STUDENTS' PREFERENCE OF WRITTEN FEEDBACK ON PROFESSIONAL NARRATIVE WRITING ESSAYS

(1)

STUDENTS' PREFERENCE OF WRITTEN FEEDBACK ON

PROFESSIONAL NARRATIVE WRITING ESSAYS

THESIS PROPOSAL Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Talisa Devi Setiyani 112016100

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

(2)

i

STUDENTS' PREFERENCE OF WRITTEN FEEDBACK ON

PROFESSIONAL NARRATIVE WRITING ESSAYS

THESIS PROPOSAL Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

(3)

(4)

(5)

iv

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and belief, this contains no material previously published or written by any other person except where due reference is made in the text.

Copyright@2020: Talisa Devi Setiyani and Drs. Antonius Wahyana, M. A.

All rights reserved. No part of this thesis may be reproduced by any means without the prior written permission of at least one of the copyright owners or the English Language Education Program of Universitas Kristen Satya Wacana Salatiga.

(6)

(7)

(8)

vii

Figure 1. Students‟ Positive Perception toward Teachers‟ Written Feedback...13 Figure 2. Students‟ Perceptions toward Telegraphic and Conversational Feedback ... 14 Figure 3.Students‟ Perceptions toward Direct and Indirect Feedback ... 16 Figure 4. Students‟ General Perceptions toward Feedback in a Form of

Question and Suggestion... 17

(11)

1

STUDENTS' PREFERENCE OF WRITTEN FEEDBACK ON

PROFESSIONAL NARRATIVE WRITING ESSAYS

ABSTRACT

Teachers‟ written feedback has long been considered important to help students perform in their writing skills. There are several types of written feedback but not all types of feedback were preferred by the students. This study investigated the students' perceptions of the written feedback of the teachers in Professional Narrative Writing Essays. Forty seven students belonging to the 2018 batch students of ELE at the Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga, and who had passed Professional Narrative Writing course were selected to be the participants of this study. The data of the study were collected quantitatively by using close-ended questionnaires and semi-structured interviews that were transcribed and categorized into several themes. The findings showed that students perceived the teachers‟ written feedback positively. The direct feedback done by giving the correct form to the wrong form was preferred by the students. The findings also showed that the feedback in the form both of symbols and/or abbreviations and suggestions was preferred by the students. Besides that, the finding also showed that more respondents need direction in form of suggestions and not commands in their writing. Furthermore, based on the findings above, it is recommended to use the three types of feedback so that the feedback provided was more effective and clear. Therefore, it is expected that the study could make the teacher aware of students‟ perceptions in receiving the teachers‟ written feedback.

Keyword: writing, feedback, teachers’ written feedback, preferred written feedback,

(12)

2

INTRODUCTION

Writing is one of the important skills that need to be improved by the students of English Second Language (ESL) or English as a Foreign Language (EFL). It is needed by them for example when they make notes, write an application letter, and many other things. Writing in English or Second Language (L2) is very different and more challenging when compared to writing using Indonesian (L1). In writing using English (L2), it has taken grammar accuracy, vocabulary accuracy, and correct sentence preparation. According to Harmer (2004) as cited in Darmastuti (2017), the steps which need to be done in a writing process are planning, drafting, editing, and the last step is writing the final version of the draft. Harmer also said that the editing step itself is the most important in writing. In the Professional Narrative Writing (PNW) class in Faculty of Language and Arts (FLA) at Universitas Kristen Satya Wacana (UKSW), lecturers will provide feedback for student writing that have been submitted and return the draft to students for revision. Teachers‟ written feedback can be a tool that helps students improved their writing achievements. This statement is supported by Zacharias (2007), who stated in her research that teachers‟ written feedback might be a powerful tool to improve the students‟ writing skills. By giving feedback teachers also help students compare their writing performance with the ideal one and it also shows their strength and weaknesses in writing papers.

Feedback from teachers is very helpful for students in improving their achievements and is indicated by findings of Hedgcock and Lefkowitz (1996) at Othman and Mohamad (2009, p. 2) in their second study which used 21 participants as the samples of the participants in their first study. These 21 participants were interviewed about their perceptions of the teachers‟ written feedback in their L2 writing. This study found that most of the teachers‟ written feedback is about grammatical mistakes. Feedback is useful in improving the students writing skills, but

(13)

3

some of them also felt confused and did not understand. Then, Hedgcock and Lefkowitz (1996) in Othman and Mohamad (2009) also showed that students found it difficult to interpret the teachers‟ written feedback and they became frustrated when they did not know how to respond their teachers‟ written feedback on their papers.

Feedback is very useful in improving student writing skills. Darmastuti (2017) stated that some students think that the teachers‟ written feedback is confusing and difficult to understand. Students have difficulty understanding and interpreting the meaning of the teachers‟ written feedback so they were frustrated about feedback so they tend to repeat the same mistakes. That is why this study was aimed to determine the students' perceptions of the written feedback of the teachers in Professional Narrative Writing Essays. This study also answers the following research question “What is the most preferred written feedback in Professional Narrative Writing?”.

The findings of this study will be useful for students and teachers in second language writing class. Besides, the findings will help ELEP in the FLA UKSW understand students and teachers concerned better about the use of written feedback in second language writing class. Perhaps, the teacher can get the information about the most and the least preferred written feedback and the reason, so students will not continue repeating the same mistakes in writing. This study can be considered for the teacher when they want to give feedback to their students.

(14)

4

LITERATURE REVIEW

This section provides a review of the literature which is relevant to the research objectives. This section includes the definition of feedback, feedback, types of feedback in second language writing, written feedback in second language writing, and previous relevant studies.

The Definition of Feedback

Feedback can be defined as comments, questions, suggestions, and input that readers give to writers so that writers can produce good and correct writing. Supported by Longman Dictionary of Language Teaching & Applied Linguistics (2002), as cited in Kamberi (2012) feedback is defined as "comments or other informations, that learners receive concerning their success on learning tasks or tests, either for the teacher or other persons".

Feedback in Second Language Writing

Feedback is important because it can develop students' writing skills in learning a second language. According to Hyland and Hyland (2006), the importance of feedback is recognized in process-based classrooms, where it forms a key element of students' growing control over writing skills in genre-oriented approaches, where the use of scaffolded learning techniques and learning as a social practice are important. On the other hand, Hyland and Hyland (2006), although feedback is an important aspect of ESL/EFL writing programs across the world, the research literature does not agree that feedback is helpful for the students, and some teachers often have a sense that they are not making use all of their potential in giving the feedback the students' writing draft.

