Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

The Investigation of Teacher’s Indirect Written Corrective Feedback on Students’ Writing

Authors
Suci Maharani
Corresponding Author
Suci Maharani
Available Online June 2019.
DOI
10.2991/conaplin-18.2019.308How to use a DOI?
Keywords
indirect written corrective feedback; students’ writing; teacher’s reasoning
Abstract

Studies on the investigation of indirect written corrective feedback given by English teacher to students’ writing as part of their formative assessment seem not have been fully investigated. Thus, this study aimed to find out how the teacher gave indirect feedback to the student’s writing and the reasons why the teacher gave any types of indirect written corrective feedback. Students’ writings were the main source for the data collection. Twenty of year 8 students’ writings were collected, which including 10 of the students’ first drafts and 10 of the second drafts. The teacher’s commentary was analyzed by using the adapted framework. Moreover, interview was also conducted in order to find out the teacher’s aims on the given feedback. Then, the interviews were analyzed descriptively. The results showed that the teacher used error code, ask for information/question, direction/statement, direction/imperative, and meta-linguistic explanation in providing the indirect written corrective feedback. Moreover, it was also revealed that the indirect written corrective feedback given was aimed to train the students to think critically in order to discover the writing errors by themselves. In addition, it can be inferred that indirect written corrective feedback was not really effective to be used for 8 graders.

Copyright
© 2019, 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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Volume Title
Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
June 2019
ISBN
978-94-6252-749-2
ISSN
2352-5398
DOI
10.2991/conaplin-18.2019.308How to use a DOI?
Copyright
© 2019, 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/).

Cite this article

TY  - CONF
AU  - Suci Maharani
PY  - 2019/06
DA  - 2019/06
TI  - The Investigation of Teacher’s Indirect Written Corrective Feedback on Students’ Writing
BT  - Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)
PB  - Atlantis Press
SP  - 500
EP  - 501
SN  - 2352-5398
UR  - https://doi.org/10.2991/conaplin-18.2019.308
DO  - 10.2991/conaplin-18.2019.308
ID  - Maharani2019/06
ER  -