Khaerul Fadli Ahmad (Skripsi)

ENGLISH TEACHERS’ FEEDBACK ON STUDENTS’ WRITING WORK
IN THE NEW NORMAL ERA
A THESIS
BY:
KHAERUL FADLI AHMAD
17411020
MANDALIKA UNIVERSITY OF EDUCATION FACULTY OF CULTURE,
MANAGEMENT AND BUSINESS (FBMB)
ENGLISH DEPARTMENT
2021
i
ENGLISH TEACHERS’ FEEDBACK ON STUDENTS’ WRITING WORK
IN THE NEW NORMAL ERA
THESIS
Submit as the partial fulfillment of the requirement for the bachelor degree
of education at the Faculty of Culture, Management and Business
Mandalika University of Education
BY:
KHAERUL FADLI AHMAD
17411020
MANDALIKA UNIVERSITY OF EDUCATION FACULTY OF CULTURE,
MANAGEMENT AND BUSINESS (FBMB)
ENGLISH DEPARTMENT
2021
ii
iii
MOTTO AND DEDICATIONS
MOTTO
“Do not say you cannot do it before you try it”
DEDICATIONS
This thesis is dedicated to:
 The Almighty God, Allah Subhanahuwata’ala for giving health and
opportunity to complete this thesis.
 The last prophet of Islam Nabi Muhammad Sallallahualaihiwasalam
who becomes the best role model of human.
 My beloved parents (alm. H. Ahmad and Nikmah) for giving
uncountable support and love.
 My beloved sisters (Evi Wahyuni and Miftahul Indriana), thank you
for being best advisers in all my complaints and always support me.
 My beloved consultants Dr. Haerazi, M.Hum, and Dr. L. Ari Irawan,
S.E., M.Pd. thank you for your patience and the best guidance and
assistance during the process.
 All of the lecturers in UNDIKMA Mataram thank you for guiding and
teaching me.
iv
APPROVAL
This thesis entitled “ENGLISH TEACHERS’ FEEDBACK ON STUDENTS’
WRITING WORK IN THE NEW NORMAL ERA” has been approved to be
developed into thesis.
Mataram, 09 December 2021
First Consultant, Second Consultant,
Dr. Haerazi, M.Hum Dr. L. Ari Irawan, S.E., S.Pd., M.Pd

NIDN.0805058301 NIDN. 0818068102
Acknowledged by,
Dean of Faculty of Culture, Management and Business
Muliani, M.Pd
NIK. 495200312
v
RATIFICATION
This thesis entitled: ENGLISH TEACHERS’ FEEDBACK ON STUDENTS’

WRITING WORK IN THE NEW NORMAL ERA, has been approved by the
Board of Examiner as the requirements for the bachelor degree in English
Education.
Dr. Haerazi, M.Hum .…………………… (Chairman)

NIDN.0805058301
Dr. L. Ari Irawan, S.E., S.Pd.,M.Pd. …………………… (Member)

NIDN. 0818068102
Dira Permana, M.Pd …………………… (Member)
Acknowledged by,
Dean of Faculty of Culture, Management Head of English Language

and Business Education
Muliani, M.Pd. Heri Hidayatullah, M.Pd.

NIK.495200312 NIK.552121016
vi
STATEMENT OF ORIGINALITY
The Undersigned Below:
Name : Khaerul Fadli Ahmad

Student Number : 17411020
Study Program : English Department
Address : Dusun Lendang Gagak, Desa Sukadana, Kecamatan
Bayan, Kabupaten Lombok Utara, Provinsi Nusa
Tenggara Barat
I hereby certify that this thesis entitled: “English Teachers’ Feedback on Students’
Writing Work in the New Normal Era” is my own work submitted as the partial
fulfillment of requirements for bachelor degree of education (S.Pd) at the
Mandalika University of Education (UNDIKMA Mataram) and it has never been
submitted to any university for any other purposes. The works of others cited here
have been properly acknowledged in the bibliography section.
Khaerul Fadli Ahmad

NIM. 17411020
vii
ACKNOWLEDGMENT
Assalamualaikum wr.wb
Bismillahirrohmannirrahim, Praise to Allah SWT who has given His grace
and guidance to us, and I do not forget to give thanks to the prophet Muhammad
SAW who has brought us from the darkness into the lightness, so that I can
complete this proposal entitled “English Teachers’ Feedback on Students’ Writing
Work In the New Normal Era” in time. The purpose of writing this paper is to
qualify for S-1 at the University of Mandalika Mataram.
I would like to thank to my family who has given me support. I would like
to thank to my first supervisor Dr. Haerazi, M.Hum and second supervisor Dr. L.
Ari Irawan, SE.,S.Pd.,M.Pd who have guided me to finalize this thesis and
provide me with broad insights. Thank you to those who have helped me in
completing the thesis writing. I realized that my thesis is still far from by
perfectness, so I ask for the readers to give me suggestion.
Khaerul Fadli Ahmad
viii
ABSTRACT
KHAERUL FADLI AHMAD. English Teachers’ Feedback on Students’ Writing