(15)

5 Teachers’ Written Feedback

According to Hyland and Hyland (2006), teachers' written feedback is designed to carry some important information, offering commentary on the form and content of a text to encourage students to improve their writing skill by pulling out their potentials in writing a text and understand the context of their writing, also to make them know what their readers' expectations on their writing draft are. Ferris in Kroll (2003) reported that teachers' written feedback focus almost on the sentence-level error, other investigations find that teachers also provide feedback that focuses on the students' ideas and organization as well as in the grammatical errors.

Research in the 1980s and early 1990s began to question the effectiveness of teacher feedback as a way of improving students‟ writing. Early research on native English speakers (L1) suggested that much written feedback was of poor quality and was frequently misunderstood by students, being vague, inconsistent and authoritarian, overly concerned with error and often functioning to appropriate, or take over, student texts by being too directive (e.g. Knoblauch & Brannon 1981; Connors & Lunsford 1993; see also Ferris (2003: chapter 1) for a review as cited in Hyland and Hyland (2006)).

Types of Feedback in Second Language

Feedbacks on Second Language Learning are many types. According to Elshirbini and Elashri (2013), as cited in Darmastuti (2017), feedback is classified into 6 types. First, feedback is based on who provides feedback such as teacher, peer, self, and CALL (Computer Assisted

(16)

6

Language Learning) feedback. The second type of feedback is based on the timing when the feedback delivers to the students that consist of delayed and immediate feedback. The third type is feedback which is based on the form including direct and indirect feedback. The fourth type is the method of how the feedback performed to students divided the feedback into oral and written feedback. Then, feedback that focuses on specific concentrations of writing which are grammar, spelling, punctuation, and other language aspects. The last types of feedback according to Elshirbini and Elashri (2013) are the stage of the process of writing feedback and the effect of feedback that consists of feedback in revising and editing stages.

Written Feedback in Second Language Writing

According to Ferris, (2004, p. 73-74); and Siswanti (2013) in Darmastuti (2017), there are two types of written feedback, direct and indirect feedback. The direct feedback calls for handwriting comments which are done by marking and providing the right form of the errors. In this feedback, the teacher provides the students with correct form, here the teacher was crossing out the unnecessary, and wrote the correct word, phrase, or morpheme above the error word, phrase, or morpheme. The indirect feedback is done by coding the errors, underline, and indicating the number. In this feedback, the teacher was indicating some errors but did not provide the correct form.

As cited on Farid and Samad (2012), Other studies have compared direct and indirect feedback methods. For these kinds of studies, there is no common conclusion about the findings. Some of these findings indicate that direct feedback is more effective whereas the other studies emphasize the effectiveness of indirect feedback over direct feedback. The ones which support

(17)

7

direct feedback include studies of Ferris & Roberts (2014) while other studies report that the role of indirect feedback is as important or at least the same as direct feedback.

Chandler (2003) as cited in Hyland and Hyland (2006) in his study tracked students' writing experience for one semester and found that both direct and indirect feedback can reduce grammatical and lexical errors in the students' writing.

Previous Relevant Studies

Studies related to written feedback in second language learning were done by many researchers. For example, in Dubai – United Arab Emirates, Jamalinesari, Rahimi, Gowhary, and Azizifar (2014) conducted a study to find out the effectiveness and efficacy of teachers‟ direct vs. indirect feedback on students‟ composition writings in an EFL context. This study used quantitative and qualitative instruments to collect the data. The participants of the study were 2 classes (each class 10 students) of female lower-intermediate English language learners in a private language institute in Ilam, Iran. The findings showed that it is difficult to determine which method is the best because These methods can be categorized based on the attitudes from the most to the least effective.

Another study about written feedback in writing was done by Alami (2010), their study is to discuss the reactions and responses that students have concerning teacher written feedback. This study also reveals significant insights into Filipino ESL learners who are learning to write. This study used a quantitative instrument to collect the data. There were 141 students of English 102 (Expository Writing) at the Faculty of Arts and Letters of the University of Santo Tomas enrolled in the second year. The findings showed that the students generally believed that teachers‟ comments helped them enhance their writing skills. It also revealed that praise

(18)

8

comments encouraged students to improve their written work. Students read teachers‟ comments to find out their strengths and weaknesses. Furthermore, students prefer feedback in the area of content in the form of advice or suggestion.

Similarly, a study about speaking problems was done by Razali and Jupri (2014). The study was conducted in Malaysia. This study investigated the effects of teachers‟ written feedback on undergraduates‟ writing in an English L2 classroom at Universiti Malaysia Perlis, a local university in Malaysia. This study also explored the use of three types of feedback- suggestion, criticism, and praise and which type of feedback from these three encouraging student revisions. This study used the questionnaire is to support the qualitative data. This study involved 28 students from three different classes, all approximately 19 to 27 years old, who were taking Foundation English course at Universiti Malaysia Perlis (UniMAP). The findings showed that criticism type of feedback results in more successful revisions as it is more specific. This study revealed that all types of teacher written feedback encourage student revisions.

Another study was done by Farid & Samad (2012) and it was conducted at University Teknologi Malaysia. This study analyzed the holistic use of verbs considered as errors in the writings of upper intermediate international students studying in University Teknologi Malaysia. There were 12 international postgraduate students with IELTS band 6 who participated in this study. These students are currently studying in Universiti Teknologi Malaysia (UTM) and are completing their Masters in Computer Science. This study is quantitative research with experimental design. The results show that all types of direct feedback were effective but different types of feedback can be ranked in terms of importance.

(19)

9

Darmastuti (2017) researched students‟ perceptions toward the teachers‟ written feedback in Academic Writing Class in Universitas Kristen Satya Wacana. This study is also to find out which types of written feedback that the students prefer to get from their teacher. There were 97 students (75 females and 22 males) of the 2015 batch who had taken academic writing class in the 2nd years of studying at English Language Teaching Education Program. Quantitative research methodology with a questionnaire was used in the study. The findings revealed that students perceived teachers‟ written feedback positively. The direct feedback that focuses on grammar, diction, content, and organization is more preferred by the students. The findings also show that feedback in form of symbols and suggestions is preferred by the students.

