THE FEEDBACK GIVEN BY THE TEACHER ON THE STUDENTS’ WRITING AT MTSN 1 TRENGGALEK

NANDA AYU LATIFAH, 17203163017 (2020) THE FEEDBACK GIVEN BY THE TEACHER ON THE STUDENTS’ WRITING AT MTSN 1 TRENGGALEK. [ Skripsi ]

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Abstract

ABSTRACT Latifah, Nanda Ayu. Student Registered Number (17203163017). The Feedback Given by the Teacher on the students‟ writing at MTsN 1 Trenggalek. A Thesis of English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung 2020. Advisor : Dr. Arina Shofiya, M.Pd. Keywords: Feedback, Students‟ Writing. When teaching English as Foreign Language (EFL), teachers use feedback in order to help students to improve their English skills. Feedback play sinificant role in second language acquisition since it can significantly improve both student‟s and teacher‟s performance and indicated which aspects that should be improved, including English writing performance of students. However, due to constraints, such as time constraint, and large numbers of students to attend to, teacher often find it difficult to provide feedback on students‟ writing. For that case, this study could raise teachers‟ awareness of the different types of feedback that can be employed on the students‟ writing in EFL classroom. Furthermore, it might help the teachers to decide which feedback that could be applied for their students. Feedbacks might be provided through oral and written feedback as it was used by one of the English teacher at MTsN 1 Trenggalek. The formulations of the research problem are: 1) What are the types of feedback given by the teacher on the students‟ writing at MTsN 1 Trenggalek? 2) Why does the teacher give such feedback on the students‟ writing? And 3) What are the importance of having such feedback for both students and teacher? The objectives of the study are to describe 1) The types of feedback given by the teacher to students‟ writing at MTs N 1 Trenggalek. 2) The teacher‟s reasons forgiving those feedbacks on the students‟ writing. 3) The importance for having such feedback for both teacher and students. This study was categorized into qualitative descriptive research design which the purpose was to describe the data factually and accurately.This study was qualitative research that the data were taken from field note and transcripts. The data sources were teaching learning process in the classroom, English teacher, and students‟ worksheets. The methods of collecting data were observation, interview and documentation. The technique of analyzing the data was data collection, data reduction, and conclusion drawing or verification. The validity of the data is known by doing triangulation to get the saturated data. The results of this study showed that teacher used oral and written feedback on the students‟ writing. Oral feedback was given through explicit correction, repetition, recast and paralinguistic signal. Written feedback was given directly and indirectly. The reasons of the teacher to use such feedback were because it could save time and it would be easier for students to catch the point of teacher‟s explanation. Furthermore, feedback given by the teacher also could help the students to revise their works, give them information about their writing progress and motivate them to have better future writing. The conclusion of this study is a good feedback given by the teacher on students writing are feedbacks that used various types consider on the time of English teaching and learning, the number of students in the classroom, aspects of language errors made by the students, or even students needs. Feedback that is given through oral and written feedback can make the students get more information about their errors in writing so that they can have better future writing. The errors made by students on their writing also can give the teacher information about their students‟ writing progress.

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