Work in the New Normal Era (supervised by Dr. Haerazi, M.Hum and Dr. L. Ari
Irawan, S.E., S.Pd., M.Pd.)
Feedback is information from the teacher to the students regarding to the students’
error in learning process, and the purpose of feedback given by the teacher could
improve students’ abilities in learning. In learning writing, feedback from the
teacher is needed by the students to improve their writing skills. Writing is a
complex process, arranging several words into a sentence and arranging several
sentences into a paragraph is not an easy thing to do. In addition, in writing a
sentence, the correct words are needed so that the reader can easily understand the
intent written by the author. Thus, this study aims to find out what types of
feedback given by the teacher to students in this new normal era, and what types
of feedback can improve students' writing skills. This research used qualitative
descriptive research. For data collection, researcher used the interview notes,
study document, and observation. This study took two English teachers and eight
students. In this study, the researcher interviewed English teachers and students
regarding the feedback the teacher gave during this new normal era. The
researcher found that the teachers used two types of feedback i.e. oral and written
feedback in correcting students' writing assignments. In addition, the researcher
found that all students experienced improvement after they were given feedback
by the teacher. Most students’ perception about feedback given by the teachers,
oral feedback is very effective and can improve their writing quality.
Keywords: Feedback, Teachers’ Feedback, Writing
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TABLE OF CONTENTS
COVER
MOTTO AND DEDICATION.........................................................................iv
APPROVAL ....................................................................................................v
RATIFICATION..............................................................................................vi
STATEMENT OF ORIGINALITY.................................................................vii
ACKNOWLEDGEMENT................................................................................viii
ABSTRACT.....................................................................................................ix
TABLE OF CONTENTS.................................................................................x
CHAPTER I......................................................................................................1
INTRODUCTION............................................................................................1
A. Background of the Study......................................................................1
B. Research Questions...............................................................................4
C. Purpose of the Study.............................................................................5
D. Significant of the Study........................................................................5
E. Scope of the Study................................................................................5
F. Definition of Key Terms.......................................................................5
CHAPTER II....................................................................................................7
REVIEW OF RITERATURE...........................................................................7
A. Teachers’ Feedback..............................................................................7
1. Feedback...................................................................................7
2. Corrective Feedback.................................................................8
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a. Written Corrective Feedback........................................10
b. Oral Corrective Feedback.............................................14
3. Effective Feedback...................................................................16
a. Choosing Feedback Strategy.................................................17
b. How to Know Whether Teachers’ Feedback are Good........21
B. Writing.................................................................................................. 22
1. Strategy in Teaching Writing....................................................22
a. Collaborative Writing ..........................................................23
b. Flipped Learning...................................................................24
2. Writing Process.........................................................................26
a. The Steps of Writing Process................................................27
3. Writing Problem.......................................................................28
a. The Internal Problem in Writing...........................................28
b. The External Problem in Writing.........................................30
4. Previous Studies........................................................................31
5. Theoretical Framework.............................................................33
CHAPTER III...................................................................................................35
RESEARCH METHOD...................................................................................35
A. Research Design...................................................................................35
B. Subject of the Study..............................................................................36
C. Data and Source of Data.......................................................................37
D. Research Instruments............................................................................38
E. Technique of Data Collection...............................................................43
xi
F. Technique of Data Analysis..................................................................43
CHAPTER IV...................................................................................................49
RESEARCH FINDINGS AND DISCUSSION................................................49
A. Findings................................................................................................49
B. Discussions ..........................................................................................57
CHAPTER V....................................................................................................64
A. Conclusion............................................................................................64
B. Suggestion ............................................................................................65
BIBLIOGRAPHY.............................................................................................67
APPENDIX 1....................................................................................................69
APPENDIX 2....................................................................................................80
APPENDIX 3....................................................................................................84
APPENDIX 4....................................................................................................89
APPENDIX 5....................................................................................................97
xii
CHAPTER I
INTRODUCTION
A. Background of the Study
In learning process, feedback given by the teachers to the students which
aims to increase students’ motivation in learning is needed. With the feedback
given by the teacher, students’ interest in learning automatically increases. In
learning English for example, EFL teachers are required to provide feedback
to students, although the feedback is written or oral feedback. Oral feedback is
comments made by the teacher directly when the students’ error in their
performance and written feedback is comments made by the teacher in
students’ work sheet. Both oral and written feedbacks are important for
students to increase their knowledge, and this feedback very helpful for
students in learning process. Feedback is information given to students
regarding their abilities in activities towards achieving goals teaching in the
form of test scores, comments in assignments, and answer to questions
(Slameto in Anggraini, 2015; Cole & Chan in Febrianti, 2013). It means
feedback is information from the teacher to the students regarding to the
students’ error in learning process and the purpose of feedback given by the
teacher could improve students’ abilities in learning.
To improves students’ abilities need more feedback from the EFL teacher
in teaching and learning process. In line with this statement, Paul (2011)
expressed the opinion that feedback is to make the decision to identify the
error. The existence of feedback from the teacher can make it easier for
1
students to find their mistakes in learning activity. In addition, feedback is one
of the most powerful influences on learning and achievement, but this impact
can be either positive or negative (Hattie & Timperley, 2007: 81).
When the teacher provides positive feedback to their students, they will
automatically be more interested in learning, and can easier to understand the
learning material that the teacher conveyed in classroom, (Hamre & Pianta,
2001; O’Connor & McCartney, 2007). While, negative feedback can make
students lack motivation in learning for reason of being afraid of the teacher
(Brockner, Derr, & Laing, 1987; Weidinger, Spinath, & Steinmayr, 2016).
Furthermore, according to Hattie and Timperley (2007: 81), feedback is
conceptualized as information provided by an agent (e.g., teacher, peer, book,
parent, self, experience) regarding aspects of one performance or
understanding. A teacher and parent can provide corrective information, peer
can provide an alternative strategy, book can provide information to clarify an
ideas.
From any definition above, it can be concluded that feedback is a
response, stimulus, instruction from the teacher to students, which aim to
increase students’ motivation in learning and to achieve learning goals. To
achieve learning goals, the role of teacher in providing feedback is needed.
Teachers’ feedback is important thing for the students in teaching and learning
process. A good feedback from the teacher gives students about what they
need, so they can understand where they are in the learning and what to do
next (cognitive factor). Once they feel understand about what to do and why,
2
most the students develop a feeling that they have control over their own
learning (motivational factor), Brookhart (2008). Moreover, in teaching
writing process, feedback is also need by the students because it can be
decrease students’ error in writing and it can help them to make good sentence
or paragraph.
Teachers’ feedback in writing is very useful for students, because it can
make easier to the students to analyze their error in written (Siriluck, 2008).
Even more, writing is most difficult skill to learn and to master, because
writing is an active or productive skill so that students who are learning
writing have to learn how to find the ideas, and express them into writing.
Rechards and Renandya (2002) state that “there is no doubt that writing is the
most difficult skill for L2 learners to master. The difficulty is not only on
generating or organizing the ideas, but also distribute the ideas into
meaningful writing”. In addition, Brown (2004) states that “we also fully
understand the difficulty of learning to write “well” in any language, even in
our own native language. Every educated child in the develop countries learn
the rudiments of writing in his or her native language, but view learn to
express themselves clearly with logical, well-develop organization that
accomplishes an intended purpose”.
In learning writing in senior high school X Bayan, the teachers gave the
students feedback after they finished writing. In addition, the students are
expected to write some texts for example letters, short message, descriptive
text, recount text, procedure text, explanation text, and so on. After the
3
students finished doing their work, they collected the worksheet to the teacher.
The teacher corrected the students’ work by circling error words, adding or
omitting some words that are wrong and ungrammatical, and gave correct
sentence on the students’ worksheet. After that, the teacher gave the
assignment back to the teacher with purpose that the students would know
their mistake in writing. The students have to follow the writing steps. Harmer
(2004) states, “Process writing in classroom activity consisting of five stages:
prewriting, drafting, revising, editing, and publishing. Teachers often plan
appropriate classroom activities that support the learning of specific writing
skills at every stage.” In fact, when the teacher gave the students task, they
hardly follow the writing stages in their writing. They often copied texts from
the other students who were good at English subject. Sometimes, they just
rearranged jumbled sentences given by the teacher or taken from the
textbooks.
B. Research Questions
This study aims to investigate the EFL teachers’ feedback on students’ writing
works at the secondary school (SMA) and students’ perceptions about the
feedback that given by the teacher in their work. To attain the research goal the
following two research questions are formulated:
1. What is the EFL teachers’ feedback on students’ writing works like amidst
Covid-19 pandemic at the senior high schools?
2. What are the EFL teachers’ feedbacks types enabling students to increase
their writing skills amidst Covid-19 at the senior high school.
4
C. Purpose of the Study
The purpose of this study was to identify the feedback that has been given by
the EFL teacher in learning process amidst Covid-19 at the senior high school
X Bayan and to identify the types of feedback that EFL teacher gave to the
students that can increase students’ writing work.
D. Significant of the Study
The result from this research was being benefit to the teachers and schools
about how to give corrective feedback to the students. Because a good
feedback from the teacher can increase students’ motivation in teaching
English writing skill and help students to master writing skill.
E. Scope of the study
This research was mainly focused on the feedback given by the teacher to the
students writing work of senior high school X Bayan. In addition, this research
focused on both teachers and students perceptions about “teachers’ feedback
on students’ writing work in the new normal era” in order to gain understand
of how instructional feedback given by the teacher in teaching writing.
F. Definition of Key Terms
The definitions of key terms divide into 2 types i.e. feedback and writing.
1. Feedback
Feedback is an important thing for improvement and development of
necessary knowledge and skills of the learners. It also raises learning
achievements and performance of learners and teachers. Therefore,
feedback is an important factor to create learning inspiration. Hattie (2007)
5
defined more complex about feedback. She beliefs feedback as an outlined
idea of information necessary for understanding performance from the
other people such as teacher, parents, book, and experience. The teacher or
parent gives feedback on what is right and wrong to the learners and by
experts to the teacher. Books provide a learners idea, and parents mentally
support to learners.
2. Writing
Writing is one of four skills that must be learn by the students when they
are in primary and secondary school. Writing is activity in arranging words,
phrases, and sentence that is grammatically correct and appropriate with its
purpose. In writing activity, especially in secondary school, students are
should be able to make such as narrative text, recount text, procedure text,
descriptive text, announcement text, explanation text, and storytelling of
their daily activity. From many texts that students should learn, writing is
difficult skill to master by the students, Mastan and Maroof (2014). So, the
role of teacher in learning writing in very needed for achieve learning
goals.
6
CHAPTER II
REVIEW OF LITERATURE
A. Teachers’ Feedback
The teacher feedback simply means that the teacher provides the students
with the correct form of their errors or mistakes whether this feedback is
provided orally or written. It shows them what is wrong and how it should be
written, but it is clear that it leaves no work for them to do and chance for them
to think what the errors and the mistakes are. The researcher focused on
explaining feedback, corrective feedback, and effective feedback used by the
teacher in this new normal era.
1. Feedback
The importance and influence of feedback is well-established in
literature. The purpose of feedback is to improve learning by reducing
discrepancies, closing gaps, improving one’s knowledge, and skill
acquisition (Moreno: 2004). Providing feedback on the results of
evaluating students’ learning on an ongoing basis provides stimulation to
students to be more active in learning and trying to fix their mistakes.
When the students study, they often need help finding answer for their
mistakes (Woolfolk, 2008). These may be through effective process such
as increased effort, motivation or engagement. Alternatively, the gap may
be reduced through a number of different cognitive processes including
restricting understanding, confirming to the students that they are correct
or incorrect, indicating that more information is available or needed,
7
pointing to directions students to purpose, and indicating alternative
strategies to understand particular information.
Harwood (2002) states that feedback is the part of writing program
which is either underused or misunderstood. Feedback need not be limited
to the overt correction of errors and the provision of comments and or
grades by the teacher. Feedback can (and should) be a learning experience,
which provides the link between consecutive writing lesson. During
feedback, learners are invited to identify the merits and shortcomings of
their writing performance, understand the reasons for these shortcomings
and the discussion of possible improvement. When learners have become
familiar with feedback procedures, feedback activities can also be set as
homework
It can be conclude that feedback can be a stimulation or correction
from the teacher to the students which aim to increase students’ motivation
in learning and to achieve learning goals. To achieve learning goals, the
role of teacher is needed. The teachers’ feedback is very important thing
for the students in teaching and learning process. A good feedback from
the teacher can make students less mistakes in their learning process.
2. Corrective Feedback
Corrective feedback is a strategy that can be used to respond to the
result of formative assessment. Through corrective feedback, the students
can be aware of their mistakes and deepen their understanding of the
knowledge gained through learning experiences. So that learning
8
difficulties can be overcome and in the end, the quality of students’
learning outcomes becomes better. Corrective feedback is a teachers’
response to the students’ error (Dempsey, 1993; Brokly, 2008). In line
with this statement, Zang, at all, (2010) state that corrective feedback is a
teacher treatment in an effort to minimize students’ mistakes in learning
by informing about the fact of these errors. Even more, corrective
feedback is instruction or responses that students receive from the teachers
regarding their wrong assignments. The purpose of corrective feedback is
to minimize students’ error in learning process.
The focus of corrective feedback is on grammatical issues when giving
feedback on their students’ performance (Leyster at all, 2013). In
discussion about feedback on writing, it is common to differentiate
feedback on the content and organization of the writing form feedback on
the language form that have been used. It is generally agreed that feedback
on content is at least as important as feedback on form or accuracy. The
teachers who focused predominantly on grammatical accuracy in their
feedback were well advised to reconsider. The most common feedback
giving by the teacher in classroom action is focused on learners’ error i.e.
written corrective feedback and oral corrective feedback, Hattie &
Timperley (2007).
a. Written Corrective Feedback
Written corrective feedback (WCF) also known as error or
grammar correction in writing (Bitchener & Farris, 2012). WCF can
9
help students to improving language accuracy in a way that students
pay attention to the WCF that the teachers give. In giving WCF,
teacher should choosing words and phrases to present their feedback. It
is about choosing words and phrases to support students in seeing
themselves with a scholars’ identity (self-efficiency in learning) and as
active strategic in managing that learning (self-regulation) (Brookhart,
2008). Brookhart also mention three ways in choosing words and
phrases to students in giving WCF.
1) Clarity
Clarity is important for the students to understand information
that the teachers intended to the class. Students have different
vocabulary, background, and experience. The criterion for
clarity is whether the writing will be clear to individual
students.
Figure 2.1. Feedback Clarity
Purpose:
 To maximize the chances that students will understand feedback
Example of good feedback clarity Example of bad feedback clarity
 Using simple vocabulary and  Using big words and
sentence structure complicated sentence
 Writing on students  Writing to show what the
developmental level teachers know, not what the
students need
10
 Checking that students  Assuming the students
understand the feedback understand the feedback
2) Specificity
In writing specific feedback to students writing work not
recommended to use such phrases like “write more and try
harder”. It does not give the students much guidance. What
should the students try to do more of or try to do more
intensively? Students with good attention who want to act on
your feedback may end up doing counter-productive things.
Figure 2.2. Feedback Specificity
Purpose:
 To give guidance but not to do the work for the students
 To give suggestions that are specific enough so that the students can take
concrete next steps
Example of good feedback specificity Example of bad feedback specificity
 Using a lot of nouns and  Using a lot of pronouns (this,
descriptive adjective that)
 Describing concepts or criteria  Copyediting or correcting every
error
 Describing learning strategies  Making vague suggestion (study
that may be useful harder)
11
3) Tone
Tone refers to the expressive quality of the feedback message,
and it affects how the message will be hear. Tone of message is
conveyed by word choice and style. Tone can inspire or
discourage. It is important to choose word that implies students
are an agents and active learners.
Figure 2.3. Feedback Tone and Word Choice
Purpose:
 To communicate respect for the students as a learner
 To position students as an agent (active, not passive)
 To inspire though, curiosity, and wondering
Example of good feedback word Example of bad feedback word choice
choice
 Using words and phrases that  using words and phrases that
assume that students an active “lecture” or “boss”
learners
 asking questions  Telling the students what to do
 Sharing what teachers  Assuming that your feedback is
wondering about the last word, the final expert
opinion
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Ferris and Robbert (2001) mention that there are two ways of
giving written corrective feedback (indirect corrective feedback) to
the students in their worksheets i.e. code and uncoded feedback.
1. Code Feedback
Code feedback is provided to indicate that there is an error,
but it is not corrected, leaving the learner to discover and to
solve it (Bitchener, 2008; Ferris, & Roberts, 2001). Coded
feedback is one that specifies the exact location of an error and
indicates the type of error with a code. Lee’s (2008) survey also
found that the use of a correction code is helpful if symbols are
few in number and all understood by learners.
2. Uncoded Feedback
Uncoded feedback refers to instances when the teacher
underlines or circles an error, or places an error tally in the
margin, but, in each case, leaves the student to diagnose and
correct the error (Bitchener, Young, & Cameron, 2005).
Sampson's (2012) study regarding the effects of
uncoded correction which is writing the correct forms on each
error and coded annotations which is writing symbols for
learners in order to self-correct on EFL learners’ written
accuracy, found that coded feedback seems to be more
effective because of the increased cognitive engagement and
social interaction it affords. In addition, Erel and Bulut's (2007)
13
study investigated the effects of direct and indirect coded error
feedback on learners' accuracy in writing. According to the
results of the study, learners receiving indirect coded feedback
had fewer errors than the direct ones. It also seems logical that
using a code engages learners in self-editing and cognitive
error processing (Guénette, 2007).
b. Oral Corrective Feedback
Oral corrective feedback is particular type of correction
feedback that is employed by the teachers. Oral feedback is teacher
correction directly when students make mistake and teacher give
information to the students to revise their mistake and make their
work better than before. It also makes the students known where their
mistake they did. According to Brookhart (2008), oral feedback is
interactive feedback which the teacher can talk with the students. It
means that, oral feedback is conversation between teacher and
students about students’ performance. When perform, the teacher give
the feedback about students mistakes. The students can get clear
information about their mistake in their performance.
There are two protocol used by the teacher in giving oral
feedback to the students i.e. individual and group feedback, Brookhart
(2017).
1. Individual Feedback
14
A facilitator may choose to provide individual feedback,
either in verbal or written form, which focuses on particular
individuals within a group. The focus of this feedback can relate
to the skills, behaviors, attitudes and knowledge an individual
within a group articulates. The situation where implementing
individual feedback may be useful is where other member within
a group are not being affected by the behavior of one individual
and have no contribution to offer, or when the facilitator wants
to help an individual member to receive group feedback. It can
also help the group to identify issues and motivate them to work
collaboratively in solving interactional problem and improve
performance, Mann (2012).
Brookhart (2017) argues that giving individual feedback
to learners has two benefits for the learners, because they can
be more specific to the student’s certain learning needs and
because it is private. Brookhart (2017) argue that giving
feedback to learners out of the group is more beneficial for
learners.
2. Group Feedback
Group feedback is a regular part of instruction in some
kinds of classes, Brookhart (2008). Giving group feedback to
students is expected to be able to help students understand the
learning material presented by the teacher. Brookhart (2008)
15
also mentions there are 4 ways of deliver oral feedback to
group or classes.
a. At the start of lesson, the teacher should summarizing
observation from the previous lesson.
b. At the beginning of teaching lesson, the teacher should give
explanation about the same learning target again and set a
purpose for the students.
c. During students’ performance, either lives or videotaped.
d. When a test or assignments return, summarizing overall
strengths and weaknesses.
3. Effective Feedback
Giving good feedback should be part of classroom assessment
environment in which students see constructive criticism as a good thing
and understand that learning cannot occur without practice (Brookhart,
2008). The problem of this theory is that not all feedback actually is
effective. To become effective feedback, the teachers should give the
students positive or good feedback in teaching and learning process. By
providing positive feedback on an ongoing basis, students will be able to
understand the material and increase students’ motivation. However, to
give effective feedback from the teachers to the students, Brookhart (2008)
defined three types of feedback that should teachers do in classroom.
16
a. Choosing Feedback Strategies
Feedback can vary in several dimensions: timing, amount, mode, and
audience.
1) Timing
A general principle for gauging the timing of feedback is to
put you in the students’ place. When would students want to hear
your feedback? When they are still thinking about the work, of
course, and when they still do something about it.
Figure 2.4. Feedback Timing
Purpose:
 For the students to get back while they are still mindful of the learning
target
 For students to get back while they are still time for them to act on it
Example of good feedback Example of bad feedback timing
timing
 Returning a tests or assignments  Returning the tests or
the next day assignments two weeks after it
is completed
 Giving immediate to oral  Ignoring errors or
response or fact misconception
 Giving immediate to students  Giving over a tests or
misconception assignments when the unit is
over and there is no opportunity
17
to show improvement
Good timing: returning the tests and assignments promptly. A
teacher gave multiple choice tests, scored it later that day, and
returned the tests to students the next day. After the students
handed back the score tests, they spent class time going over the
answer. While, bad timing: delaying the return of tests or
assignments.
2) Amount
Making judgment about amount feedback requires
considering all three simultaneously. Teachers should give
feedback to the students with clear understanding of what to do
next on a point of they need to work on.
Figure 2.5. Amount of Feedback
Purpose:
 For the students to get enough feedback so that they can understand what
to do but not so much that the work has been done for them (differs case
by case)
 For students to get feedback on “teachable moment” points but not an
overwhelming number
Example of good amounts of Example of bad amounts of feedback
feedback
 Selecting two or three main  returning a students’ paper in
18
points about the paper for every error in mechanic edited
comment
 Giving feedback on important  Writing comment on a paper
learning target that are more voluminous than
the paper itself
 Commenting on at least as many  Writing in voluminous
strengths comment on poor-quality
papers and almost nothing on
good-quality paper
Good amount: using the goldilocks principle. The goldilocks
principle says, ‘not too much, not too little, but just right’. Than the
bad amount: just focus on mechanic. We can see the explanation
bellow:
3) Mode
Feedback can be delivered in many modalities. Mode is
how the teachers deliver the feedback for the students, whether it is
oral or written. Good choice of mode is taking advantage of a
teachable moment. While bad choice of mode is the teachers
writing things the students cannot comprehend.
Figure 2.6. Feedback Mode
Purpose:
 To communicate the feedback message in the most appropriate way
19
Example of good feedback Example of bad feedback mode
mode
 Using written feedback for  Speaking to students to save
comments that students need to themselves the trouble of
be able to save and look over writing
 Using oral feedback if there is  writing to students who do not
more information to convey than read well
students would want to read
 demonstrating how to do
something if the students need to
see how to do something or what
something look like
4) Audience
If the same message would benefit for a group of students,
providing feedback to the class or group can save time and also
serve as mini-lesson.
Figure 2.7. Feedback Audience
Purpose:
 to reach the appropriate students with specific feedback
 to communicate, through feedback, that the students learning is valued
Example of good choice of Example of bad choice of audience
audience
20
 communicating with an  Using the same comments for
individual, giving information all students
specific to the individual
performance
 Giving group or class feedback  Never giving individual
when the same mini-lesson or re- feedback because it takes too
teaching session is required for a much time
number of students
If the teachers speak to the class when only subset needs the
feedback, teachers can use the students who have mastered the
concept as the “more experience peer”, and helping teachers to
demonstrate the concept or skills. A good choice of audience:
using a group approach for a math demonstration. Than bad choice
of audience: math demonstration gone wrong.
b. How to Know Whether Teachers’ Feedback are Good
Teachers’ feedback is good if it is gets the following result:
1) Students do learn their work does improve
2) Students become motivated because they believe they can learn,
they want to learn, and they take more control over their own
learning
21
3) A classroom become a place where feedback (including
constructive criticism) is valued and viewed as productive
Focus, comparison, function, and valence are choices about
what to say in teachers’ feedback. Teachers also have choices about
how to say things (clarity, specify, and tone).
B. Writing
Among the four language skill, “writing is the most difficult skill for
second or foreign learners to master” (Richards & Renandya, 2002), It is
because writing is considered as a complex process of putting ideas down on
paper to transform thoughts into words (Brown, 2001: 336). Since the idea or
though is an abstract thing which comes from our mind, it is not easy to
transform it into understandable or readable form.
In this study, the researcher will focused on strategy in teaching writing,
writing process, and writing problem.
1. Strategies in Teaching Writing
Teaching strategy is generalized plan for a lesson which includes
structure, instructional objectives and an outline of planed tactics,
necessary to implement the strategies (Stone & Morris, in Issac, 2010).
Furthermore, teaching tactics is the behavior of the teacher which he
manifests in the class i.e., the developments of the teaching strategies,
giving proper stimulus for timely responses, drilling the learner responses,
increasing the responses by extra activities and so on.
a) Collaborative Writing
22
Collaborative writing (CW) defined by Stroch (2011, p. 275) as
“the joint production or the coauthoring of a text by two or more
writers” is a mean to realizing joint language-related activity. The
focus of collaborative writing is not only on writing outcomes but also
on collective cognition, meaning each member of collaborative writing
process contribute to the others language development. Through
meaningful interaction, students may have opportunities to discuss and
negotiate language use, and this meditational process is expected to
facilitated second language development (Alwaleedi, 2017).
From those definition mentioned above we can conclude that
collaborative writing is a strategy to teach writing skill uses a group of
two or more students which aim to make it easier for the students to
understand about writing. In collaborative writing the role of peer
feedback is very important. Peer feedback can be define as “the use of
learners as sources of information or interaction for each other in such
a way that the learners assume roles and responsibilities normally
taken on by a formally trained teacher, tutor, or editor in commenting
on and critiquing each other’s draft in both written and oral format in
the process of writing” (Liu & Hansen, 2002 in Bijami; Kashef &
Nejad, 2013). It means that students can use peer feedback as a
substitute for a teacher in solve their writing problems. Although, peer
feedback just focus on content, organization, vocabulary and lead to
more reticent for students to accepting peer’s judgment (Gielen,
23
Peeters, Dochy, Onghena & Struyven, 2010). Therefore, students will
become motivated in writing and increase their writing ability.
b) Flipped Learning
Flipped learning is a pedagogical approach in which direct
instruction moves from the group learning space to the individual
learning space, and the resulting group space is transformed into a
dynamic, interactive learning environment where educator guides
students as the apply concepts and engage creatively in the subject
matter (Flipped Learning Network, 2014). In other words, flipped
learning can be define as an in class activity that is done at home and
homework that is done at school (Hwang, Lai & Wang, 2015, p. 450 in
Fauzan, 2018). Basically, the concept of model flipped classroom,
namely learning activities that usually completed in class now can be
completed at home, and learning activities that are usually done at
home now can be completed in class (Bergmann & Sams, 2012).
Students are read the materials, watch the learning videos before they
come to class and they start to discuss, exchange knowledge, solve the
problems with the help for other students and teachers.
According to Bergmann and Sams (2012) there are four aspects
that must be fulfilled by teachers when they implementing flipped
learning in the classroom.
1) Flexible Environment
24
a. Designing time and learning space according to the needs of
students
b. Observe and supervise learners to make appropriate judgments
c. Prepare various ways for students to learn and master content
2) Learning Culture
a. Provide opportunities for students to carry out independent
learning
b. Dividing the material in various stages so that it is easily
understood by all students in different ways
3) Intentional Content
a. Prioritizing the concepts used in direct instruction so that
students can understand it in their own way
b. Develop content according to the needs of the students
c. Provides a variety of content that is easily accessible and
relevant for all students
4) Professional Educator
a. Guide all students both individually or in groups and provide
feedback
b. Conduct formative assessments during classroom learning
through observation to inform subsequent instructions
c. Collaborate and reflect with other educators
25
2. Writing Process
Learning to write is like learning to read. Both follow sequential process.
Writing requires and combines more basic skills than any other subjects.
Taking into account that developmental stage of students, educators teach
writing through a series of steps that build on a students’ learning
experience. Children are usually eager and willing to scribble their ideas
on paper. Even at early developmental stages, they are becoming writers.
Parents encourage the excitement of writing in their child by being interest
and involved with the writing process of their children used in school. The
writing process began with in the early grades by exposing students to
variety of quality books read aloud. Children see and hear the way that
authors used language to created and tell a story. Children use the books
they hear and read as models for their own writing.
As a children watch and listen, the teacher models the writing lesson
and encourages the children to add their idea as well. Sometimes writing
instruction may occur in small groups with a teacher or teaching assistant.
Small group instruction helps the students who may need extra attention
developed strategies needed to become independent writers. Most teachers
in grades as early as kindergarten use a writing process. This process
involves a several steps to guide students from the beginning of writing to
creating a finished peace. Harmer (2004) states, “Process writing in
classroom activity consisting of five stages: prewriting, drafting, revising,
editing, and publishing.
26
a. The Steps of Writing Process
1) Prewriting: Students brainstorm to generate idea for writing or
preparation process that the students can completed before they
actually write their paper, essay or summery. Students uses charts,
story webs, and graphic organizer to help them develop a word lists
for writing, decides the types of writing, audience, and determine
the purpose of writing.
2) Drafting: After thinking about topic and doing necessary
prewriting, the next steps in the writing process are writing
paragraph. Students put their ideas on paper and make a
paragraph.
3) Revising: The students use suggestion from classmates to make
additions or clarify detail. Students try to improve their writing on
their own paper. In this process, students try to rearranging, adding,
or removing paragraph, sentence, or words. Students may revise
their writing after a draft is complete or during the composing
process.
4) Editing: Students work with the teacher or peers to correct their
mistake in grammar and spelling. In this process, students try to
analyze their own writing whether incorrect on grammar or
spelling.
27
5) Publishing: The writing process is finally at its end. Students
publish their writing by making a copy in their neatest handwriting
or using a word processor.
3. Writing Problem
Nunan (2003) states that writing is the process of thinking to invent
ideas, thinking about how to express into good writing, and arranging the
ideas into statement and paragraph clearly. Through writing, people are
capable of sharing ideas, feelings, persuading and convincing others.
People may write for personal enjoyment or for some other purpose.
Beside personal enjoyment, there are some students’ internal and external
problems that commonly occurred in writing based on some expert as
bellow:
A. The Internal Problems in Writing
1. Grammar Problem
Kharma (1987) in Melese (2007, p.12) states that students
have grammatical problems with subject verb agreement,
pronounce reference, and connectors.
a. Problem of Word Choice
Writing is second language using the appropriate words in
the appropriate place is a problem for students. The effort to
impress the reader leads to a problem of diction.
b. Cognitive Problem
2. Punctuation Problem
28
According to Byrne (1988), the pact that punctuation has
never been standard to the extent as spelling, makes it is
problematic.
3. Capitalization Problem
Capital letter is useful for sentence initial, the beginning of
important words, in topics, heading. The problems occur because
the difficulty to classify noun as proper and common nouns
(Gowere at al., 1995)
4. Spelling Problem
Due to, the influence of other languages, variant
pronunciation and other historical reason, the English spelling
system which has become inconsistent is complex for students
(Gowere at al., 1995).
5. Content Problem
Learners of English as second or foreign language also face
problems of exploring ideas and though to communicate with
others.
6. Problem Organization
Learners have problem of structuring the paragraph, topic
development of paragraph structuring the whole discourse and a
theme in a discourse, differentiating a topic, supporting ideas or
generalization, and specific detail.
29
B. The External Problem in Writing
1. Lack of Knowledge About Writing Stages
Byrne (1988, p.4) classifies the writing complexities into
psychological, linguistic and cognitive problem. It means that the
writing does not come naturally but rather gained through
continuous effort and much practice, it become a complex skills.
2. Lack Learners’ Motivation
Writing task can be developed rapidly when the students
concern and interest are acknowledged, when they are given
numerous opportunities to write and when they are encourage
becoming participants. It means that learners will be encourage
writing if writing task motivates them and keep them interested.
a. Inadequate Time
Learners need time for gathering idea, organization their
ideas, writing drafts, proof reading and re-writing. According
to Guantum and Chackraverty (2000) writing is an important
part of learning, is essentially a reflective activity that requires
enough time to think about the specific topics. It means that
when we write, we need more times to think about what we are
wanted to write in our paper.
b. Lack of Practice
According to Davis (1998), “writing is essentially a
creative process and good writers must learn to communicate
30
their ideas clearly to an unseen audience. In addition, learners
must take the responsibility for their learning if meaningful
learning is to take place”. Furthermore, to become good writers
a student need to write a lot.
c. Teachers’ Feedback
Byrne (1988, p. 29) thinks that if teachers are to be truly
readers rather than judges, they should perhaps look not so
much what the learners have failed to achieve but rather at what
they actually succeed in doing. This might help students write
to appreciate receiving comments and use them in their
revisions.
4. Previous Studies
According to (Sattar & Salehi, 2014), strategies do not only
provide the students chance to engage with a text, interact with the
different aspect of the text, and participate in activities that are in higher
level but also to help the students to process the text more rapidly. Here
are the previous studies about teachers’ feedback in writing skill.
The first research was by M Tolkhah Adityas 2008 in English
Language Education Study Program Department of Language and Arts
Education Faculty of Teachers Training and Education Sanata Dharma
University, under a title of “The Effect of Teacher’s Feedback in Speaking
Class on Students’ Learning Experience”. It shows that in teaching
speaking skill, the teachers only focused on two feedbacks such as:
31
informational feedback and affective feedback. The teachers focused more
on giving informational feedback which concerned about the grammatical,
vocabulary, and pronunciation. In addition, the teachers directed affective
feedback to the individuals rather than to the whole class, but delivered
informational feedback to the whole class rather than to the individuals.
The second research was by Devigantari Agusta 2015 in English
Education Department Faculty of Language and Arts State University of
Yogyakarta under a title of “Improving Students’ Ability in Writing
Narrative Texts Using Short Animate Stories”. This research was in
SMPN 2 Sanden Bantul in the academic year of 2013/2014. This action
research was successful to improve writing ability by using short animate
videos. It was successful in several aspects; they were content,
organization, and grammar. This action research consisted of using
animate videos as modeling of the input texts combined with the
implementation of dome supporting actions such as providing narrative
reading text, providing vocabulary and grammar exercise and giving
feedback to them.
32
5. Theoretical Framework
There are two variables in theoretical framework on this research
consist of teachers feedback and writing work.
Figure 2.13. Theoretical Framework
Teachers’ Feedback Writing Work