The studies are similar to this research that focus on written feedback in writing class. Many researchers have been thoroughly studied the effectiveness and effects of written feedback in writing class. Then, compared to the previous, this research is different. The difference is about the context. This research involves the students who have taken Professional Narrative Writing (PNW) Class in Universitas Kristen Satya Wacana (UKSW) as the participants. Therefore, this study will find students' perceptions of the written feedback of the teachers in PNW Class.

(20)

10 THE STUDY

This study was conducted in English Language Education Program (ELEP), Faculty of Language and Arts, Universitas Kristen Satya Wacana. The data collection was done in the third semester of the 2019-2020 academic year. The courses that they have passed are Professional Narrative Writing. This research question is formulated as follows “What is the most preferred written feedback in Professional Narrative Writing?”. To answer the research questions, context of the study, participants, data collection instruments, data collection procedures, and data analysis procedures are described below.

Context of the Study

This study investigated the students' perceptions of the written feedback of the teachers in Professional Narrative Writing Essays. This study was conducted in English Language Education Program (ELEP), Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga, Central Java, Indonesia. The data collection was done in the third semester of 2019-2020 academic years. The courses that they have passed are Professional Narrative Writing.

Research Participants

The participants of this study were 47 ELEP students. The participants were the students from 2018 batch. They were chosen purposively because they had passed professional narrative writing courses. Based on the researcher's observations, it was found that differences in perception when receiving received written feedback. Therefore, researchers were interested in finding out what kind of written feedback they liked and why they preferred this type of feedback to other types.

(21)

11 Data Collection Instruments

The data for the study was collected by using a questionnaire which is the closed-ended questions and semi-structured interviews which will be used to extract more detailed information from the answers to the questionnaire. The close-ended questions data were analyzed quantitatively by using Ms. Excel. Then, the semi-structured interviews data were transcribed and categorized into several themes according to the several types of students‟ perceptions toward teachers‟ written feedback. The questionnaire was adapted from Darmastuti‟s research.

Data Collection Procedures

To collect the data information for this study, the questionnaires were distributed to 47 participants who had taken professional narrative writing classes and were available to fill out questionnaires. The data collection for this study took around 5 days. The existence of the Covid-19 pandemic has stopped teaching and learning activities so that it does not allow researchers to take data face-to-face so the questionnaires (using Google Form format) were sent to the participants‟ emails. After that, participants who were willing to be asked for further information regarding this research would be contacted one by one via WhatsApp.

Data Analysis Procedures

After the data were collected, the data were categorized into several themes according to the several types of students‟ perception toward teachers‟ written feedback. The themes were the students‟ positive and negative perceptions toward teachers‟ written feedback and the types of feedback that students find helpful in revising their writing essays. After that, the researcher analyzed the reasons why they chose that type of feedback by categorizing and describing the reasons.

(22)

12

FINDINGS AND DISCUSSION

This section presents the findings and discussion of study about the most preferred written feedback in Professional Narrative Writing. The data collected from respondents were interpreted to become the findings. Then, the findings were displayed on the table before being discussed by comparing and/or contrasting with relevant theories and/or previous relevant studies. Based on the data collected using a questionnaire from 47 respondents, five themes were emerging in this study, namely: students‟ positive perception toward teachers‟ written feedback, students‟ perceptions toward telegraphic and conversational feedback, students‟ perceptions toward direct and indirect feedback, students‟ general perceptions toward feedback in a form of question and suggestion, and students‟‟ negative perceptions toward teachers‟ written feedback.

Students’ Positive Perception toward Teachers’ Written Feedback

Feedback is very important in the writing process. Feedback can help students to find out their strengths and weaknesses in writing. Based on the analyzed data, there are two positive perceptions from the students, namely feedback shows the students' mistakes clearly and students read feedback for knowing their strengths and weaknesses. Figure 1 below described the result.

(23)

13 .

Figure 1: Students‟ Positive Perception toward Teachers‟ Written Feedback.

The findings in the first chart showed that 32 respondents strongly agreed and 15 respondents agreed that teachers‟ written feedback clearly stated the students' mistakes in writing their draft. Then, the second chart showed that 35 respondents strongly agreed and 12 respondents agreed that by reading feedback they could know their strengths and weaknesses. This data showed us that all of the respondents responded to the teachers‟ written feedback positively and they also felt „that it was helpful and showed their strengths and weaknesses. This data showed us that all of the respondents respond to the teachers' written feedback positively and they also felt „that it was helpful and showed their strengths and weaknesses. This finding concurs with previous studies, among them; Alamis (2010), Chandler (2003), and Ferris (1995) who purport that written feedback helps students in improving their writings. Through

0 5 10 15 20 25 30 35 40

feedback show the students' mistakes clearly

Students read feeback for knowing their strengths and weaknesses

Strongly Disagree Disagree

Strongly Agree Agree

(24)

14

reading written feedback from the teacher, students come to know where their strengths and weaknesses are in writing.

Students’ Perceptions toward Telegraphic and Conversational Feedback

This session discussed the students' perceptions about the type of feedback in the form of telegraphic and conversational. Telegraphic feedback was feedback that focuses on grammar and choice of words, usually in the form of symbols and / or abbreviations. Meanwhile, feedback in the form of a conversation not only tells what was wrong but also provides explanations and also comments and / or suggestions. Figure 2 below described the results.

Figure 2: Students‟ Perceptions toward Telegraphic and Conversational Feedback.

Based on the chart above, this type of feedback in the form of abbreviations and conversations is more helpful in improving their writing. The results showed that the number of

0 5 10 15 20 25 30 35

Feedback in the form of conversation.

Feedback that focuses on grammar and choice of words, usually in the form of symbols and /

or abbreviations. Feedback: abbreviations and conversations. Strongly Disagree Disagree Strongly Agree Agree

(25)

15

students who preferred feedback about abbreviations and conversations as many as 43 respondents agreed, while the remaining 4 respondents chose not to agree. The data above are supported by some students that reported:

Excerpt1:

“..kadang juga kita ngga paham kalau misalnya simbol-simbol, itu kita ngga paham karena kalau

simbol harus ada panduannya...” (Respondent#2/interview)

“…sometimes we don't understand the symbols because of the symbol has to have a guide...” (Respondent #2/interview/translated by the researcher)

Excerpt2:

“Kalau simbol-simbol, kita juga itu kayak gimana ya harus nyari itu tanda apa ya yang dimaksud

dosen. Misalnya kayak Cuma tanda silang terus ada tanda panahnya itu kita pusing banget...”

