' writing development. Various
theories proposed by experts provide insights into effective assessment
practices and the role of feedback in enhancing students' writing skills. Broad
and Murphy (2005) proposed a holistic model of writing assessment,
emphasizing the evaluation of multiple dimensions of writing, including
content, organization, language use, and mechanics. Their model advocates for
a comprehensive analysis to provide meaningful feedback that guides students'
improvement. In a similar vein, Hamp-Lyons and Condon (2000) advocated for
a genre-based approach to writing assessment, which focuses on evaluating
writing in relation to the conventions and expectations of specific genres or
discourse communities. This approach recognizes the importance of
understanding genre characteristics and provides targeted feedback to help
students meet genre expectations.

In writing, a theoretical framework refers to the underlying structure of

ideas, concepts, and principles that guide the analysis, interpretation, and
organization of information, allowing writers to approach their topics with a
coherent and informed perspective. Hyland (2003) developed a theoretical
framework for understanding feedback in writing based on the concept of
metadiscourse. His theory highlights that feedback is not solely focused on
 9

error correction but also on providing guidance and commentary on rhetorical

choices, reader engagement, and textual organization. According to Hyland,
effective feedback should develop students' metadiscursive awareness and
enhance their writing skills.

Integrating these theories, effective writing assessment involves a holistic

evaluation of multiple dimensions of writing, considering genre expectations
and providing feedback that addresses both surface-level errors and higher-
order aspects of writing. It emphasizes providing guidance on rhetorical
choices, organization, and reader engagement, promoting students'
metadiscursive awareness (Broad & Murphy, 2005; Hamp-Lyons & Condon,
2000; Hyland, 2003). In conclusion, adopting a theoretical framework that
encompasses multiple dimensions of writing and incorporates metadiscourse-
based feedback can lead to more effective writing assessment, fostering
students' awareness of rhetorical choices and enhancing their overall writing
skills.

By incorporating these theories into writing instruction and assessment

practices, educators can provide targeted feedback that supports students'
writing development, enhances genre awareness, and fosters competence.
Understanding the role of assessment and feedback in the writing process
contributes to the effective teaching of writing and helps students become
proficient and confident writers.

5.4[6.4] Students’ Perceptions on the Teacher’s Feedback

Students' perception of teacher feedback plays a crucial role in shaping

their response to feedback and its impact on their writing development. Hattie
and Timperley (2007) emphasize the significance of students' perceptions of
feedback quality and their understanding of how to use feedback to improve
their writing. Students' beliefs about the effectiveness of teacher feedback can
influence their motivation, engagement, and willingness to engage in the
writing process. By investigating students' perceptions of teacher feedback, this
 10

study aims to uncover students' perspectives on the usefulness, clarity, and

relevance of feedback provided by their teachers. The findings will shed light
on the factors that contribute to students' receptivity to feedback and inform
instructional strategies that can enhance the effectiveness of feedback in
promoting writing improvement.

There are several thoughts about students’ perception on getting

feedback. According to Nicol and Macfarlane-Dick (2006), students'
perception of feedback is central to its impact on their learning and
development. Their formative feedback model highlights the importance of
creating a feedback-rich environment that fosters students' self-regulation and
active engagement with feedback. Students' perceptions of feedback
effectiveness are influenced by factors such as the timeliness, specificity, and
individualization of feedback. This research will explore students' perspectives
on the timing and frequency of feedback, as well as their preferences for
written or verbal feedback. By understanding students' perceptions of feedback,
educators can tailor feedback approaches that align with students' preferences
and learning styles, thereby enhancing the receptivity and utilization of
feedback in the writing process.

The socio-emotional aspects of feedback are also crucial in shaping

students' perceptions and responses. Shute (2008) highlights the impact of
feedback on students' emotional states and motivation. Positive feedback
experiences can foster a sense of competence and self-efficacy, motivating
students to engage more actively in the writing process. Conversely, feedback
that is perceived as overly critical or punitive can lead to decreased motivation
and avoidance of writing tasks. This study will investigate students' emotional
responses to feedback and their attitudes towards the feedback process. By
examining the emotional dimensions of feedback, educators can design
feedback practices that create a supportive and encouraging learning
environment, promoting students' willingness to take risks and invest effort in
their writing.
 11

In conclusion, students' perception of teacher feedback plays a pivotal

role in shaping their response to feedback and its impact on their writing
development. By understanding students' perspectives on feedback
effectiveness, timing, and emotional aspects, educators can tailor feedback
approaches that foster receptivity, motivation, and active engagement in the
writing process, ultimately promoting students' writing improvement and
growth.

7. Research Procedures
6.1[7.1] Method of the Research

A descriptive study, as defined by Neuman (2014), serves as a

comprehensive approach to investigate and understand the multifaceted
phenomenon of students' perceptions towards teacher corrective feedback in
English writing assignments. This study aims to capture various dimensions of
students' viewpoints, attitudes, and responses to the corrective feedback they
receive by systematically observing and recording it. This method is employed
since it is driven by the need to unravel the intricacies underlying students'
reactions to feedback, explore potential patterns, and discern factors
influencing their engagement.

Through qualitative interviews and data collection, in line with Creswell's

(2013) methodology, the study involves directly interacting with participants to
gather their authentic perspectives. These perspectives are then meticulously
analyzed using established qualitative methods, as highlighted by Patton
(2015), allowing for a thorough exploration and presentation of the intricate
dynamics that contribute to students' perceptions.

By employing a descriptive study approach, inspired by the works of these

experts and grounded in Neuman's definition, this research aims to provide a
 12

holistic and nuanced depiction of how students perceive teacher corrective

feedback, thereby laying a foundation for future research and fostering an
informed pedagogical environment.

6.2[7.2] Focus of the Research

The focus of this thesis proposal is to explore the perceptions of students
regarding the teacher's corrective feedback on English writing assignments at
A junior high school in Karawang, aiming to gain insights into students'
feedback preferences, attitudes, and the perceived effectiveness of corrective
feedback practices. Through an in-depth exploration of students' perspectives,
this research seeks to contribute to the realm of language education by
fostering a deeper understanding of effective feedback strategies and their
potential impact on students' writing development and motivation.

6.3[7.3] Setting and Participants

The setting of this descriptive case study is at SMP Negeri 1
Rengasdengklok, Karawang, a secondary public school located in a suburban
area. The rationale for selecting SMP Negeri 1 Rengasdengklok as the research
site is informed by a preliminary interview conducted with an English teacher
at the school. This interview provided valuable insights into the school's
approach to English language education, particularly its emphasis on writing
skills and the implementation of corrective feedback strategies.
The participants of this study will comprise students from a certain class of
the second-grade level at the school. A purposive sampling technique will be
thoughtfully employed to ensure the inclusion of students with diverse
proficiency levels, genders, and writing abilities. Prior to participation, both the
school administration and the students will grant informed consent, upholding
ethical considerations and safeguarding participants' rights and confidentiality.
Through this rigorous selection process, the study aims to uphold the integrity
of the research and the ethical treatment of participants, while the school's
selection is guided by the insights from the preliminary interview, aligning the
research's objectives with the real-life educational practices.
 13

6.4[7.4] Technique of Collecting Data

This research will employ a semi-structured interview. A semi-structured
interview is a qualitative research method that combines predetermined
questions with the flexibility to explore and probe deeper into participants'
responses (Creswell, 2019). Since its flexibility, this descriptive case study
aims to explore students' perceptions of the teacher's corrective feedback on
English writing assignments at SMP Negeri 1 Rengasdengklok, Karawang. The
semi-structured interview approach allows for a flexible yet systematic
exploration of participants' experiences, providing valuable insights into their
perspectives. The steps are as follows:

1. Participant Selection
Adhering to the principles of semi-structured interviews, a purposive
sampling technique will be employed to select a diverse group of students from
a certain class at the second-grade level. The selection is also based on the
consideration of the English subject they are taking, and the teacher’s habit in
giving corrective feedback found from the preliminary interview result. This
sampling approach ensures the inclusion of participants with varying language
proficiency levels and writing abilities, enriching the study's
comprehensiveness.