kFFFFFFFFFFFFFFF
Learning Goals
Teachers’ feedback is error correction given by the teacher to the
students. Teachers notifying students mistake about their assignment, it
will make easier for the students to correct their mistakes. Providing
feedback to the students, teachers should give the students corrective
feedback. Based on Zang, at all, (2010), they state that corrective
feedback is a teacher treatment in an effort to minimize students’
mistakes in learning by informing about the fact of these errors. Even
more, corrective feedback is instruction or responses that students receive
from the teachers regarding their wrong assignments. The purpose of
corrective feedback is to minimize students’ error in learning process. In
addition, students should aware about the feedback was given by the
teacher in order to make them understand about the lesson. Paying
attention to the feedback given by the teacher students will easily to
33
develop their writing skill. Furthermore, in most senior high school,
teachers give corrective feedback to the students after they finished their
work. Teachers give feedback on the students’ writing work, in order to
students can know their mistakes and they can fix their mistake in the
next assignment.
Writing is a complicated process. Recahrds and Renandya (2002:
30), state that “there is no doubt that writing is the most difficult skill for
L2 learners to master. The difficult lies not only in generating and
organizing the ideas, but also in translating these ideas into readable text”.
It means that writing is difficult skill to master by the students. In writing
the learners should think about the idea and put the idea to the text.
Students should make a text which has meaning for the readers. In Senior
High School, students expected to write a various number of a texts such
as narrative, descriptive, recount, and procedure text. It makes the writing
skill is most difficult skill to master by the students.
It can be conclude that teachers’ feedback in writing work is
needed by the students to improve their writing skill and achieve learning
goals. To achieve learning goals, the role of teachers in giving corrective
feedback to the students is needed. When giving corrective feedback to
the students correctly, the teachers can automatically handle the learning
process to be more conducive and easy to achieve learning goals
34
CHAPTER III
RESEARCH METHOD
A. Research Design
This researcher employed qualitative research. The reason for using
this method was to know the feedback given by teacher on writing work in the
new normal era. Qualitative research is an approach for exploring and
understanding the meaning individuals or group ascribe to a social or human
problem, Creswll (2009). The process of research involves emerging questions
and procedures, data typically collected in the participant’s setting, data
analysis inductively building from particular to general themes, and the
research making interpretation of the meaning of the data. Qualitative
approach used because this research attempted to describe particular
phenomenon occurring in reality from which qualitative data could be derive.
Phenomenological is type of research aim to describe, explain, and interpret
phenomenon, situation or experience by identifying the meaning of these as
understood by the participant, often at an individual as well as group level
(Marshal & Rossman, 2016). The phenomenon of this research was the
English teachers’ feedback on students’ writing work in the new normal era
and the students. Even more, the research attempted to investigate teachers’
feedback on students’ writing work in senior high school X Bayan.
B. Subject of the Study
This research was in attempted to investigate the EFL English
teachers’ feedback on students’ writing work in the new normal era in senior
35
high school X Bayan north Lombok and the students’ perception about the
feedback that given by the teacher in writing work. The subject of this study
was the EFL English teachers in senior high schools of Bayan and the
students.
Before conducting research at SMAN X Bayan, the researcher selected
4 teachers who taught English at SMAN X Bayan. After doing the research,
the researcher was took 2 teachers, because 1 teacher was transferred to
sociology and the other teacher did not want to be interviewed. On the other
hand, the researcher has selected 8 students in which 4 students from teacher
W and 4 students from teacher S.
In this research, the researcher used purposive sampling to collect the
data from the subject. Purposive sampling technique also called judgment
sampling is the deliberate choice of an informant due to the qualities
informant processes. Nonrandom technique does not need underlying theories
or a set number of informants. Simply put, the researcher decides what need to
be known and set out to find people who can and are willing to provide the
information by virtue of knowledge or experience (Bernard, 2002, Lewis &
Sheppard, 2006).
A. The criteria for the teacher
1. Teaching English in SMAN X Bayan
2. Teaching in eleven and ten grade
a. Teacher W teaching in ten grade
b. Teacher S teaching in eleven grade
36
3. Teaching English more than five years
B. The criteria for students
1. Eleven and ten grade
a. 4 students who taught by teacher W
b. 4 students who taught by teacher S
2. Gender: male and female
a. 4 males
b. 4 females
3. Achievement: low improvement and high improvement
a. 4 students has high improvement
b. 4 students has low improvement
C. Data and Source of Data
The data in this study was used interview notes, observation notes, and
documents. The source of the data was used EFL English teachers’ feedback
on students’ writing work and the students’ perception about the feedback that
given by the teacher in their writing work. In another hand, before conducting
the research, the researcher asked first for the data in the form of student
writing work that had been given feedback by the teachers. Teacher W gave 4
books of students writing work which he had been given feedback. While,
teacher S gave 2 books of students writing work which she had given
feedback. On the other hand, the researcher asked the opinion of the teacher to
direct the researcher to take 4 students who met the criteria listed in the
subject of the study.
37
D. Research Instruments
1. Interview Sheet
The research instrument of this study was used the form of interview
sheet, observation, and documents. Interview sheet used in this research
was unstructured interview with a model of open-ended questions. The
unstructured interview was an open situation, having greater flexibility and
freedom (Cohen, 2018). In order to answer the research problem, the
researcher divided interview sheet into two types, which is interview sheet
for the teacher and interview sheet for the students.
a) Interview Sheet for Teacher
Figure 3.1. Interview Sheet for Teacher
No Questions Answer
1. What is feedback
type’s do you usually
apply during this new
normal era? Apakah
jenis feedback yang
biasanya diterapkan
pada masa new normal
ini?
2. How do you give
feedback to your
students? bagaimana
cara anda menerapkan
feedback kepada
siswa?
Do students experience
improvement after
being given feedback?
Apakah siswa merasa
ada peningkatan
setelah diberikan
feedback?
4. Is the improvement
38
experienced by the
students significantly
or low? Apakah
peningkatan yang
dialami oleh siswa itu
secara significant atau
rendah?
5. How do you treat
students who do not
have an improvement
in writing
assignments?
Bagaimana cara anda
memperlakukan siswa
yang tidak memiliki
peningkatan dalam
menulis tugas?
6. How do you know the
improvement that
occurs in students?
bagaimana cara anda
mengetahui
peningkatan yang
dialami oleh siswa?
7. Can the feedback you
give be understood by
students? apakah
feedback yang ada
berikan kepada siswa
bisa dimengerti?
b) Interview Sheet for Students
Figure 3.2. Interview Sheet for Students
No Questions Answer Notes
1. What are the types of
feedback that usually given
by your teacher?/ apakah
tipe feedback yang
39
biasanya diberikan oleh
guru kepada siswa?
2. What is your opinion about
feedback that given by the
teacher?/ apakah pendapat
anda tentang feedback
yang diberikan oleh guru?
3. Is there any improvement
when your teachers give
you feedback?/ apakah
anda merasa ada
peningkatan ketika guru
memberikan feedback
kepada anda?
4. Did you understand about
feedback given by your
teacher?/ apakah anda
mengerti tentang feedback
yang diberikan oleh guru?
The researcher made two kinds of interview, which are for teacher and
for students. It can make easier for the researcher to collect the data and
can answer the research questions. The researcher made questions into
Indonesia language to make it easier for the researcher.
40
2. Observation Sheet
Observation is a method of data collection in which researcher
observes within a specific research field. Observation aims to describe an
object or event through observation using the five senses.
Figure 3.3. Observation Sheet
Observation Sheet
Day/date:
Location:
Observe:
Object Observation:
Purpose:
A. Descriptive Part
B. Reflective Part
41
The researcher took form of observation sheet from Dr. Lalu Ari
Irawan, S,E, S.Pd, M.Pd. It can make easier for the researcher to observe
the feedback given by the teacher and the students’ improvement in
writing work.
3. Document Study
Document is a systematical procedure for reviewing or evaluating
documents both printed and electronic. Documents contain text and image
that have been recorded without researcher’s intervention (Corbin &
Strauss, 2008).
a) Document Correction
Figure 3.4. Document Correction from the Teachers
No Code/symbol Form Meaning Example
feedback
1.
2.
3.
4.
42
The researcher made document correction from the teacher; it
contains any kind of feedback given by the teacher for students in their
worksheet in the new normal era in SMAN X Bayan.
E. Technique of Data Collection
After preparing all instruments to collect the data, the researcher
processes the data collection into three sessions in order to make the process
easier. The first session of data collection is the researcher tries to give the
subject (EFL English teachers and the students) questioner about the feedback
was given by the subject in the teaching writing class. The second session of
data collection is the researcher tries to observation the feedback that given by
the teacher to the students and the students perception about the feedback that
given by the teacher. The last session of data collection is the researcher tries
to take the document in the form of students’ work sheet, which has been
corrected by the teacher.
F. Technique of Data Analysis
Researcher adopted a method of data analysis from a book of
qualitative data analysis 3rd edition by (Miles, Huberman & Saldana, 2014 in
Ramli, 2020).
1. Data condensation
It refers to the process of selecting, focusing, simplifying,
abstracting, and/or transforming the data that appear in the full corpus
43
(body) of written-up field notes, interview transcripts, documents, and
other empirical materials.
A. The scenario of three-process interview data condensation in this study
will describe in the paragraph bellow.
1) Researcher transcribed data both form teacher and students of
interview sheet and voice recorder.
2) Researcher selected the most important or appropriate data.
3) Researcher will only take the data that connect to two research
questions made before.
B. The scenario of two-process observation data condensation in this
research will describe in the paragraph bellow.
1) Researcher tries to choose the teacher and the students base on the
criteria
2) Researcher tries to write the most important thing base on
observation on the teacher and the students
C. The scenario of two-process documents data condensation in this
research will describe in the paragraph bellow.
1) Researcher tries to collect the documents form teacher or students
2) Researcher tries to take only the documents from the students who
have improvement on writing work
2. Data Display
Generically, data display is an organized, compressed assembly of
information that allows conclusion drawing and action. In daily life,
44
displays vary from gasoline gauges to newspapers to Facebook status
updates. Looking at displays helps us understand what is happening and to
do something either analyze further or take action based on that
understanding. In the process of data display, researcher discussed data
more detail. Researcher displayed data in form of matrix (Ramli, 2020).
3. Conclusion Drawing and Verification
The last step of data analysis is making conclusion. Making
conclusion is a process where researcher interprets data from the start of
data collection along with the explanation. In this last step, researcher
made conclusion towards all data obtained by brief explanation on how the
EFL English teachers give feedback to the students in teaching writing
class, and the students perception about feedback given by the teacher
which increase their writing skill.
Interview with Teacher