(Respondent #2/interview)

“As for symbols, we must also look for what signs are meant by lecturers. For example like there is only a cross and there are arrows, we are really confused...” (Respondent #2/interview/translated by the researcher)

Based on the 3 quotes above, it can be seen that all the responses above are the main reasons students choose the type of feedback in the form of both of abbreviation and conversation. Students were familiar with symbols, but most of them did not understand or did not memorize the meaning of symbols so they did not know what they should do after receiving feedback only in symbolic form without explanation. This finding is similar to the previous research of Darmastuti (2017) and Alamis (2010), where most of their respondents prefer written feedback in terms of abbreviations and conversations because it is more helpful for them in writing. This finding also corroborates previous research, Hyland (1990) stated that teachers should not only tell students what to do, but provide a platform on which students themselves can re-assess and rearrange their work.

(26)

16

This section discussed students' perceptions toward direct and indirect feedback which was based on how the teacher provide corrections for the students‟ errors. The results of this study indicated that many respondents prefer direct written feedback because it helped them more in revising their drafts. Figure 3 below described the result.

Figure3: Students‟ Perceptions toward Direct and Indirect Feedback

The data above showed 24 respondents agreed and 18 respondents strongly agreed that direct feedback helped them to revise their draft, while a respondent strongly disagreed, and the remaining 4 respondents said they did not agree. Besides that, 25 respondents agreed, 6 respondents strongly agreed, and 16 respondents stated they disagreed with indirect feedback. Based on the results of the two data, it was seen that direct feedback is more preferred by students because it was helped them to improve their drafts. This finding concurs with research conducted by Darmastuti (2017), where direct feedback was preferred by students. This finding

0 5 10 15 20 25 30

Feedback which gives the correct form to the wrong form.

Feedback which does not give the correct form to the wrong form

directly.

(27)

17

was also in line with research conducted by Hashemnezhad (2012), in which respondents used direct feedback in revising their paper got higher scores than students that use indirect feedback. Direct feedback was preferred by students because the teacher not only points out the students' errors in their drafts but also suggests the students with the correct form so the students were revised their draft easier. While indirect feedback has a smaller number of enthusiasts because the teacher only points out the students' errors without suggesting them with the correct form, which might bring the students to difficulty in understanding what the teacher wanted them to correct.

Students’ General Perceptions toward Feedback in a Form of Question and Suggestion

This session discussed the students' perceptions about the type of feedback in the form of questions and suggestions. The results of this study indicated that more respondents prefer written feedback in the form of suggestions. Figure 4 below described the results.

Figure 4: Students‟ General Perceptions toward Feedback in a Form of Question and Suggestion. 0 5 10 15 20 25 30

I like the type of feedback in the form of questions.

I like the type of feedback in the form of suggestions.

(28)

18

The type of written feedback about content and organization in the form of suggestions showed that 27 respondents agreed and 16 respondents stated strongly agreed, while 4 respondents stated did not agree. The data above are supported by some students that reported:

Excerpt4:

“Kesulitannya, ketika dosen cuma ngasih gambaran besar doang. ( tanpa ngasih arahan /

membantu dengan memberi opini) . Contoh : "Potrik judul kamu kurang tepat sama materi, coba cari yang lain." ” (Respondent#29/interview)

“The difficulty is when the lecturer only gives an outline. (Without giving direction / helping by giving an opinion). Example: "Your title isn't right with the material, try finding something else.".” (Respondent#2/interview/translated by the researcher)

Excerpt5:

“Jenis umpan balik tertulis yang saya sukai adalah ketika dosen memberi FB dengan menandai

letak kesalahan saya lalu memberi komentar tentang apa yang harus saya perbaiki dan juga memberikan saran atau contoh perbaikannya seperti apa sehingga memudahkan saya dalam merevisi draft saya tanpa harus merasa bingung dalam memahami apa yang diinginkan oleh dosen.” (Respondent#19/interview)

“The type of written feedback that I like is when lecturers give feedback by marking where my mistakes are and then commenting on what I need to improve and also giving suggestions or examples of improvements such as making it easier for me to revise my draft without having to feel confused in understanding what is wanted by the lecturer.” (Respondent#19/interview/translated by the researcher)

Excerpt6:

“Saya merasa kesulitan jika umpan baliknya terlalu umum. Misalnya, „idea gagasan anda

membingungkan‟ tanpa memberikan penjelasan lain pada bagian spesifik tulisan saya, saya akan seperti „Bagian mana? Apakah draft saya seburuk itu?', Itu terdengar seperti penilaian instan tanpa analisis mendalam.” (Respondent#31/interview/translated by the researcher)

“I found it difficult if the feedback is too general. For example, „Your ideas are confusing‟ without giving any other explanation on the specific parts of my writing, I will be like „Which part? Am I that bad?‟, it sounds more like instan judgement without deep analysis.” (Respondent#31/interview)

The 3 quotes above were the main reason students choose the type of feedback in the form of suggestions. The finding found that students need direction in form of suggestions and not commands in their writing. This finding is solid evidence of Alami‟s (2010) research which

(29)

19

shows that more than half of the participants preferred to receive feedback in a form of suggestion. Written feedback in the form of suggestion was more understandable and helpful for them in revising their draft.

Students’ negative perceptions toward teachers’ written feedback

Besides the types of written feedback, this part discussed the students‟ negative perceptions toward teachers‟ written feedback. Some students found that it was difficult to interpret their teacher‟s written feedback. There were some difficulties faced by students when receiving feedback in writing such as they did not know the meaning of symbols and also difficulty reading the writings of lecturers. Some participants conveyed that:

Excerpt7:

“Nah, kesulitannya itu lebih ke tulisan, jadi saya kadang tidak bisa membaca tulisan dari dosen

karena tulisannya itu kayak tidak bisa dibaca dengan jelas huruf-hurufnya. Apalagi kalau tulisannya jelek terus cuma satu kata doang, wah itu makin pusing udah ngga tau itu tulisan apa dan ngga tau juga harus gimana.” (Respondent#6/interview)

“Well, the difficulty is more writing, so sometimes I can't read the handwriting from lecturers because the letters can't be read clearly. Especially if the writing is ugly and only one word, wow that's getting dizzy already, don't know what the writing is, and don't know what to do either.” (Respondent#6/interview/translated by the researcher)

