STUDENTS’ PERCEPTIONS ON TEACHER’S WRITTEN FEEDBACK IN TEACHING DISCURSIVE WRITING : A CASE STUDY AT UNIVERSITY LEVEL

Abstract

In the context of education, written feedback is seen as a form of communication between teachers and students, especially in the writing process. This study examines students' perceptions on teachers written feedback in teaching discursive writing to sophomore students. Another objective is to explore the types of written feedback and students behave on teachers written feedback. The case study used in the sophomore class in this study amounted to 15 students. The text of student documents and questionnaires were also used to obtain data. The sample of this study involved 6 students as interviewees. Research findings reveal that teachers only use direct written feedback in the form of comments, questions, and suggestions that focus on content and form. Another finding, students have a positive perception of written feedback, motivates students in writing. In addition, the researcher also found that students followed up non verbally on the teacher's written feedback. Therefore, in an educational context, written feedback can affect students' writing skills. Teachers are advised to apply written feedback as a strategy in teaching writing to improve students' writing.