Teacher W
No Questions Answer
1. What is feedback There are two types of feedback that were usually
type’s do you usually given by the teacher to the students during the new
apply during this new normal era;
normal era?
Written feedback: The teacher usually gives
written feedback to the students in the students’
worksheet.
Oral feedback: In the next meeting teacher always
45
gives oral feedback to the students, so that all
students understand the feedback that the teacher
gives in their assignments.
2. How do you give When teacher give feedback in front of the class, he
feedback to your usually choose 3-5 students who has many
students? mistakes in writing. Than call students to write
their work on the whiteboard to explain.
3. Do students During this pandemic, most students who care
experience about their assignments are minimal. In the
improvement after classroom only about 40% of them collect
being given feedback? assignments and understand the material presented.
4. Is the improvement The increase that occurred to students significantly
experienced by the after getting feedback even though it could not be
students significantly 100%.
or low?
5. How do you treat Teacher has 4 ways
students who do not 1. provide opportunities for students to improve
have an improvement their assignments
in writing 2. When the student does not do the first command,
assignments? the teacher will call the student to ask the student's
problem
3. Calling the parents of students to go to school
4. provide standard value
6. How do you know the The teacher always discusses the previous
improvement that material which aims to make students understand.
occurs in students? In addition, teacher also always pay attention to the
developments that occur in his students.
7. Can the feedback you The feedback provided by the teacher is easy for
gibe be understood by students to understand. proven by the significant
students? increase experienced by students
See more data on appendix
Interview with Students