Excerpt11:

“Kesulitan yang saya alami adalah ketika feedback tertulis dari dosen itu memiliki tulisan yang

tidak jelas sehingga saya tidak tau apa maksud dari dosen tsb...” (Respondent#19/interview)

“The difficulty I experienced was when the written feedback from the lecturer had unclear writing so I did not know what the lecturer meant...” (Respondent#19/interview/translated by the researcher)

Excerpt12:

“Kesulitan yang saya alami selama ini ya itu kadang saya tidak dapat membaca tulisan dosen,

kita ngga paham, kadang ya tau sendiri tulisannya seperti tulisan dokter gitu,”

(Respondent#2/interview)

“The difficulty that I experienced so far is sometimes I can't read the lecturer's handwriting, we don't understand, sometimes as we know the writing is like a doctor's writing...” (Respondent#2/interview/translated by the researcher)

(30)

20

From the student's quote, the lecturer's unreadable writing was the problem most common problems experienced by students. Too many symbols also made it difficult for students to memorize one by one so that it was difficult to correct their writing when they received feedback in the form of symbols and abbreviations. The results of this study are similar to the results of research conducted by Darmastuti (2017) which showed that some students thought that teacher‟s written feedback was confusing because of the unclear comments and also some misunderstanding happened between the students‟ opinions with teacher opinion.

In conclusion, the essence of this finding is that feedback was needed in the writing process, especially written feedback from teachers to help them got the best results from their drafts. Some students like to receive both conversation and telegraphic feedback from the teacher because it was more detailed and made it easier for students to understand and also to revise their drafts. On the other hand, this study also found that some students were enjoyed receiving direct feedback that clearly showed the errors and suggests the correct form was helpful for students to revise their draft. Next, most students were found that feedback in a form of suggestions was more frequently preferred by the students than feedback in a form of questions because it was more able to develop their ideas. Last, lecturers' unreadable handwriting made it difficult for students to understand so they were confused about what to do next.

(31)

21

CONCLUSION

Writing is not only about what the result or product is, but it was about the process. Some students found that the process was difficult which is why feedback was needed in this process, especially written feedback from the teacher to help them solve their problems. This study set out to gain a better understanding of the students' perceptions of the teachers‟ written feedback in the Professional Narrative Writing Class in English Language Education at Universitas Kristen Satya Wacana.

Then, some conclusions and recommendations from the study can be drawn in this section. The findings indicate that 43 (91.5%) respondents stated were like to receive both conversation and telegraphic feedback from the teacher because it was more detailed and helped it easier for students to understand and also revise their drafts. The second major finding showed that 42 (89.4%) respondents enjoyed receiving direct feedback that clearly showed the errors and suggests the correct form to revise their draft. Supported by Hashemnezhad (2012) stated that direct feedback was preferred by students because the teacher not only points out the students' errors in their drafts but also suggests the students with the correct form so the students were revised their draft easier. The finding also showed that more respondents need direction in form of suggestions and not commands in their writing.

However, these results may not be applicable to the wider population because it was only conducted at English Language Education Program (ELEP), Universitas Kristen Satya Wacana, Salatiga. Moreover, this study has a limitation in data collection. The existence of the Covid-19 pandemic has stopped teaching and learning activities so that it does not allow researchers to take data face-to-face. The questionnaire data was taken through the Google Form format and

(32)

22

sent to the students' email and those who were willing to conduct interviews would be contacted through WhatsApp. This makes the data taken less optimal because researchers cannot dig up as much detailed information as possible. Hence, to complete the findings, this study recommends further research to distribute direct questionnaires and conduct interviews in a face-to-face manner. so that researchers will find it easier to explore and get detailed information from the respondents.

Eventually, this study suggests lecturers have used three types of feedback namely feedback in the form of conversation, feedback which gives the correct form to the wrong form, and feedback in a form of question and suggestion so that the feedback provided was more effective and clear. Besides, the findings will help teachers get information about the most and the least preferred written feedback and the reason, so students will not keep repeating the same mistakes in writing. This study can be considered for the teacher when they want to give feedback to their students.

(33)

23

ACKNOWLEDGEMENTS

I would like to express my gratitude to Allah SWT, for His guidance and blessing on me in finishing this study. Another gratitude goes to my family, Bapak Sutiyana, Ibu Siti Solekah, and my young brother Febrio Daril Setiaji for their endless support, prayer, and motivation to always be there when I was down. This thesis is dedicated to my parents who have always believed that I could do it. Second, my deepest appreciation goes to my thesis supervisor, Drs. Antonius Wahyana, M. A., and my thesis examiner, Dr. Listyani, M. Hum. for all your help and your suggestion for making my thesis better. Then, thanks for 2016ers, 2017ers, and 2018ers who helped me to participate in filling out the questionnaire and were willing to share their thoughts. Special thanks to my best friends Shokhifatul and Nila, also all of my friends that I cannot mention all here. Thank you for always helping and supporting me. I would also like to say thank you to my boyfriend, Rio Irama for always listened to the story of my ups and downs all this time and being my support system. Finally, thanks to Alfrida, Nanda, and all 2016ers who had created good memories during my college life.

(34)

24

REFERENCES

Adhi, Y. F. (2013). Students' Responses and Reactions toward Teachers' Written Feedback in EFL Writing Class. Universitas Kristen Satya Wacana, Fakultas Bahasa dan Sastra. Salatiga: Universitas Kristen Satya Wacana Institutional Repository.

Alamis, M. M. (2010, July). Evaluating Students‟ Reactions and Responses to Teachers‟ Written Feedbacks. Philippine ESL Journal, 5.

Darmastuti, P.M. (2017). Students‟ Perceptions Toward The Theacher‟s Written Feedback In Academic Writing Class. Universitas Kristen Satya Wacana, Fakultas Bahasa dan Sastra. Salatiga: Universitas Kristen Satya Wacana Institutional Repository.

Farid, S., & Samad, A.A. (2012). Effects of Different Kind Of Direct Feedback on Students' Writing. Universitas Teknologi Malaysia, Language Academy. Malaysia: Elsevier Ltd.

Ferris, D. (2003). Responding to Writing. Dalam B. Kroll, Exploring the Dynamics of Second Language Writing (p. 123). Cambridge Applied Linguistics.

Hyland, K., & Hyland, F. (2006). Context and Issues in Feedback on L2 Writing: an Introduction. Dalam K. Hyland, & F. Hyland, Feedback in Second Language Writing: Context and Issues. Cambirdge Applied Linguistics.

Hyland, K., & Hyland, F. (2006). Interpersonal Aspects of response: Constructing and Interpreting Teacher Written Feedback. Dalam K. Hyland, & F. Hyland, Feedback in Second Language Writing: Contexts and Issues. Cambridge Applied Linguistics.

(35)

25

Jamalinesari, A., Rahimi, F., Gowhary, H., Azizifar, A. (2014). The Effects Of Teacher-Written Direct Vs. Indirect Feedback On Students' Writing. Department of English Language and Literature, Department of English Language Teaching, Islamic Azad University, Ilam Branch, Ilam, Iran. Dubai: Elsevier Ltd.

Kamberi, L. (2012). The Significance Of Teacher Feedback In EFL Writing For Tertiary Level Foreign Language Learners. South East European University, Macedonia. Elsevier Ltd.

Kim, J.H. Issues Of Corrective Feedback In Second Language Acquisition. Teachers College, Columbia University. Columbia University Working Papers in TESOL & Applied Linguistics, Vol. 4, No. 2 Issues of Corrective Feedback in SLA.

Leng, K.T.P. (2013). An Analysis Of Written Feedback On ESL Students' Writing. Taylor‟s Business School, Taylor‟s University,Subang Jaya. Selangor, Malaysia: Elsevier Ltd.

Linh, N. H. (n.y.) The effects of teacher feedback on ESL/EFL students‟ writing. Ha Noi University. Vietnam: Academia Ltd.

Park, E. (2006). Review article on "the effectiveness of the teachers‟ written feedback on L2 writing".

Siswanti, A. (2013, December). Providing Coded Feedback to Improve The Quality of Students‟ Writings at The Study Program of English of Universitas Brawijaya. Jurnal Pendidikan Humaniora.

Razali, R. Awang Had Salleh Graduate School of Arts and Sciences, Universiti Utara Malaysia. Jupri, R. Department of Education and Modern Languages, Awang Had Salleh Graduate

(36)

26

School of Arts and Sciences, Universiti Utara Malaysia. (2014). Exploring Teacher Written Feedback And Student Revisions on ESL Students' Writing. Malaysia: IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 19, Issue 5, Ver. V. p63-70.

(37)

27 APPENDICES

APPENDIX A

Close-ended Questionnaire

Hi friends…,

My name is Talisa Devi Setiyani. I would like to ask your help to fill out the questionnaire below. This questionnaire aims at collecting data about students‟ response to "written feedback" given by lecturers in "Professional Narrative Writing" class. Your answers to this questionnaire will not affect your grade. The data collected will be used entirely for scientific research purposes. I hope you can respond to every question in the questionnair based on your experiences when taking Professional Narrative Writing class.

Many thanks for your help.

Regards,

Talisa Devi Setiyani

(Hi teman-teman …,

Nama saya Talisa Devi Setiyani. Saya mohon bantuan teman–teman untuk mengisi angket di bawah ini. Angket ini bertujuan untuk mengumpulkan data tentang tanggapan/respon siswa terhadap “written feedback” (umpan balik tertulis) yang diberikan oleh dosen dalam mata

(38)

28

kuliah “Professional Narrative Writing”. Jawaban yang diberikan tidak akan berpengaruh terhadap nilai teman-teman. Data yang saya kumpulkan akan digunakan sepenuhnya untuk keperluan penelitian ilmiah. Saya berharap teman-teman dapat menjawab setiap pertanyaan dalam angket ini berdasarkan pengalaman teman–teman ketika mengikuti mata kuliah Professional Narrative Writing.

Terima kasih banyak atas bantuan Anda,)

Hormat saya, Talisa Devi Setiyani

Put a checkmark (√) in the statement below according to your experience.

Berilah tanda centang (√) pada pernyataan–pernyataan di bawah ini sesuai dengan pengalaman teman-teman.

Keterangan:

1 = Strongly Disagree (Sangat Tidak Setuju) 2 = Disagree (Tidak Setuju)

3 = Strongly Agree (Sangat Setuju) 4 = Agree (Setuju)

NO. STATEMENTS ABOUT WRITTEN FEEDBACK 1 2 3 4

(39)

29 wrong part of my writing.

Saya suka feedback dosen yang dengan jelas menunjukkan kepada saya bagian yang salah dari tulisan saya.

2. I like reading feedback from lecturers because I want to know my strengths and weaknesses in writing.

Saya suka membaca umpan-balik dari dosen karena saya ingin tahu kekurangan dan kelebihan saya dalam menulis.

3. I like the type of feedback in the form of conversation. Saya suka tipe feedback dalam bentuk percakapan.

For examples/Contoh:

- Tell me more about the stressing experience!

- What would happen if you move sentences 2 and 3 to paragraph 3?

4. I like the type of feedback that focuses on grammar and choice of words, usually in the form of symbols and / or abbreviations.

(40)

30

dan pilihan kata, biasanya dalam bentuk simbol dan/atau singkatan.

For examples/Contoh: sp (incorrect spelling),t (tense), vf (verb form), pro (incorrect pronoun), art (incorrect article usage), prep (add/incorrect preposition usage).

5. I both feedback: abbreviations and conversations.

Saya suka tipe feedback dalam bentuk keduanya (singkatan dan percakapan).

6. I like justification feedback which gives the correct form to the wrong form.

Saya suka tipe feedback dalam bentuk pembenaran dengan memberikan bentuk yang benar pada bentuk yang salah.

- You can ask them to play with you, for example: playing soccer, playing basketball,....

- It is so helpful if your friend can finish your asesmentsp assessment.

(41)

31

7. I like justification feedback which does not give the correct form to the wrong form directly.

Saya suka tipe feedback dalam bentuk pembenaran tanpa memberikan bentuk yang benar pada bentuk yang salah.

- You can ask them to play with you, for examples:

playing soccer, playing basket ball,....

- It is so helpful if your friend can finish your asesment.

8. I like the type of feedback in the form of questions. Saya suka tipe feedback dalam bentuk pertanyaan.

- The preservative is not good for our health. →(then? What is the problem?)

- What are you trying to say? - What exactly do you mean?

- What is the main idea in this [paragraph/sentence]?

(42)

32 Saya suka tipe feedback dalam bentuk saran.

- The preservative is not good for our health. → (I don‟t get the idea of this sentence. It will be better if you put more explanations here.)

- It will be better if you write your opinion first before the opinion of others.

- This sentence is complicated. Make it more simple!

Thank you for filling out the question above.

Terima kasih telah mengisi pertanyaan di atas.

Are you willing to participate further in this research? If you are willing, please fill in the data below.

Apakah Anda bersedia untuk berpartisipasi lebih lanjut dalam penelitian ini? Jika bersedia, mohon untuk mengisi data di bawah ini.

Full name/Nama Lengkap : ...

(43)

33 APPENDIX B

Semi-structured Interviews

Berdasarkan pengalaman Anda, silahkan jawab pertanyaan di bawah ini!

Based on your experience, please answer the following questions below!

1. Apakah menurut Anda umpan balik tertulis para dosen sangat membantu untuk meningkatkan keterampilan menulis Anda?

Do you think that teachers‟ written feedback is helpful to improve your writing skill? 2. Bagaimana perasaan Anda setelah menerima umpan balik tertulis?

How do you feel after receiving written feedback?

3. Apakah mudah untuk memahami umpan balik tertulis yang diberikan dosen? Is it easy to understand the written feedback?

4. Apa kesulitannya yang Anda alami ketika menerima umpan balik tertulis dari dosen? What difficulties did you experience when receiving lecturer‟s written feedback?

5. Jenis umpan balik tertulis apa yang Anda sukai untuk meningkatkan keterampilan menulis Anda? Jelaskan alasannya!

What type of written feedback do you prefer to help improve your writing skills? Explain the reason!

(44)

34 APPENDIX C Transcriptions: Semi-structured Interviews

Participant 2

A: Apakah menurut Anda umpan balik tertulis para dosen sangat membantu untuk meningkatkan keterampilan menulis Anda?

B: Menurut saya umpan balik dari dosen itu sangan membantu ya karena kita jadi tahu kesalahan kita kayak kita jadi tau kesalahan kita misalnya pada grammar atau pada penulisan yang tepat misalnya komanya atau semicollons gitu

A: Bagaimana perasaan Anda setelah menerima umpan balik tertulis?

B: Perasaan saya kalau dapat feedback dari dosen secara tertulis ya kadang ada senengnya, senengnya itu ya kalau dapatnya dosen yang bener-bener ngasih feedbacknya itu bisa dibaca dan bisa dimengerti tanpa kita tanya lagi. Beda kalau sama dosen yang hanya ngasih simbol-simbol atau udah tulisannya juga tidak jelas itu malah kita jadi bingung terus kita itu kayak kita itu harus tanya ke siapa lagi. Kita kan biasanya tanya ke temen tapi kalau temen juga ngga tahu kita juga merasa kesulitan ya dapat FB seperti itu. Terus kita juga merasa sungkan kan kalau tanya ke dosen kayak takutnya gimana-gimana gitu

A: Apakah mudah untuk memahami umpan balik tertulis yang diberikan dosen?

B: Iya itu tergantung dari dosennya juga ya kalau kita memahami FB dari dosen kadang kita mudeng kadang kita ngga mudeng kalau misalnya simbol-simbol kita itu ngga mudeng tapi itu kalau simbol harus ada panduannya tapi kalau misalnya tulisan itu kita mudeng tapi kalau tulisannya hand written kadang kita mudeng kadang juga ngga mudeng, tapi beda dengan written FB tapi yang elektronik itu kita malah mudeng banget.

A: Apa kesulitannya yang Anda alami ketika menerima umpan balik tertulis dari dosen?

B: Kesulitan yang saya alami selama ini ya itu kadang saya tidak dapat membaca tulisan dosen, kita ngga paham, kadang ya tau sendiri tulisannya seperti tulisan dokter gitu, kalau

(45)

simbol-35

simbol juga kita itu kayak gimana ya harus nyari itu tanda apasih yang dimaksud dosen. Misalnya kayak Cuma tanda silang terus ada tada panahnya itu kita pusing banget tapi kalau misalnya written FB tapi dari elektronik itu kita tidak ada difficulties nya tapi ya mungkin Cuma ini apa ya gitu tok tapi so far kita paham. Tapi kalau misalnya itu isinya cuma dikasih tanda tanya itukan kita ngga mudeng tapi kalau misalnya kita tau (si dosen tanya) itu tu ngga sesuai dengan isinya ditulis seperti itu tanpa simbol itu malah kita mudeng banget.

A: Jenis umpan balik tertulis apa yang Anda sukai untuk meningkatkan keterampilan menulis Anda? Jelaskan alasannya!

B: Jenis umpan balik yang ngga ada simbolnya sih pastinya, itu menjelaskan secara rinci itu yang paling saya sukai karena kalau dijelaskan secara rinci kita jadi tau kesalahan kita dan dapat memperbaiki tulisan kita atau karya kita.

Participant 5

A: Do you think that teachers‟ written feedback is helpful to improve your writing skill? B: Yes, for me, teachers‟ feedback is really helpful to improve my skill in writing. A: How do you feel after receiving written feedback?

B: I feel glad because through the teachers‟ feedback, I can know my mistakes and can also learn from it.

A: Is it easy to understand the written feedback? B: Selama ini iya.

A: What difficulties did you experience when receiving lecturer‟s written feedback?

B: Sometimes teachers‟ hand writing is unreadable, so it makes me confuse. The other thing is the teacher doesn‟t write the detail of the mistakes.

A: What type of written feedback do you prefer to help improve your writing skills? Explain the reason!

(46)

36

B: I like the type of feedback in form of suggestion and correct to the wrong form, because those 2 feedbacks are the most understandable for me, and it is very detailed.

Participant 6

B: Feedback dari dosen sangat membantu dan meningkatkan ketrampilan menulis saya. A: Bagaimana perasaan Anda setelah menerima umpan balik tertulis?

B: Saya merasa senang dan puas jika mendapat written feedback.

A: Apakah mudah untuk memahami umpan balik tertulis yang diberikan dosen? B: Saya rasa mendapat feedback tertulis tidak terlalu mudah.

B: Kesulitan yang saya alami ketika menerima feedback tertulis dari dosen yaitu dalam pemahaman feedback tersebut, karena kadang tidak paham dengan maksud dosen atau keinginan dosen.

A: Kesulitan memahami FB itu sendiri karena apa? Apakah karena dari sendiri yang kurang menguasai materi, atau mungkin karena tulisan dari dosen yang kadang tidak bisa dibaca, atau mungkin juga kurang detail?

B: Nah, kesulitannya itu lebih ke tulisan, jadi saya kadang tidak bisa membaca tulisan dari dosen karena tulisannya itu kayak tidak bisa dibaca dengan jelas huruf-hurufnya. Nah, ini yang bikin jadi bingung wah ini tulisan apa ya. Apalagi kalau tulisannya jelek terus cuma satu kata doang, wah itu makin pusing udah ngga tau itu tulisan apa dan ngga tau juga harus gimana.

(47)

37

B: menurut saya jenis feedback yang saya sukai untuk meningkatkan kemampuan menulis saya adalah dosen menulis secara langsung di pekerjaan saya dan memberi komen secara detail di bagian mana yang salah karena jika dosen memberi feedback yg jelas maka tidak ada salah paham dalam saya memperbaikinya.

Participant 19

B: Iya karena melalui umpan balikyang diberikan oleh dosen saya bisa memperbaiki tulisan saya agar lebih baik dan juga saya dapat belajar dari kesalahan yang saya buat dari tulisan saya dengan itu ketrampilan meulis saya dapat meningkat atau berkembang.

B: Perasaan saya senang karena umpan balik tertulis yang saya dapat memberitahu saya letak kesalahan saya dan juga umpan balik tersebut dapat menjadi catatan bagi saya.

B: Mudah, karena umpan balik tertulis yang saya dapat itu menggunakan tulisan yang mudah dipahami yang mana dosen saya tersebut menandai letak kesalahan tulisan saya lalu memberikan komentar tentang apa yang harus saya perbaiki

B: Kesulitan yang saya alami adalah ketika feedback tertulis dari dosen itu memiliki tulisan yang tidak jelas sehingga saya tidak tau apa maksud dari dosen tsb, juga ketika feedback tertulis dari dosen itu mnggunakan bahasa yang sulit dipahami sehingga saya bingung untuk memperbaiki tulisan saya.

(48)

38

B: Jenis umpan balik tertulis yang saya sukai adalah ketika dosen memberi FB dengan menandai letak kesalahan saya lalu memberi komentar tentang apa yang harus saya perbaiki dan juga memberikan saran atau contoh perbaikannya seperti apa sehingga memudahkan saya dalam merevisi draft saya tanpa harus merasa bingung dalam memahami apa yang diinginkan oleh dosen.

Participant 26

B: Ya, menurut saya sangat membantu karena dengan adanya feedback kita jadi tau letak kesalahannya kita dimana, terus kita bisa memperbaikinya jadi lebih baik lagi.

B: Sebenarnya biasa aja si kak cuma kadang takut aja gitu kalau misalnya ada banyak kesalahan di karangan yg kita tulis

B: Kebetulan waktu itu dosen saya mudah di pahami si kak feedbacknya, karna dia ngasih feedbacknya bentuknya tu kayak dia ngelingkari gitu mana kata/bagian yang salah, terus dia kayak ngasih tau misalnya ini tu harusnya Verb bukan Noun , dst.

B: Kadang saya kesulitan memahami simbol dan singkatan2 yang di pakai sama dosen kak, karna jujur saya gak hapal yang simbol misalnya /\ , NP, VP , dan lain lain

B: Menurut saya, umpann balik tertulis yang selama ini dilakukan oleh dosen saya (yg seperti sy sebutkan di no 3) udah cukup meningkatkan keterampilan menulis saya karena dari situ kita jadi

(49)

39

tau di mana letak kesalahan kita dan dari situ kita bisa belajar untuk kedepannya agar karya tulis kita bisa lebih baik lagi dan sesuai dengan structurenya.

Participant 29

B: Iya.

A: Bagaimana perasaan Anda setelah menerima umpan balik tertulis? B: Saya merasa mendapat pencerahan.

A: Apakah mudah untuk memahami umpan balik tertulis yang diberikan dosen? B: Tidak semua, tergantung dosen.

B: Kesulitannya, ketika dosen cuma ngasih gambaran besar doang. ( tanpa ngasih arahan / membantu dengan memberi opini) Contoh: "Potrik judul kamu kurang tepat sama materi, coba cari yang lain."

B: Jenis unpan balik yang menjelaskan secara detail kesalahan nya di bagian mana, membantu untuk menyelesaikan masalah bersama (biasa waktu dipanggil kedepan perkelompok/individu) , yang memberikan suggestion, dan menjelaskan mengapa hal itu salah atau kurang tepat.

Participant 31

A: Do you think that teachers‟ written feedback is helpful to improve your writing skill? B: Yes.

(50)

40

B: It depends on how the teacher give the feedbacks � if the feedback sounds like very general, it will drive me to be confused, but if it is quite specific and easy to understand, I will be motivated to revise my writing.

A: Is it easy to understand the written feedback? B: Well, it depends (see my explanation in number 2)

A: What difficulties did you experience when receiving lecturer‟s written feedback?

B: I found it difficult if the feedback is too general. For example, „Your ideas are confusing‟ without giving any other explanation on the specific parts of my writing, I will be like „Which part? Am I that bad?‟, it sounds more like instan judgement without deep analysis.

A: What type of written feedback do you prefer to help improve your writing skills? Explain the reason!

B: I like the feedbacks that are written in a specific way. I don‟t mean that it should be accompanied by the correct answer (When I write „a apple‟, and the teacher give the „n‟ after „a‟), but specific signs for example underlines, or circles. The reason is because it will be very obvious for me to analyze my mistakes and revised my writing.

STUDENTS' PREFERENCE OF WRITTEN FEEDBACK ON PROFESSIONAL NARRATIVE WRITING ESSAYS

STUDENTS' PREFERENCE OF WRITTEN FEEDBACK ON

PROFESSIONAL NARRATIVE WRITING ESSAYS

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

STUDENTS' PREFERENCE OF WRITTEN FEEDBACK ON

PROFESSIONAL NARRATIVE WRITING ESSAYS

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

TABLE OF CONTENTS

STUDENTS' PREFERENCE OF WRITTEN FEEDBACK ON

PROFESSIONAL NARRATIVE WRITING ESSAYS

ACKNOWLEDGEMENTS