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Title: Students' Perceptionson Teacher Indirect Written Feedback in Guided Writing Course
Authors: Banu, Tri Buce J.
Keywords: perception;indirect feedback
Issue Date: Jul-2009
Publisher: Faculty of Language and Literature, Satya Wacana Christian University
Abstract: This study aims to find out students' perceptions on the use of indirect written feedback to improve students' writing ability specifically in Guided Writing course. It is important to know whether students like to have indirect written feedback or not and their opinions behind it. Additionally, Guided Writing course is the basic level of writing and students in this level certainly require much and appropriate feedback from teachers.This study is a qualitative method in which students' perceptions were collected using openended questions for interview. A total of 17 participants were pu rposely chosen from a group of Guided Writing classes inEnglish Department of SatyaWacana Christian University, Salatiga, Indonesia.Those participants wereinterviewed usingthe semi-structured interview.The findings revealed that the majority of students prefer to get teacher indirect written feedback even though they find problems utilizing the symbols given, particularly those with multiple meanings. The feedback is considered helpful and important to facilitate students for revising and train students to be independent writers in which they are able to deal with mistakes which are made.However, teacher's role as providers of the feedback should be really noticed. The purpose of noticing teachers' role is to make the feedback understandable and utilizable by students and to avoid any negative complaints related to the interpretation of the feedback.
Description: English.Edu, Vol. 9, No. 2, July 2009, p. 123-144
ISSN: 1412-5161
Appears in Collections:English.Edu 2009 Vol. 9 No. 2 July

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