Female (teacher W)
Student N (high achievement)
No Questions Answer
15. What types of feedback do The teacher provides two types of feedback in
teachers usually give to correcting students’ assignments. Teacher
students? gives written feedback in students’
worksheet and the teacher also explains
orally where the error is. It makes students
46
understand about the feedback given by the
teacher.
16. What do you think about She can learn where her mistakes are when
the feedback given by the she writes
teacher during this new
normal era?
17. Do you feel any She feels there is a change when given
improvement after the feedback by the teacher
teacher gives feedback?
18. Do you understand about She always forgot about the feedback was
the feedback given by the given by the teacher.
teacher in this new normal
era?
Document correction from the teacher
Observation on how the teacher gives feedback to the students
No Statements of the Meaning Feedback from the

teacher teacher
82. Students assignment it Error I and my friend almost
does not has any Example: train with my train every afternoon
subject friend almost every
afternoon
83. Students assignment Error Rosiana learn English
just write phrase Example: learn in in her class
Indonesian
47
84. Students assignments Error I usually wash my hair
has errors in writing Example: I usuly wash every week
words hair eviry week
85. Students assignments Error Both my finger and
has error in writing Example: but my finger nails look beautiful
word and nails look beautiful
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
A. Findings
Based on the observation and interview, the researcher found the types of
feedback that were given by the teacher on the students’ writing work in the
new normal era in senior high school X Bayan and the students’ responses
48
about the teachers’ feedback. Each of the findings would be explained in the
following explanation.
1. Types of teachers’ feedback on students’ writing work in the new
normal era in senior high school X Bayan
In this study, the researcher found that the teachers, who taught English in
senior high school X Bayan, used two types of feedback (i.e. written and
oral feedback).
a. Oral Feedback
In this study, the researcher found that the oral feedback that the
teacher gave to students in the new normal in correcting students'
writing was divided into 2 points i.e. practicality and target of
feedback.
1) Practicality
In practicality, researchers divide it into 2 types i.e.
practical and non-practical.
Teacher W used oral feedback to give explanations clearly
to the written feedback he has given on the students’ worksheets.
He chooses 3-5 students’ writing work to be corrected directly in
front of the class and he gives corrections using the whiteboard.
So, the other students could understand about feedback that given
by the teacher and find the correct answer. Deeper, the researcher
observed with teacher W in the classroom. In given oral feedback,
teacher W calls 4 students to write their assignment on the
49
whiteboard. After the students finished writing their assignment
teacher W gives feedback in front of the class. See data number
2,82,83,84, and 85
In non-practical, only teacher S does not discuss the written
feedback she has written on student worksheets. Teachers only
provide explanations related to learning materials to students.
Students are given time to ask questions related to the explanation
the teacher gives in front of the class. If there are no students who
ask, the teacher will assume that all students understand the
material that the teacher gives to students. See data number 8
2) Target of Feedback
On the target of feedback, researchers divide it into 2 types
i.e. individual and group feedback.
Teacher W explains the students’ mistakes at the level of
the classroom. He gives feedback in front of the class which
aims to make it easier for students to understand the written
feedback that has been given in their work. See data number 2
and 6
Teacher S used oral feedback at the level of the classroom
to explain the material to students. She gives direct feedback in
front of the class. She gives oral feedback to motivate students
to be more active in learning. See data number 8 and 14
50
Teacher W provides oral feedback in the form of
suggestions to students who do not do a writing assignment.
With students being advised against in doing their assignments,
it is hoped that students can do their assignments correctly. See
data number 5
Teacher S provides oral feedback in the form of
encouragement and motivates students to learn and correct their
mistakes. The motivation given by the teacher aims to solve the
problems that students experience in learning. See data number
b. Written Feedback
In this study, the researcher found code feedback and
uncoded feedback when observation on Friday, March 26 th, 2021
directly ordered by Mr. Lalu Ari Irawan, S. E, S.Pd, M.Pd.
Written corrective feedback was found by the researcher when the
researcher conducts research. The researcher found that types of
written feedback that are usually given to students during the new
normal era teach writing skills. Teacher S and teacher W used two
types of written feedback (i.e. code feedback and uncoded
feedback).
1) Code Feedback
Teacher S used code feedback in correcting students’
assignments in the new normal era. In providing code
51
feedback the teacher only gives the sign in the form of the
correct mark (₰), letter (X), score (0-100), and signature on
the student worksheets that make errors when writing
sentences. See data number 48, 49, 50, 51, 71, 72, 73, 74, 75,
80, and 81
Teacher W used oral feedback in correcting students’
assignments in the new normal era. In providing code
feedback, the teacher gives the sign in form of a circle (O), an
arrow (→), underline in students’ error( __ ), signature, and
dash ( --- ). it means the words that circle has the error. See
data number 47, 51, 54, 55, 56, 59, and 70
2) Uncoded Feedback
In using uncoded feedback, teacher W gives
corrections in students’ words or sentence mistakes. The
teacher gives the correct answer to students’ mistakes in
writing assignment with an arrow to easier for students to see
the correct answer and directly write the correct answer on
students’ errors in writing. See data number 52, 53, 64, 65,
and 67
2. The Feedback that Can Improve Students Writing Work
To answer the second research questions, based on interview with
teachers and students in senior high school X Bayan, the researcher
52
divided into two type i.e. teachers’ perception and students’
perceptions.
a. Teacher Perceptions
In this study, the researcher divides the teacher perspective into
2 i.e. teacher W and teacher S.
Teacher W said, in this new normal era, most students who
care about their assignments are minimal. After the teacher gives
feedback about how they will do the assignments. The students felt
motivated by the teacher and want to collect their assignments. See
data numbers 3, 4, 6, and 7
Teacher S said, in this new normal era, most students who
care about their assignments are a few of them. Besides, after being
given feedback and motivation by the teacher, most of the
improvements experienced by the students are significant. The
teacher knows the improvement experienced by students by paying
attention to each task that has been given. See data number 10, 11,
12, and 13
b. Students Perceptions
In this study, the researcher divided the perspectives of
students who were taught by teacher W and teacher S.
1) Students who taught by teacher W
53
In this study, the researcher divides the students based on their
learning achievement following what has been written in
chapter III. The researcher gives a code in the form of the letter
F which indicates (female) and the letter M which indicates
(male).
a) F1 (female students with high achievement)
From the feedback given by the teacher in the new normal
era, students can learn their mistakes. It makes students feel
improvement when the teacher provides two feedbacks in
correcting students writing work. See data number 15, 16,
and 17
b) F2 (female students with low achievement)
The teacher directly explains the error made by the
students in class. It can make students understand where
their mistakes were. Besides, students felt improvement
after being given feedback by the teacher in class. See
data number 19, 20, and 21
c) M1 (male students with high achievement)
In correcting, students writing work in the new normal
era teacher used two types of feedback. It makes students
understand and make students feel improvement after
54
being given feedback by the teacher. See data number 23,
24, and 25
d) M2 (male students with low achievement)
The teacher always gives oral feedback in this new
normal era in correcting students writing work. After
being given feedback students felt understood where to
use a capital letter in the sentence. He felt oral feedback
was more effective than written feedback in correcting
students writing work. See data number 27, 28, 29, and
30
2) Students who taught by teacher S
In this study, the researcher divides the students based
on their learning achievement following what has been
written in chapter III. The researcher gives a code in the form
of the letter F which indicates (female) and the letter M
which indicates (male).
a) F1 (female students with high achievement)
The teacher always gives oral feedback in correcting
students writing work. The explanation of oral feedback
is very lacking from the teacher. From the explanation by
the teacher students felt improvement. Besides, the
teacher rarely comes to class in this new normal era. See
data number 31, 32, and 33
55
b) F2 (female with low achievement)
The explanations about oral and written feedback in this
new normal era are very lacking from the teacher. The
explanations from the teacher it’s hard to understand.
Besides, after being given feedback by the teacher
students felt improvement. See data number 35, 36, 37,
and 38
c) M1 (male students with high achievement)
The teacher provides oral feedback in correcting students
writing work and rarely gives written feedback. Besides,
the teacher explains oral feedback more clear than written
feedback in correcting students writing work. After given
feedback students felt improvement. See data number 39,
40, and 41
d) M2 (male students with low achievement)
Students felt well understood oral feedback when the
teacher gives oral feedback than written feedback. It
makes students feel improvement in writing assignments.
See data number 43, 44, 45, and 46
B. Discussions
As explained in the findings above, the researcher makes an important
point to explain in detail about the findings. The researcher made 4 points,
56
namely oral visual feedback, group vs. individual feedback, code and uncoded
feedback, and paradoxical perception of teachers and students.
1. Oral Visual Feedback
The teacher gives written feedback on the student worksheets that have
an error related to the assignments that have been ordered the previous
week. At the next meeting, the teacher discusses the student's assignments
in class to be given oral feedback, Brookhart (2017). Oral feedback that
the teacher gives when teaching writing in the classroom is by using the
whiteboard as a place for delivering the feedback. The teacher focused on
giving oral feedback is on the ungrammatical error made by the students in
their assignments. The teacher calls the students to rewrite their
assignments on the blackboard for correction. The teacher's protocol of
providing oral visual feedback is as follows:
a. Oral Feedback Protocol
1) The teacher identifies errors in student writing
2) Explain error
3) Suggest revision
b. Visual Feedback Protocol
1) Copying students worksheets to the whiteboard
2) Appointing error in the students’ works
3) Suggesting revision
After the students whom the teacher calls on to rewrite their
assignments, the teacher immediately identifies the errors in the student's
57
writing. Then the teacher explains the location of the student's error by
giving a circle to the writing of the student who has an error in their
writing. After that, the teacher gives suggestions for the correct writing
related to the word circled on the whiteboard. Moreover, the teacher
allows students to identify their friend's writing on the whiteboard. With
the teacher providing opportunities for students to speak their opinions
regarding the writings of their friends who have errors, it will create
confidence in students to express their opinions. The strategy applied by
the teacher is very good for the development of the students.
Even more, the teacher providing oral visual feedback to students in
front of the class can make it easier for students to understand grammar
when writing assignments. In addition, the teacher explains the material in
front of the class using 2 languages i.e. English and Indonesian. The
teacher explains the material to students in the English language and
directly translates it into the Indonesian language. That's why the
explanation that the teacher gives was very easy for students to
understand.
On the other hand, students who are asked by the teacher to write their
assignments in front of the class will increase their confidence, even
though the assignments they have written have grammar errors. Students
will not feel ashamed of their writing that has errors, because the teacher
has motivated students so that all students are confident. Moreover, the
teacher forbids all students to laugh at or vilify the results of their friends'
58
assignments in front of the class. Together with this, all students are not
afraid to do their assignments. Every time a student answers a question or
wants to do an assignment in front of the class, the teacher always gives
appreciation in the form of applause. So, students' motivation to learn will
increase in the future.
Other teachers give feedback to students orally in front of the class,
feedback that the teacher gives regarding the learning material explained
by the teacher. After explaining the learning material, the teacher
immediately asked the students about their understanding of the material
that had been delivered. If there are no students asking questions, the
teacher will give assignments to test the student's understanding. Thus the
teacher can find out whether all students understand related to the learning
material that has been delivered.
2. Group vs. Individual Feedback
Giving group and individual feedback to students is needed by
students to understand the learning material. Group feedback is usually
given by the teacher when transferring learning material in the classroom.
While individual feedback is given by the teacher outside the classroom
which aims to provide a deeper understanding to students who do not
understand the learning material that the teacher conveys in class,
Brookhart (2017). Usually, the teacher gives group feedback to students to
transfer learning material. Giving group feedback aims to make all
students understand the material that has been delivered by the teacher.
59
Besides that, other teachers provide group feedback to students by
discussing written feedback that has been written on student worksheets
that have an error. Thus, what the teacher has written on the student
worksheets is easy for students to understand. Discussing the previous
material is something that is very rarely done by most teachers in general.
Most teachers want to complete learning materials quickly without
knowing whether their students understand or not.
Besides, the teacher also provides individual feedback to students
who have low motivation in learning. The teacher gives advice and
motivation to students so that they want to learn and do the tasks given by
the teacher. In a lesson, giving individual feedback to students is very
important in increasing students' interest and knowledge. Individual
feedback is believed to be able to give students free time to ask questions
regarding what problems have not been understood by students. Because
students can freely ask the teacher-related learning materials that they do
not understand.
3. Coded and Uncoded Feedback
This research is similar to the research conducted by Ferris and
Roberts (2001) which found that written corrective feedback (WCF) is
classified into 2 type’s i.e. direct and indirect corrective feedback (coded
& uncoded corrective feedback). In this study, the researcher found that
when teachers give coded feedback they tend to use circling, underlining,
or mark it at its location in a text, with or without a verbal rule reminder or
60
error code. In addition, in this study, each teacher has a different way of
giving code feedback to students. Teachers have their way of providing
code feedback to students. The teacher provides code feedback by circling
the student's writing that has errors, gives underline, and gives dash, and
signature on the student's writing. In contrast to this, other teachers when
giving code feedback to students tend to use a correct mark which
indicates that the student's writing is correct. Besides that, the teacher also
gives a cross out on the writing of students who have an error. Plus the
teacher also gives scores and also signatures on student writing.
This is different from the uncoded feedback that the teacher gave
during this new normal era at SMA X Bayan, in that the teacher gave the
correct answer regarding the word, phrase, or sentence that the teacher had
marked. The teacher gives the correct answer above and below the
student's writing that has an error. If there is no space to fill in the correct
answer, the teacher provides a tool in the form of arrows to show the
location of the correct answer to the students. This is intended for students
who have errors to improve their writing.
4. Paradoxical Perception of Teachers and Students
Paradoxical perception between teachers and students, related to the
problem of providing feedback from teachers which students feel is
lacking in this new normal period. The teacher feels that in this new
normal period, most students are very negligent of the learning provided
by the teacher. In addition, the teacher feels that interest in learning in
61
students has decreased drastically due to the Covid-19 pandemic. As a
result, many students do not want to do the assignments given by the
teacher. The teacher feels that there is nothing wrong with the teaching
method that has been conveyed to students. The explanation given by the
teacher can be understood by all students in the class. Even more, the
teacher provides opportunities for students to ask questions regarding
material that has not been understood after being explained by the teacher.
In addition, the teacher also provides individual feedback to students
who do not understand the learning material or help students solve their
problems. The teacher provides opportunities for students to ask questions
related to learning material that has not been understood outside the
classroom. The purpose of the teacher giving this is so that students have
plenty of time to ask questions related to the problem, Brookhart (2017).
The teacher tries to provide a deeper understanding to students who
experience complaints outside the classroom. After being given feedback
by the teacher, the students felt an improvement. Moreover, to find out the
improvement experienced by students, the teacher always pays attention to
the student worksheets. Thus, the teacher can know that students
experience an increase or decrease during learning.
Meanwhile, some students felt that the feedback that the teacher gave
in this new normal period was very lacking. The explanation given by the
teacher is very difficult for students to understand in the class. The teacher
often imposes assignments on students while the students do not
62
understand the explanation given by the teacher. Thus, students feel
burdened by assignments that are often given by the teacher. In addition,
teachers also rarely come to class to teach students in this new normal
period. However, all students felt that there was an improvement after
being given feedback by the teacher. Providing feedback from the teacher
is needed to increase student knowledge and help students solve problems.
CHAPTER V
CONCLUSION AND SUGESSTION
A. Conclusion
63
The teacher at senior high school X Bayan have their own way of giving
feedback to students inside and outside the classroom. The teacher provides
feedback on student writing using two types of feedback i.e. written feedback
and oral feedback. The written feedback that the teacher gives uses two types
i.e. code and uncoded. Furthermore, the teacher gives oral feedback to students
by repeating the previous learning material. The teacher also provides feedback
to students outside of class hours which aim to provide motivation so that
students understand the learning provided by the teacher in the classroom.
The teacher provides two types of feedback to students’ i.e. written and
oral feedback, written feedback that the teacher gives to students only applies
code feedback or direct correction. Furthermore, the oral feedback that the
teacher gives to students in class only explains the learning material that aims
to understand students during class hours. Outside of class hours the teacher
also provides feedback by motivating students and assisting students in doing
their assignments. The teacher always pays attention to student assignments to
find out the improvement experienced by all students in the class.
Based on the result of this study, the conclusion can be stated that the
types of teachers’ feedback use by the teachers in senior high school X Bayan
was written and oral feedback. In addition, the feedback that can improve
students writing work based on perception from the teachers and the students
was oral feedback.
B. Suggestions
64
Based on the conclusion above, the researcher would like to propose some
suggestions which can help teachers and schools provide feedback to the
students.
In senior high school X Bayan, it does not have a standard protocol for
providing feedback on students’ worksheets during this new normal era. The
absence of standard feedback on student worksheets makes teachers provide
feedback on students’ writing with their own accord. Each teacher has their
own way of providing feedback on students’ writing work. The feedback given
by the teacher on the students’ worksheets does not require students to make
improvements. Students are not encouraged to make revisions related to the
feedback that the teacher gives on their worksheets. In addition, the
communication pattern that the teacher provides in the classroom was
considered ineffective in provided feedback to students. Some students felt
they do not understand the explanation given by the teacher in class.
Teachers pay less attention to students who do not understand the learning
material in the classroom. That makes it difficult for students to understand the
feedback that has been given by the teacher.
To all teachers and schools, it is hoped that all schools will develop a
standard protocol for providing feedback on students’ writing work. Because of
the schools which do not have a standard feedback protocol, the teacher will
arbitrarily give feedback to students. Thus students will not feel developed by
giving feedback from the teacher. Besides, the teacher is expected to be able to
provide clear feedback to students, by providing a more in-depth explanation
65
related to the feedback that has been written on the students’ worksheet. Thus,
students will find it helpful to do the assignments that the teacher has given.
When providing feedback in the classroom, the teacher is expected to be
able to make all students understand the feedback that has been given. By
building effective communication with students, all students will feel that they
understand the material or feedback provided by the teacher in the classroom
and outside the classroom.
To the other researchers who want to research the same study, in order to
completed the research by the researcher the researcher hopes the other
researchers can provide input to the researcher.
BIBLIOGRAPHY
66
Adityas M. Tolkhah. 2008. English Language Education Study Program
Department. The Effect of Teacher Feedback in Speaking Class on
Learning Experience.
Agbayahoun, J. P. 2016. Teacher Written Feedback on Students Writing:
Teachers’ and Learners’ Perspective.
Agusta D. 2014. Improving Students Ability in Writing Narrative Texts Using
Short Animated Stories at Class VIII C of SMPN 2 Sandan Bantul. Thesis
Ahmad R. 2020. Thesis Research
Azad, S. A. 2014. The Effect of Coded and Uncoded Written Corrective Feedback
Types on Iranian EFL Learners' Writing Accuracy. Islamic Azad
University, Gowgan-Branch, Gowgan, Eastern Azerbaijan, Iran.
Brookhart. M. Susan. 2008. How to Give Effective Feedback to Your Students. 1st
Edition. Alexandria, Virginia USA: Association for Curriculum
Development
Brookhart. M. Susan. 2017. How to Give Effective Feedback to Your Students. 2nd
Edition.
Cohen, Louis. Manion, Lawrence. Morrison, Keith. 2018. Research Methods In
Education Eighth Edition, New York, Routledge
Eslami, E. 2014. The Effects of Direct and Indirect Corrective Feedback
Techniques on EFL Students’ Writing. www.sciencedirect.com
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Fauzan A. & Ngabut N. Novaria. 2018. EFL Students’ Perception on Flipped
Learning in Writing Class. Journal on English as foreign language vol. 8,
no.2
Ferris, D. & Roberts B. 2001. Error Feedback in L2 Writing Classes. Journal of

Second Language Writing.
Harmer, Jeremy. (2007). How To Teach Writing. New York: Longman.
Lyster R. & Ranta L. 1997. Corrective Feedback and Learner Uptake. Studies in
second language acquisition
Lyster R. & Saito K. 2010. Oral Feedback in Classroom SLA: a meta-analysis.
Studies in second language acquisition.
Lyster R. 2004. Differential Effects of Prompts and Recasts in From-focused
Instruction. Studies in second language acquisition
Mahdi D. & Noha El Sadangi. 2013. Oral Feedback in the EFL Classroom
68
APPENDIX 1
MATRIX OF THE DATA

Wirebakti S.Pd
No Questions Answer
1. What is feedback There are two types of feedback that were usually
type’s do you usually given by the teacher to the students during the new
apply during this new normal era;
normal era?
Written feedback: The teacher usually gives
written feedback to the students in the students’
worksheet.
Oral feedback: In the next meeting teacher always
gives oral feedback to the students, so that all
students understand the feedback that the teacher
gives in their assignments.
2. How do you give When teacher give feedback in front of the class, he
feedback to your usually choose 3-5 students who has many
students? mistakes in writing. Than call students to write
their work on the whiteboard to explain.
3. Do students During this pandemic, most students who care
experience about their assignments are minimal. In the
improvement after classroom only about 40% of them collect
being given feedback? assignments and understand the material presented.
4. Is the improvement The increase that occurred to students significantly
experienced by the after getting feedback even though it could not be
students significantly 100%.
or low?
5. How do you treat Teacher has 4 ways
students who do not 1. provide opportunities for students to improve
have an improvement their assignments
in writing 2. When the student does not do the first command,
assignments? the teacher will call the student to ask the student's
problem
3. Calling the parents of students to go to school
4. provide standard value
6. How do you know the The teacher always discusses the previous
improvement that material which aims to make students understand.
occurs in students? In addition, teacher also always pay attention to the
developments that occur in his students.
7. Can the feedback you The feedback provided by the teacher is easy for
gibe be understood by students to understand. proven by the significant
students? increase experienced by students
69
(Interview on Thursday, June 3rd, 2021)

Sri Hartini S.Pd
No Questions Answer
8. What is feedback The teacher always gives oral feedback in
type’s do you usually explaining the material directly in front of the class.
apply during this new The teacher gives oral feedback to make it easier for
normal era? students to understand the material given by the
teacher.
9. How do you give Teacher gives feedback to students with
feedback to your encouragement and motivation. Thus, it can
students? make students actively study for their mistakes.
10. Do students Any improvement in students writing depends on
experience the students itself. Because most students who
improvement after care about their assignments are very few of them.
being given feedback?
11. Is the improvement Most of the improvements experienced by the
experienced by the students were significant. Because students who
students significantly make mistakes or difficulties will be helped how to
or low? solve the problem. Teacher also provides
instructions in the form of suggestions in oral and
written form.
12. How do you treat The teacher always gives advice and motivation to
students who do not students to correct their mistakes
have an improvement
in writing
assignments?
13. How do you know the Usually the teacher re-examines the students'
improvement that writing assignments that have been collected and
occurs in students? the teacher can conclude that the students have
increased or decreased
14. Can the feedback you The feedback that the teacher gives in the
gibe be understood by classroom can be understood by students and
students? students can change the wrong writing to be correct
according to the instructions from the teacher
(Interview on Thursday, June 3rd, 2021)
70
Female (teacher W)
Nana Fania (high achievement)
No Questions Answer
15. What types of feedback do The teacher provides two types of feedback in
teachers usually give to correcting students’ assignments. Teacher
students? gives written feedback in students’
worksheet and the teacher also explains
orally where the error is. It makes students
understand about the feedback given by the
teacher.
16. What do you think about She can learn where her mistakes are when
the feedback given by the she writes
normal era?
17. Do you feel any She feels there is a change when given
improvement after the feedback by the teacher
18. Do you understand about She always forgot about the feedback was
the feedback given by the given by the teacher.
era?
(Interview on Saturday Mei 29th, 2021)

Female (teacher W)
Desinta (low achievement)
No Questions Answer
19. What types of feedback do The teacher gives oral feedback in correcting
teachers usually give to students’ worksheet. The teacher directly
students? explains the error that the students made in
their writing work.
20. What do you think about She think that feedback from the teacher is
the feedback given by the very good and easy to understand
normal era?
21. Do you feel any She felt improvement after being given
improvement after the feedback
22. Do you understand about She do not remember feedback was given by
the feedback given by the the teacher
era?
71
Male (teacher W)
Irman Sofyan (high achievement)
No Questions Answer
23. What types of feedback do The teacher provides two types of feedback
teachers usually give to which are written feedback and oral
students? feedback in correcting students writing work.
24. What do you think about Teacher used two types of feedback in
the feedback given by the correcting students writing work and make he
teacher during this new felt understand about the feedback
normal era?
25. Do you feel any He felt improvement when he listen carefully
improvement after the explanation from the teacher
26. Do you understand about He asked about feedback that he do not
the feedback given by the understand when teacher explain the material
era?

