Students Voices: A Qualitative Study On Teachers’ Written Feedback Among Fourth Year University Students

Syamsul Bahri
https://doi.org/10.35307/saltel.v2i1.15

Abstract


The objectives of this study is to find student’s voices on teachers’ written feedback. The qualitative study investigates the student’s voices on teachers’ written feedback of their essays and comments that benefit students’ future improvement as writers. It explores sixty-one English Department students’ opinions on the written feedback of their writing teachers at Ar-Raniry State University of Islamic Studies, Banda Aceh, Indonesia.  The findings indicate that writing teachers provide various kinds of feedback on students’ essays and they valued positive teachers’ feedback on all aspects of writing such as grammar, mechanics, content and organisation. Teachers’ negative comments were also considered useful for students’ learning because they can help students to improve their critical thinking and writing skills. In addition, for student future improvement, teachers’ feedbacks do contribute to learning and that teachers’ feedback on grammar and organisation are more preferable than those on content and mechanics. It is suggested that feedback which highlights strengths and weaknesses of students’ work can facilitate students to learn and make better future learning.


Keywords


Students voices; teachers’ feedback; future learning

Full Text:

PDF

References


Arndt, V. (1993). Response to writing: Using feedback to inform the writing process. In M.N. Brock and Walter. L. (Eds.), Teaching composition around the facific Rim: Politic and Pedagogy. Clevendon, England: Multilingual Matters.

Barnes, A. (1999). Assessment. In Pachler, N. (1999). (Ed). Teaching modern foreign languages at advanced level. London: Routledge.

Burkland, J. & Grimm, N. 1986. Motivating through responding. Journal of teaching writing, 5.

Cohen, A., and Cavalcanti, M. (1990). Feedback in written compositions: Teacher and students verbal reports. In Kroll, B (ed.) Second Language Writing: Research Insights for the Classroom. Cambridge: Cambridge University Press.

Cohen, A., D. (1987). Students Processing of Feedback on Their Compositions, In: Wenden, A. and Rubin, J. (1987). Learning Strategies in Language Learning. Prentice Hall International.

Enginarlar, H. (1993). Students response to teacher feedback in EFL writing. System, 21 (2). 193-204.

Ferris, D. (1995b). Students reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29, 33-53.

Ferris, D. (2003). Response to student writing: Implications for second language students, New Jersey: Lawrence Erlbaum Associates, Publishers.

Goldstein, L.M. (2004). Questions and answers about teacher written commentary and student revision: teachers and students working together. Journal of Second Language Writing 13. 63–80.

Haines, C. (2004). Assessing Students’ Written Work: Marking Essays and Reports, New York: Routledge.

Hamp-Lyons, L. (2003). Writing teachers as assessors of writing. In Exploring the dynamics of second language writing, Kroll, B (ed.). Cambridge: Cambridge University Press.

Hedgcock, J., & Lefkowitz, N. 1994. Feedback on feedback: Assessing learner receptivity in second language writing. Journal of Second Language Writing, 3.

Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press.

Hyland, K., and Hyland, F., (2006). Feedback on second language students’writing, Cambridge: Cambridge University Press.

Iron, A. (2008). Enhancing Learning through Formative Assessment and Feedback, New York: Routledge.

Jack C. Richards, et.al., (1992). Longman Dictionary of Language Teaching & Applied Linguistics, Harlow: Longman.

Kroll, B. (2003). Exploring the Dynamics of Second Language Writing, Cambridge: Cambridge University Press.

Kroll, B. (ed.) (1990). Second Language Writing: Research Insights for the Classroom, Cambridge: Cambridge University Press.

Mutch, A. (2003). Exploring the practice of feedback to students, Active Learning in Higher Education, 4 (1), 24-38.

Radecki, P.M. and Swales, J.M. (1988). ESL Student Reaction to Written Comments on Their Written Work, System, 16(3), 355-365.

Semke, H. D. (1984). The effects of the red pen. Foreign Language Annals, 17 (3) 195-202.

Sommers, N. (1982). Responding to Student Writing, College Composition and Communication, 33 (2), 148-156.

Straub, R. 1997. Students’reactions to teacher comments: An exploratory study. Research in The Teaching of English.

Sujana, (1985). Metode Statistika, Bandung: Tarsito.

Ur, P.1996. A Course in Language Teaching, Cambridge: Cambridge University Press.

Vygotsky, L. S. 1978. Mind in Society, Massachusetts: Harvad University Press.

Weaver, M.R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. In Assessment & Evaluation in Higher Education, 31 (3), 379–394.

Zamel, V. (1985). Responding to students writing. TESOL Quarterly, 19, 79-102.

Zulfadhliadi (2010). Students’ perception on their Teacher written feedback. Unpublished Skripsi. Tarbiyah Faculty IAIN Ar-Raniry.



StatisticsArticle Metrics


This article has been read : 25 times
PDF file viewed/downloaded : 17 times

Refbacks

  • There are currently no refbacks.


SALTeL Journal is abstracted and indexed in

     

 

Creative Commons License
SALTeL Journal. This work is licensed under a Creative Commons Attribution 4.0 International License.