Yulianti, Noor Erva (2022) TEACHER’S CORRECTIVE FEEDBACK IN ONLINE WRITING CLASS. Skripsi, Tarbiyah dan Keguruan.

	Text PERNYATAAN.pdf Download (30kB)
	Text AWAL.pdf Download (497kB)
	Text ABSTRACT.pdf Download (193kB)
	Text CHAPTER I.pdf Download (321kB)
	Text CHAPTER II.pdf Restricted to Repository staff only Download (305kB)
	Text CHAPTER III.pdf Download (240kB)
	Text CHAPTER IV.pdf Download (834kB)
	Text CHAPTER V.pdf Download (189kB)
	Text REFERENCES.pdf Download (327kB)
	Text LAMPIRAN.pdf Download (1MB)

ABSTRAK

Writing is considered to be difficult skill to be mastered by EFL/ESL learners, and it leads them to make mistakes and error when they have to convey their ideas from their own language to the target language. The purpose of this research was to describe types of feedback given by the teacher and students’ responses toward teachers’ written corrective feedback in online writing class. In answering the problem statement, the researcher used the descriptive qualitative method. The instruments used in this research to gather the data from the respondents was observation, interview and documentation. The main data was taken by collecting the students writing which contain teacher’s corrective feedback. By using descriptive qualitative, the findings shows that three types of Ellis’ model (2009) were found: indirect feedback, direct feedback, focused and unfocused corrective feedback. The teacher used 3 out of 6 types of corrective feedback in ninth grade students’ writing. The kinds of corrective feedback was direct, indirect, focused and unfocused corrective feedback. Furthermore, there were 12 out of 25 students selected to be interviewed to discover students’ responses of the given feedback. In addition, three themes are classified after having interviewed the students: (1) students’ positive responses of having feedback; (2) students’ confusion towards the given feedback; and (3) students’ preferred feedback.

Actions (login required)

View Item