Teenage EFL Students’ Perception Toward Feedback on Paragraph Writing and its Effect to Their Writing Performance  

Oleh:

Agustina, Imas Wahyu

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 13 : Konferensi Linguistik Tahunan Atma Jaya Ketiga Belas : Tingkat Internasional, Jakarta, 8-9 April 2015, page 469-473.
Topik: writing performance; teenage EFL Students; teacher direct feedback; teacher indirect feedback; peer feedback
Fulltext: (469-473) Imas W.A. - Teenage EFL . . . - 040415.pdf (162.98KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 KLA 13 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

Feedback in oral as well as written form is commonly practiced in language learning in all levels. However, there is no general agreement on which kind of feedback is most preferred and effective to develop teenage EFL learners’ writing competence. This study examines various types of feedback in relation to the teenage EFL learners’ perception to discover their preference and its effect on their paragraph writing performance. Junior high school students in pre-intermediate level are involved in several sessions of paragraph writing and given different kinds of feedback: teacher direct feedback, teacher indirect feedback, and peer feedback. Questionnaire is distributed to seek for the participants’ perception to each kind of feedback then confirmed by some interviews, and analysis to the writing is done to see the performance improvement. It is found that teacher direct feedback is still the most favourable and gives clearer improvement on the participants’ writing performance in general. Nevertheless, the participants think teacher indirect feedback gives secure challenge while peer feedback sounds interesting to try. Thus, it is suggested that teachers give move varied kinds of feedback and researchers conduct the same research in longer period of time to get more valid and reliable data.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali