Students' Perception toward Teacher's Written Corrective Feedback in Writing 3 class

DOI

10.2991/aecon-17.2017.30How to use a DOI?

Keywords

teacher's written corrective feedback, writing 3 class, perception

Abstract

Knowing students' perception toward teachers' written corrective feedback implemented in writing 3 class was the aim of this research. 50 students who enrolled writing 3 class in one of pr¡vate universities in Central Java, Indonesia were given questionnaire to get their perception. The data was analyzed quantitatively and qualitatively. The results of their perception and reasons underlying their opini¢n were revealed. Firstly, in general students (94%) agreed that the feedback helped them to write paragraph writing, however, 6% of students responded differently. Secondly, in direct teacher's written corrective feedback, 100% of students agreed that the type of feedback was able to help them mastering paragraph writing skill. However, in indirect teacher's written corrective feedback got positive as well as negative responses. 86% of students chose strongly agree (18%) and agree (68%) toward this type, but 14% of students gave negative response. Thirdly, mostly students (98%) agreed that feedback on all aspects of writing (organization, content, mechanics, grammar, and vocabulary) helped them to improve their writing, but only 2% of students did not agree. Finally, 100% of students chose strongly agree (30%) and agree (70%) that media helped them receiving feedback.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Listiani
PY  - 2017/10
DA  - 2017/10
TI  - Students' Perception toward Teacher's Written Corrective Feedback in Writing 3 class
BT  - Proceedings of the 4th Asia Pacific Education Conference (AECON 2017)
PB  - Atlantis Press
SP  - 164
EP  - 167
SN  - 2352-5398
UR  - https://doi.org/10.2991/aecon-17.2017.30
DO  - 10.2991/aecon-17.2017.30
ID  - 2017/10
ER  -