2. Interview Protocol Development

The development of the interview protocol will be guided by the research
objectives and relevant literature on corrective feedback and writing
instruction. The semi-structured format allows for a combination of open-
ended questions and predetermined questions, enabling participants to share
their experiences and perceptions while ensuring consistency across interviews.

3. Pilot Testing
Prior to the main data collection, a pilot study will be conducted with a
small group of students to test the effectiveness and clarity of the interview
 14

questions. The insights gained from the pilot study will inform necessary
refinements to enhance the interview protocol's quality.

4. Informed Consent and Ethical Considerations

Following ethical guidelines, informed consent will be obtained from the
school administration and students. Participants will be provided with
information about the study's purpose, voluntary participation, and the
confidentiality of their responses, ensuring their rights and well-being are
protected.

5. Conducting Semi-Structured Interviews

In accordance with the principles of semi-structured interviews, one-on-
one interviews will be conducted with each participant. The semi-structured
format allows for flexibility, allowing the interviewer to explore emergent
themes while maintaining consistency across interviews.

7.5 Technique of Analysing Data

Thematic analysis, as recommended by Braun and Clarke (2006), will be
employed to analyze the interview data collected in this descriptive case study.
Thematic analysis is a flexible qualitative research approach for identifying,
analyzing, and reporting patterns (themes) within data. This method allows for an
in-depth exploration of participants' perceptions, attitudes, and experiences
regarding the teacher's corrective feedback on English writing assignments. The
steps are as follows:

1. Familiarization with Data

The audio-recorded interviews will be transcribed verbatim, and the
researchers will immerse themselves in the data to gain a comprehensive
understanding of participants' responses and narratives.

2. Generating Initial Codes

 15

The researcher will conduct line-by-line coding of the transcribed data,

identifying meaningful units and generating initial codes that capture key concepts
and ideas.

3. Searching for Themes

The initial codes will be reviewed and collated to identify potential themes.
The researcher will explore similarities and differences in the data to develop a
preliminary set of themes.

4. Reviewing and Defining Themes

The researcher will iteratively review, refine, and define the identified
themes. Themes will be organized based on their coherence and relevance to the
research objectives.

5. Mapping and Refining Themes

The researcher will map relationships between themes, examining how they
intersect and influence each other. This iterative process will lead to the
refinement and fine-tuning of themes.

7.6 Steps of the Research

The following table contains the steps of the research:

Table 1. Step of the Research

Steps Description
Identifying the problem The research problem addressed in this
study stems from the pressing need to
understand students' perceptions of the
teacher's corrective feedback on English
writing assignments at A junior high
school in Karawang. While corrective

Reviewing Literature
Objectives and research questions
Collecting the data
Analysing the data
Writing the report
7.7 Time and Place of the Research
16
feedback plays a crucial role in language
learning, limited research has specifically
explored students' perspectives in the
Indonesian context.
To support this research, the researcher
examined various literature sources
concerning the subject, including books
and research articles.
The study examined the students’
perception on corrective feedback given
by the teacher.
The data will be gathered through semi-
structured interviews, which are well-
suited for uncovering qualitative trends
and issues not previously known and for
exploring novel areas of research interest
(Partridge et al., 2010).
This research will employ a thematic
analysis proposed by Braun and Clarke
(2006) in that it is an analytical
procedure to analyze, manage, represent
and inform themes contained in a data
set.
Once all the aforementioned steps have
been completed, the analyzed data will
be interpreted before being presented as
the study's findings.
 17

This research will be conducted at A junior high school in Karawang, West

Java, Indonesia. Starting from research proposal writing, research proposal
examination, data collection, data analysis, report, and thesis examination based
on the research schedule made.