Male (teacher W)
Isma Damara (low achievement)
No Questions Answer
27. What types of feedback do In this new normal era teacher always gives
teachers usually give to oral feedback. According to students I D, he
students? feels oral feedback is effective to teach
students in this new normal era.
28. What do you think about When the teacher explains the material he can
the feedback given by the better understand what is meant by the
teacher during this new teacher.
normal era?
29. Do you feel any He knows how to put the capital letter in the
improvement after the sentence
30. Do you understand about Better understand oral feedback than in
the feedback given by the writing.
era?
72
Female (teacher S)
Nur Ifta (high achievement)
No Questions Answer
31. What types of feedback do Teacher just gives oral feedback in correcting
teachers usually give to students’ worksheet in this new normal era.
students?
32. What do you think about There is still a lack of feedback given by the
the feedback given by the teacher in this new normal. Because the
teacher during this new teacher rarely comes to class. The thing that
normal era? causes teachers to rarely come to class is
probably because students in the class rarely
pay attention to learning.
33. Do you feel any The improvement she felt after being given
improvement after the feedback by the teacher was very pronounced
teacher gives feedback? for her, because she was able to correct her
mistakes
34. Do you understand about She do not really remember about feedback
the feedback given by the given by the teacher
era?

Female (teacher S)
Rohyani (low achievement)
No Questions Answer
35. What types of feedback do The feedback given by the teacher in the new
teachers usually give to normal era is very lacking, starting from
students? written feedback and oral feedback. She feels
that she does not understand the explanation
from the teacher regarding the feedback
problem that has been given.
36. What do you think about She compared about feedback was given by
the feedback given by the the teacher in ten grades and eleven grade.
teacher during this new She think that feedback from the teacher is
normal era? lacking
37. Do you feel any She felt improvement after being given
38. Do you understand about She does not understand because the
the feedback given by the feedback given by the teacher is still minimal.
era?
73
Male (teacher S)
Firman Wahyudi (high achievement)
No Questions Answer
39. What types of feedback do The teacher provides oral feedback in
teachers usually give to correcting students writing work. He feels
students? better understand oral feedback than written
feedback in this new normal era. Besides,
teacher rarely to gives written feedback to the
students.
40. What do you think about Oral feedback more clear than written
the feedback given by the feedback
normal era?
41. Do you feel any He prepare oral feedback than written
42. Do you understand about When the teacher gives oral feedback in front
the feedback given by the of the class. The students have opportunities
teacher in this new normal to ask the question when he do not understand
era?

Male (teacher S)
Angga Purnama (low achievement)
No Questions Answer
43. What types of feedback do The teacher provides oral feedback in
teachers usually give to correcting students writing work. He feels
students? understand when the teacher gives oral
feedback than written feedback.
44. What do you think about Teacher always gives students unclear
the feedback given by the explanation and push students to do
teacher during this new assignment
normal era?
45. Do you feel any For improvement here he felt better know
improvement after the where to used punctuation marks and
teacher gives feedback? placement of capital letters in a sentence.
46. Do you understand about He felt embarrassed in asked about the
the feedback given by the feedback given by the teacher because it uses
74
teacher in this new normal English.
era?
75
Feedback from the Teachers
No Code/Symbol Form Meaning Example

Feedback
47. Circling O (word Incorrect & need Eviry, englis,
mistake) to be fixed wiwik, learn in
Indonesian, with,
bet, usuly, studens
48. Correct ₰ (correct correct The milk spanned
mark/cruel sentence) an over the floor,
see Jane get a mop
and cleaned it up
Cause: milk
spanned
Effect: Jane moped
49. Score 0-100 Students 80
achievement
50 Cross X (incorrect Incorrect and need Siti has planned a
sentence) to be fixed trip to her uncle’s
house because she
loves her consins
Cause: plan a trip
Effect: love her
causin
51. Signature of the Signatures The students’
teachers writing has been
corrected by the
teacher
52. Arrow → (pointer) Show the result of →
the teachers’
correction
53. Notes Feedback Give the correct I and my friend
sentence and answer almost train
word football every
afternoon, front,
both, pretty
54. Dash ― (incorrect Incorrect & need Prond
word) to be fixed
55. Underline ꟷ (incorrect Incorrect & need Pretty
word) to be fixed
Documents from teacher W
76
Documents from teacher S
77
No Statements of the Meaning Feedback from the
teacher teacher
82. Students assignment itError I and my friend almost
does not has any Example: train with my train every afternoon
subject friend almost every
afternoon
83. Students assignment Error Rosiana learn English
just write phrase Example: learn in in her class
Indonesian
84. Students assignments Error I usually wash my hair
has errors in writing Example: I usuly wash every week
words hair eviry week
85. Students assignments Error Both my finger and
has error in writing Example: but my finger nails look beautiful
word and nails look beautiful
Observation on how the teacher gives feedback to the students
(Observation on Friday 04th June, 2021)
78
APPENDIX 2
Observation Sheet
Observation Sheet
Day/date: 22 Mei, 2021
Location: SMAN 1 BAYAN
Observe: Guru Bahasa dan sastar inggris kelas 10
Object Observation: Wirebakti S.Pd
Purpose: melihat cara guru memberikan feedback kepada siswa
A. Descriptive Part
Teacher call students name “Midawan” and the students come to write his
sentence.For all of students look your friend yang menulis hasil kerjanya didepan!
Jika tulisan yang dia kerjakan salah maka kita akan sama-sama memperbaikinya.
All of you look the sentence that Midawan write! “Train with my friend almost
every afternoon” is it correct? It’s wrong right? All of students said “wrong”. In
this sentence “train with my friend almost every afternoon” it does not has
subject. Now how to correct it? I give some example to you “I and my friend
almost train every afternoon”. So it is subject right (the teacher circle the the
79
words “I and my friend”), but it is not subject (the teacher circle the word “train”).
First we must be understood about the subject firstly, without subject tanpa
subject itu bukan menjadi sebuah kalimat. Lagi sekali, penekanannya sepanjang
apappun kosakata yang anda susun tetapi tidak memiliki subject maka itu bukan
sebuah kalimat. Teacher asks to students “do you understand?” students answer
“yes sir”.
Next teacher call students’ name “Etika Wahyuni” and the students come to write
her sentence. Look your friend write sentence, if has mistakes or error writing we
will discuss it again. Based on assignment “how to write descriptive text by Etika
Wahyuni. Ok, look at it now! “But my finger and nails look beautiful” so what the
meaning about “but”?. Tetapi dia bilang disini ya, it is better how to write
sentence to be use of pararel structure “both my finger and nails look beautiful”.
Ok, what is the different? Apa bedanya sekarang (guru bertanya pada siswa).
Ketika kita menggunakan pararer structure menggambungkan 2 hal keadaan yang
bersamaan maka menggunakan (teacher circle the word “both”) kata “both ini
berarti kedua-duanya. Teacher asks to students (do you understand about it?) and
students answer (yes).
Ok next, Rosiana it so funny sentence but never mind we are still learning and
Rosiana write her sentence. Ok that’s good, thank you Rosiana, she was done by
her assignment (while smiling) but remember Rosdiana and another’s. Rosdiana
menulis “learn in Indonesian” it’s just phrase (while show the sentence that
Rosdiana write). What is phrase? Phrase itu adalah anak kalimat bukan kalimat.
Kenapa dikatakan anak kalimat? Itu hanya terdiri dari beberapa kata, ones again,
80
without subject a lot of vocabulary that you write tanpa menggunakan subject itu
tidak akan menjadi sebuah kalimat. Sekarang kita perbaiki tulisan Rosdiana
bareng-bareng. “learn” itu hanya sebuah kata kerja dan tidak bisa didalam sebuah
kalimat langsung diawali dengan sebuah kata kerja. Berarti dia bukan sebuah
subject, ok anggap subjectnya adalah Rosdiana. “Rosdiana learn English in her
class”, teacher circle the phrase “learn in Indonesian”. Lagi sekali sepanjang
apapun kosa-kata itu disusun tetapi tidak memiliki subject maka itu bukan
menjadi sebuah kalimat. Teacher show the sentence “Rosdiana learn English in
her class”. Cukup jelaskan “Rosdiana” sebagai subject “learn” sebagai kata kerja.
Cukup jelaskan sampai disini? (teacher asks to students) and students answer
(yes).
Next Juniati, based on juniati assignment about how to write sentence is it correct
but not almost correct. Look the sentence in the whiteboard is it complete
sentence (I usuly wash hair eviry week) that has subject, predicate, object and kata
keterangan (while show the students juniati’s sentence). Lalu dimana tempat
salahnya anakku? (teacher asks to the students) and students answer (penulisannya
pak). Yes it’s correct, kesalahannya terletak pada penulisan kata-katanya (teacher
circle the words “usully, eviry”. Teacher gives the correct answer on each error
become “I usually wash my hair every week”. It so simple but if you are never to
learn it imposible, lagi sekali, sesuatu yang gampang tetapi anda tidak pernah
melakukannya maka itu akan menjadi sulit. What is the key (teacher asks to
students) tried to learn.
81
B. Reflective Part
Teacher gives feedback to the students with oral and written in whiteboard.
Feedback that the teacher gives are easy to understand by the students and could
be improves students writing work. Besides, teacher used two languages to gives
feedback to students (i.e. English and Indonesia). It can make students better
understand when the teacher only gives explanation with English language that
most students cannot understand. In another hand, the teacher made mistake when
he was corrected students assignment with smiling and said “funny sentence”
made by Rosdiana. It can make students uncomfortable when the teacher smiles
with their assignment.
82
APPENDIX 3
Interview Sheet for Teacher
Teacher’s Name: Wirebakti, S.Pd
No Pertanyaan Jawaban
1. Apakah jenis feedback Feedback yang biasanya saya berikan kepada siswa
dimasa new normal ini ada 2 jenis;
yang biasanya di terapkan
Written feedback: yang dimana feedback yang saya
oleh anda kepada siswa
berikan ini langsung saya tulis pada lembar tugas
dimasa new normal? siswa.
Oral feedback: biasanya saya berikan langsung di
depan kelas agar memudahkan semua siswa
mengerti tentang materi pembelajaran.
2. Bagaimanakah cara anda Cara saya memberikan feedback kepada siswa

adalah dengan cara memilih tugas siswa yang
memberikan feedback
memiliki letak kesalahan yang sama. Kemudian
kepada siswa?
memanggil siswa maju ke depan kelas untuk
langsung di koreksi tugas menulisnya. Saya
biasanya memanggil 5 orang siswa yang memiliki
banyak kesalahan untuk di perbaiki.
83
3. Ketika anda memberikan Dimasa pandemic ini kebanyakan siswa yang
peduli terhadap tugasnya sangat minim. Di dalam
feedback kepada siswa,
kelas hanya sekitar 40% dari meraka yang
apakah ada peningkatan
mengumpulkan tugas dan mengerti terhadap materi
pada tugas menulis siswa? yang disampaikan.
4. Apakah peningkatan yang Peningkatan yang terjadi terhadap siswa secara

significant setelah mendapatkan feedback sekalipun
di alami siswa itu secara
tidak bisa 100%.
significant atau rendah?
5. Bagaimanakah cara anda Disini saya memiliki 4 cara terhadap siswa yang
tidak mengerti terhadap feedback yang saya
memperlakukan siswa
berikan:
yang tidak memiliki
Biasanya saya memberikan kesempatan untuk
peningkatan dalam tugas mengmpulkan tugas di luar batas yang di tentukan.
Jika sampai batas waktu yang ke-2 diberikan tugas
menulis?
tidak mengumpulkan maka, yang bersangkutan
akan di panggil secara personal oleh guru bidang
studi terkait alasannya.
Jika sampai yang bersangkutan (siswa) tidak juga
mengumpulkan tugas. Guru bidang studi akan
menghubungi orang tua atau wali siswa tersebut
terkait permasalahannya disekolah.
Pilihan terakhir jika yang bersangkutan masih saja
tidak peduli terhadap tugasnya , maka siswa
tersebut akan diberikan pilihan tidak akan
mendapatkan nilai seperti nilai raport sebelumnya.
84
6. Bagaimana cara anda Biasanya saya membahas kembali materi
sebelumnya agar mereka bisa menulisnya dengan
mengetahui peningkatan
benar.
yang terjadi di dalam tugas
menulis siswa?
7. Apakah feedback yang Tentu saja bisa, terbukti dengan adanya

peningkatan secara significant yang terjadi terhadap
anda berikan bisa
siswa.
dimengerti oleh siswa?
85
Interview Sheet for Teacher
Teacher’s Name: Sri Hartini, S.Pd
1. Apakah jenis feedback yang Biasanya saya menerapkan jenis feedback

verbal atau secara langsung. Karena
biasanya di terapkan oleh anda
biasanya saya menjelaskan materi di depan
kepada siswa dimasa new
kelas dan memberikan waktu bagi siswa
normal? untuk bertanya terkait materi yang saya
sampaikan. Jikalau tidak ada yang bertanya
maka saya akan memberikan mereka
tugas/latihan.
2. Bagaimanakah cara anda Cara saya memberikan feedback kepada

