| dc.contributor.advisor | SRI REJEKI MURTININGSIH | |
| dc.contributor.author | KHAKIKI, KHOERUNISA UL | |
| dc.date.accessioned | 2016-11-14T02:37:15Z | |
| dc.date.available | 2016-11-14T02:37:15Z | |
| dc.date.issued | 2016 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/6357 | |
| dc.description | Teachers’ written feedback is an essential determiner on students’ writing
enhancement. This study had two aims. First is aimed at finding the teachers’
attitude on their own written feedback given to students writing. It dug up the
teachers’ feeling toward their feedback and their preferences on the types of
written feedback. Second is aimed at finding the teachers’ obstacles and strategies
to solve the obstacles in providing written feedback. To answer the two research
questions, the researcher designed this research as qualitative research by case
study as the approach of this research. Semi-structured interview were done to
gather the data. The participants were three teachers of EED of UMY. The
participants were chosen by using purposive sampling.
First, the result of the data gathered got the findings that the EED of
UMY’s teachers had positive attitude toward their own feedback in students’
writing in terms of giving input to students’ writing, motivating students in
performing better in writing and reducing students’ errors in writing. Moreover,
related to the components affected by teachers’ written feedback, all participants
reflected positive indications in which teachers’ written feedback made the
components they focused on become more systematic and understandable.
Besides, the types of written feedback that were mostly provided by EED of
UMY’s teachers were indirect feedback that consists of coded, uncoded, and
elicitation feedback and integrated feedback. There were also other written
feedbacks existed in this department which were positive and negative feedback.
vii
Second, the result presented that teachers’ obstacles in providing feedback
were choosing the meaningful feedback to students’ writing and the written
feedback which was time consuming. Additionally, to encounter the obstacle
about how to provide the meaningful written feedback, EED of UMY teachers
focused on the certain components to be corrected, made assessment rubric, and
focused not only in correcting students’ error but also in appreciating students’
good side.. Furthermore, teachers’ strategies to encounter the written feedback
that was time consuming were by focusing on the certain components to be
corrected and making assessment rubric. | en_US |
| dc.description.abstract | Teachers’ written feedback is an essential determiner on students’ writing
enhancement. This study had two aims. First is aimed at finding the teachers’
attitude on their own written feedback given to students writing. It dug up the
teachers’ feeling toward their feedback and their preferences on the types of
written feedback. Second is aimed at finding the teachers’ obstacles and strategies
to solve the obstacles in providing written feedback. To answer the two research
questions, the researcher designed this research as qualitative research by case
study as the approach of this research. Semi-structured interview were done to
gather the data. The participants were three teachers of EED of UMY. The
participants were chosen by using purposive sampling.
First, the result of the data gathered got the findings that the EED of
UMY’s teachers had positive attitude toward their own feedback in students’
writing in terms of giving input to students’ writing, motivating students in
performing better in writing and reducing students’ errors in writing. Moreover,
related to the components affected by teachers’ written feedback, all participants
reflected positive indications in which teachers’ written feedback made the
components they focused on become more systematic and understandable.
Besides, the types of written feedback that were mostly provided by EED of
UMY’s teachers were indirect feedback that consists of coded, uncoded, and
elicitation feedback and integrated feedback. There were also other written
feedbacks existed in this department which were positive and negative feedback.
vii
Second, the result presented that teachers’ obstacles in providing feedback
were choosing the meaningful feedback to students’ writing and the written
feedback which was time consuming. Additionally, to encounter the obstacle
about how to provide the meaningful written feedback, EED of UMY teachers
focused on the certain components to be corrected, made assessment rubric, and
focused not only in correcting students’ error but also in appreciating students’
good side.. Furthermore, teachers’ strategies to encounter the written feedback
that was time consuming were by focusing on the certain components to be
corrected and making assessment rubric. | en_US |
| dc.language.iso | en_US | en_US |
| dc.publisher | FAKULTAS BAHASA | en_US |
| dc.subject | TEACHERS’ FEEDBACK | en_US |
| dc.subject | TEACHERS’ WRITTEN FEEDBACK | en_US |
| dc.subject | STUDENTS’ WRITING | en_US |
| dc.subject | TEACHERS’ ATTITUDE | en_US |
| dc.title | A STUDY ON TEACHERS’ FEEDBACK IN STUDENTS’ WRITING AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA: TEACHERS’ PERCEPTION | en_US |
| dc.type | Thesis
SKR
FPB
42 | en_US |