Table 2. Time of the research

No. Description Feb- May June July Aug Sep

Sep
2023 2023 2023 2023 2023 2023

1. Research
proposal writing

2. Research
proposal
examination
3. Data collection

4. Data analysis

5. Report

6. Thesis
examination
 18

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Arifin, Z. (2007). Teacher corrective feedback in the teaching of writing: A case
study in a senior high school. TEFLIN Journal, 18(1), 1-13.

Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T.

Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337).
Information Age Publishing.

Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age:
Design-centered models of teaching and instruction. In K. Sawyer (Ed.),
The Cambridge Handbook of the Learning Sciences (pp. 695-710).
Cambridge, UK: Cambridge University Press.

Bitchener, J., & Ferris, D. (2012). Written corrective feedback in second language
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ENCLOSURES

Enclosure 1. Participant Consent form

I_____________, agree to participate in the research project entitled

EXPLORING THE STUDENTS’ PERCEPTION OF THE TEACHER’S
CORRECTIVE FEEDBACK ON ENGLISH WRITING ASSIGNMENTS: A
DESCRIPTIVE CASE STUDY IN A JUNIOR HIGH SCHOOL IN
KARAWANG
conducted by ___________ who has discussed the research project with me.

I have received, read , and kept a copy of the information letter/plain

language statement. I have had the opportunity to ask questions about this
research and I have received satisfactory answers. I understand the general
purposes, risks , and methods of this research. I consent to participate in the
research project and the following has been explained to me:

● The research may not be of direct benefit to me

● My participation is completely voluntary

● My right to withdraw from the study at any time without any

implications for me
● The risks including any possible inconvenience, discomfort or harm as
a consequence of my participation in the research project
● The steps that have been taken to minimize any possible risks

● Public liability insurance arrangements

● What I am expected and required to do

 22

● Whom I should contact for any complaints about the research or the
conduct of the research
● I can request a copy of the research findings and reports

● Security and confidentiality of my personal information.

In addition, I consent to:

● Audio recording of any part of or all research activities (if applicable)

● Publication of results from this study on the condition that my identity

will not be revealed.

Name:

____________________________

Signature:

____________________________

Date:

____________________________
 23

Enclosure 2. Interview Guideline

The following interview guideline is adapted from Carless (2021) related

to students’ perspective and corrective feedback. The indicators are listed in the
following description.

Feedback Reception: Assessing the frequency and types of corrective feedback

students receive on their English writing assignments from teachers.

Feedback Preference: Identifying students' preferred methods of receiving

feedback, such as written comments, verbal feedback, or peer feedback, and
explore the reasons behind their preferences.

Perceptions of Corrective Feedback: Investigating how students interpret and

understand the corrective feedback provided by teachers, including their
perceptions of its purpose and significance in their writing development.

Feedback Impact: Examining the perceived impact of corrective feedback on

students' writing skills and language proficiency, identifying any improvements or
changes in their writing performance.

Feedback Utilization: Assessing how students utilize corrective feedback to

revise and enhance their writing, and explore the strategies they employ to
implement the feedback into their writing process.
 24

Feedback Strategies: Identifying the specific corrective feedback strategies

preferred by students, such as explicit explanations, exemplars, or scaffolding, and
examine their efficacy from the students' perspective.

Challenges and Support: Exploring any challenges students encounter in

understanding and applying corrective feedback to their writing, and inquire about
the support they believe would assist them in effectively using feedback.

Attitudes towards Feedback: Understanding students' attitudes and emotions

regarding corrective feedback, including feelings of motivation, confidence, or
perceived barriers in accepting and applying feedback.

Teacher-Student Interaction: Examining the students' perceptions of teacher-

student interactions during feedback discussions, including the level of
engagement, approachability of the teacher, and opportunities for seeking
clarification.

Suggestions for Improvement: Encouraging students to provide suggestions and

recommendations for enhancing the effectiveness of corrective feedback practices
in English writing assignments, offering insights for potential pedagogical
improvements. The interview indicators aim to guide the inquiry into students'
perceptions of corrective feedback, facilitating a comprehensive exploration of
their experiences, attitudes, and preferences within the context of English writing
assignments.