siswa dengan memberikan dorongan dan
memberikan feedback kepada
motivasi . Memberikan saran dan komentar
siswa?
kepada siswa agar siswa paham tentang
pekerjaannya
3. Ketika anda memberikan Ada peningkatan, tapi tergantung dari

siswanya masing2. Sebagian besarnya lebih
feedback kepada siswa, apakah
ada peningkatan.
ada peningkatan pada tugas
menulis siswa?
4. Apakah peningkatan yang di Sebagian besar peningkatan yang dialami

siswa itu secara significant. Karena siswa
alami siswa itu secara significant
yang melakukan kesalahan atau kesulitan itu
atau rendah?
akan dibantu bagaimana cara memecahkan
86
masalahnya. Saya juga memberikan
petunjuk berupa saran dalam bentuk lisan
maupun tulisan.
5. Bagaimanakah cara anda Saya tetap memberikan dorongan atau
semangat dan motivasi untuk belajar dan
memperlakukan siswa yang
memperbaiki kesalahannya.
tidak memiliki peningkatan
dalam tugas menulis?
6. Bagaimana cara anda Saya biasanya melihan tugas menulis siswa

yang telah di kumpulkan.
mengetahui peningkatan yang
terjadi di dalam tugas menulis
siswa?
7. Apakah feedback yang anda Bisa dimengerti, karena bisa saya liat dari
tugas yang saya berikan kepada siswa dan
berikan bisa dimengerti oleh
mereka mempuanyai perubahan terhadap
siswa?
pekerjaannya yang salah kemudian mereka
bisa memperbaikinya dengan baik.
APPENDIX 4
Interview Sheet for Students
Students’ name: Desinta
87
1. Apakah tipe feedback yang Biasanya guru selalu memberikan oral
biasanya diberikan oleh guru feedback kepada kita. Guru selalu
kepada siswa? mengoreksi tugas kita secara langsung
di depan kelas.
2. Apakah pendapat anda tentang Pendapat saya sangat bagus karena bisa
feedback yang diberikan oleh memperbaiki kesalahan kita dan
guru? membuat kita lebih baik kedepannya.
3. Apakah anda merasa ada Saya merasa ada peningkatan ketika
peningkatan ketika guru diberikan feedback oleh guru dan
memberikan feedback kepada pengetahuan kita semakin bertambah.
anda?
4. Apakah anda mengerti tentang Kadang mengerti kadang tidak.
feedback yang diberikan oleh Contohnya dalam menggunakan kata
guru? ganti subject dalam sebuah kalimat.
Students’ name: Nana Fania
88
1. Apakah tipe feedback yang Guru memberikan kedua tipe feedback
biasanya diberikan oleh guru tersebut dalam mengoreksi tugas kita.
kepada siswa? Ketika kita melakukan kesalahan pada
tugas menulis, guru memberikan written
feedback pada lembar tugas kita dan
juga guru menjelaskan kepada kita letak
kesalahannya.
2. Apakah pendapat anda te Dari feedback yang telah diberikan oleh
guru, kita bisa belajar letak kesalahan
kita dimana dan untuk kedepannya bisa
menjadi lebih baik lagi.
ntang feedback yang diberikan
oleh guru?
3. Apakah anda merasa ada Ada peningkatan, misalnya saat kita
peningkatan ketika guru membuat tugas dan melakukan
memberikan feedback kepada kesalahan. Jadi untuk kedepannya kita
anda? bisa belajara tentang kesalahan kita
tersebut.
4. Apakah anda mengerti tentang Kadang ingat dan kadang lupa tentang
feedback yang diberikan oleh apa instruksi dari guru kita. Karena
guru? kemungkinan banyak tugas yang
89
menyibukkan kita.
Students’ name: Isma Damara
1. Apakah tipe feedback yang Biasanya feedback yang diberikan oleh
biasanya diberikan oleh guru guru pada saat ini adalah secara
kepada siswa? langsung atau oral feedback. Karena
menurut saya feedback oral lebih
effective dibandingkan dengan written.
2. Apakah pendapat anda tentang Pada saat guru menjelaskan materi kita
feedback yang diberikan oleh bisa lebih mengerti apa yang dimaksud
guru? oleh guru.
3. Apakah anda merasa ada Saya jadi merasa tahu tentang cara
peningkatan ketika guru penempatan hurup capital pada sebuah
memberikan feedback kepada kalimat.
anda?
4. Apakah anda mengerti tentang Lebih mengerti feedback secara
feedback yang diberikan oleh langsung dibandingkan dengan tertulis.
guru?
Students’ name: Roh Yani
90
1. Apakah tipe feedback yang Yang biasanya diberikan oleh guru pada
biasanya diberikan oleh guru saat ini saya merasa kurang. Dari mulai
kepada siswa? feedback secara tertulis maupun secara
langsung. Karena pada saat tatap muka
saja kita tidak mengerti apalagi saat
pembelajaran daring.
2. Apakah pendapat anda tentang Untuk sekarang feedback yang
feedback yang diberikan oleh diberikan oleh guru masih kurang. Beda
guru? dengan dulu waktu kita masih kelas 10,
dimasa itu saya merasa feedback yang
diberikan oleh guru sangat bagus.
3. Apakah anda merasa ada Saya merasa ada peningkatan karena
peningkatan ketika guru saya merasa ada pembelajaran yang
memberikan feedback kepada masuk ke otak saya.
anda?
4. Apakah anda mengerti tentang Saya kurang mengerti karena feedback
feedback yang diberikan oleh yang diberikan oleh guru masih minim.
guru?
Students’ name: Irman Sopyan
1. Apakah tipe feedback yang Untuk tugas tertulis biasanya dijelaskan
91
biasanya diberikan oleh guru dengan oral dan written. Beda dengan
kepada siswa? saat kita speaking, guru selalu
memberikan feedback secara langsung.
2. Apakah pendapat anda tentang Dalam pembelajaran writing kita lebih
feedback yang diberikan oleh mudah memahami feedback yang
guru? diberikan oleh guru. Karena guru
menggunakan oral dan written feedback
saat mengoreksi tugas siswa.
3. Apakah anda merasa ada Tentu saja ada, karena instruksi dari
peningkatan ketika guru guru ketika dalam sebuah pembelajaran.
memberikan feedback kepada Ketika kita mendengarkan secara
anda? seksama pasti kita akan mengerti apa
yang dimaksud oleh guru tersebut.
4. Apakah anda mengerti tentang Kalau saya merasa tidak mengerti
feedback yang diberikan oleh dengan maksud guru tersebut saya akan
guru? bertanya dan akan mudah bagi saya
untuk mencernanya dengan kepala.
Students’ name: Nur Ifta
1. Apakah tipe feedback yang Yang biasanya diberikan oleh guru pada
biasanya diberikan oleh guru saat new normal ini lebih ke sacara
92
kepada siswa? langsung (oral feedback).
2. Apakah pendapat anda tentang Masih kurang feedback yang diberikan
feedback yang diberikan oleh oleh guru pada new normal ini.
guru? Dikarenakan guru jarang masuk kelas.
Hal yang menyebabkan guru jarang
masuk kelas kemungkinan karena siswa
di dalam kelas jarang ada yang mau
memperhatikan pembelajaran.
3. Apakah anda merasa ada Kalau saya pribadi ada peningkatan.
peningkatan ketika guru Karena feedback yang diberikan oleh
memberikan feedback kepada guru adalah pembelajaran bagi saya.
anda?
4. Apakah anda mengerti tentang Kadang mengerti kadang juga tidak.
feedback yang diberikan oleh
guru?
Students’ name: Firman Wahyudi
1. Apakah tipe feedback yang Oral feedback. Karena saya merasa
biasanya diberikan oleh guru lebih memahami oral feedback. Dalam
kepada siswa? tugas writing guru biasanya memberikan
93
feedback secara langsung kepada siswa
dan jarang meberikan written feedback
kepada siswa.
2. Apakah pendapat anda tentang Penjelasan tentang oral feedback lebih
feedback yang diberikan oleh jelas dibandingkan dengan written
guru? feedback.
3. Apakah anda merasa ada Lebih cepat paham menggunakan oral
peningkatan ketika guru feedback dalam hal penulisan paragraph
memberikan feedback kepada dan kalimat. Mengerti letak penggunaan
anda? huruf capital pada sebuah kaliamt.
4. Apakah anda mengerti tentang Biasanya kalau kita diberikan feedback
feedback yang diberikan oleh secara langsung, kita ada kesempatanm
guru? untuk menanyakan letak kesalahan
dalam penulisan kita dimana
dibandingkan dengan written feedback.
Students’ name: Angga Purnama
1. Apakah tipe feedback yang Oral feedback. Karena saya merasa
biasanya diberikan oleh guru lebih memahami secara langsung
kepada siswa? dibandingkan dengan secara tertulis.
2. Apakah pendapat anda tentang Guru biasanya memberikan penjelasan
94
feedback yang diberikan oleh kepada siswa masih kurang jelas dan
guru? guru memaksakan langsung
memberikan tugas kepada siswa.
3. Apakah anda merasa ada Dalam pemebelajaran writing kita
peningkatan ketika guru merasa ada peningkatan untuk menulis
memberikan feedback kepada paragraph atau kalimat lebih baikm lagi.
anda? Untuk peningkatan disini kita merasa
lebih tau tempat menggunakan tanda
baca dan penempatan hurup capital pada
sebuah kalimat.
4. Apakah anda mengerti tentang Kita merasa malu dalam bertanya
feedback yang diberikan oleh tentang feedback yang diberikan oleh
guru? guru karena menggunakan Bahasa
inggris.
APPENDIX 5
Documentations
95
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ENGLISH TEACHERS’ FEEDBACK ON STUDENTS’ WRITING WORK

IN THE NEW NORMAL ERA

KHAERUL FADLI AHMAD

MANDALIKA UNIVERSITY OF EDUCATION FACULTY OF CULTURE,

MANAGEMENT AND BUSINESS (FBMB)

IN THE NEW NORMAL ERA

of education at the Faculty of Culture, Management and Business

Mandalika University of Education

KHAERUL FADLI AHMAD

MANDALIKA UNIVERSITY OF EDUCATION FACULTY OF CULTURE,

MANAGEMENT AND BUSINESS (FBMB)

“Do not say you cannot do it before you try it”

This thesis entitled “ENGLISH TEACHERS’ FEEDBACK ON STUDENTS’

WRITING WORK IN THE NEW NORMAL ERA” has been approved to be

developed into thesis.

Mataram, 09 December 2021

First Consultant, Second Consultant,

Dr. Haerazi, M.Hum Dr. L. Ari Irawan, S.E., S.Pd., M.Pd

Dean of Faculty of Culture, Management and Business

This thesis entitled: ENGLISH TEACHERS’ FEEDBACK ON STUDENTS’

Mataram, 09 December 2021

Dr. Haerazi, M.Hum .…………………… (Chairman)

Dr. L. Ari Irawan, S.E., S.Pd.,M.Pd. …………………… (Member)

Dira Permana, M.Pd …………………… (Member)

Dean of Faculty of Culture, Management Head of English Language

Muliani, M.Pd. Heri Hidayatullah, M.Pd.

The Undersigned Below:

Name : Khaerul Fadli Ahmad

Mataram, 09 December 2021

Khaerul Fadli Ahmad

Bismillahirrohmannirrahim, Praise to Allah SWT who has given His grace

complete this proposal entitled “English Teachers’ Feedback on Students’ Writing

qualify for S-1 at the University of Mandalika Mataram.

perfectness, so I ask for the readers to give me suggestion.

Mataram, 09 December 2021

Khaerul Fadli Ahmad

KHAERUL FADLI AHMAD. English Teachers’ Feedback on Students’ Writing

MOTTO AND DEDICATION.........................................................................iv

A. Background of the Study......................................................................1

C. Purpose of the Study.............................................................................5

D. Significant of the Study........................................................................5

E. Scope of the Study................................................................................5

F. Definition of Key Terms.......................................................................5

b. Oral Corrective Feedback.............................................14

a. Choosing Feedback Strategy.................................................17

b. How to Know Whether Teachers’ Feedback are Good........21

1. Strategy in Teaching Writing....................................................22

a. Collaborative Writing ..........................................................23

a. The Steps of Writing Process................................................27

a. The Internal Problem in Writing...........................................28

b. The External Problem in Writing.........................................30

B. Subject of the Study..............................................................................36

C. Data and Source of Data.......................................................................37

E. Technique of Data Collection...............................................................43

RESEARCH FINDINGS AND DISCUSSION................................................49

A. Background of the Study

In learning process, feedback given by the teachers to the students which

aims to increase students’ motivation in learning is needed. With the feedback