WRITTEN CORRECTIVE FEEDBACK: SENIOR HIGH SCHOOL STUDENTS’ PERCEPTIONS AND PREFERENCES
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Jan 11, 2024
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Abstract
Students' perceptions and preferences for Written Corrective Feedback have been discussed in recent years. However, a deeper understanding of the reason behind students' perceptions and preferences for WCF has yet to be presented. This study tried to reveal a more profound understanding of the two perceptions toward WCF from students' points of view. Moreover, their preferences about the application of WCF were discussed. Through the survey study, how the majority of students perceive and prefer WCF would be seen from the questionnaire. This result provides a guideline topic for the interview. The findings revealed that most students perceive WCF positively. Also, they confirmed that WCF gave them confidence and helped them understand the material given. Whereas those with a negative attitude emphasized the importance of providing praise, explaining the error, and using Indonesian in providing WCF. Furthermore, the findings showed that direct metalinguistic and comprehensive WCF were more favoured. In addition, they preferred WCF to be provided digitally. Not only that, students considered paragraph organization as the most crucial aspect to be corrected. In conclusion, students show a positive attitude towards WCF. However, to optimize its function, students' preferences and evaluations must be considered.
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D. Al Aluf, “WRITTEN CORRECTIVE FEEDBACK: SENIOR HIGH SCHOOL STUDENTS’ PERCEPTIONS AND PREFERENCES”, JURNAL EDUCATION AND DEVELOPMENT, vol. 12, no. 1, pp. 250-257, Jan. 2024.
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References
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https://doi.org/10.2991/assehr.k.200306.018
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Fan, N., & Ma, Y. (2018). The Role of Written Corrective Feedback in Second Language Writing Practice. Theory and Practice in Language Studies, 8(12), 1629. https://doi.org/10.17507/tpls.0812.08
Falhasiri, M. (2021). Is Less Really More? The Case for Comprehensive Written Corrective Feedback. Canadian Journal of Applied Linguistics, 24(3), 145–165. https://doi.org/10.37213/cjal.2021.31242
Fhaeizdhyall, A. (2020). The Effectiveness of Direct and Indirect Written Corrective Feedback on English Collocation Competency: A Quasi – Experiment. Journal for the Study of English Linguistics, 8(1), 94. https://doi.org/10.5296/jsel.v8i1.16434
Fortunasari, F., Fajaryani, N., Wulandari, B. A., & Khairunnisa, K. (2021). Written Corrective Feedback for Students’ Research Proposal in English: What Do Students and Lecturers Prefer and Why? Indonesian Research Journal in Education |IRJE|, 5(2), 404–416. https://doi.org/10.22437/irje.v5i2.13064
German, E., & Mahmud, Y. S. (2021). Students’ Perception and Preference on Corrective Feedback in Online Writing Classes. TESOL International Journal, 54–71
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Loo, D. B. (2022). Unfocused Written Corrective Feedback for Academic Discourse: The Sociomaterial Potential for Writing Development and Socialization in Higher Education. Journal of Language and Education, 8(4), 194–199. https://doi.org/10.17323/jle.2022.12996
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Rashtchi, M., & Zulqarnain . (2019). Written Corrective Feedback: What Do Malaysian Learners Prefer And Why? International Journal of Engineering and Advanced Technology, 8(5C), 1221–1225. https://doi.org/10.35940/ijeat.e1173.0585c19
Rosita, I., & Femilia, P. S. (2022). Students’ Preference of English Learning Style. OXFORD: Journal of English Language Studies, 1(01), 45–63. https://oxford.iain-jember.ac.id/index.php/ofx/article/view/26/8
Samuel, A., & Akther, M. (2021). Students’ Perceptions and Preferences about Teachers’ Written Corrective Feedback at Secondary Level. Bulletin of Education and Research, 43(1), 45–58. https://files.eric.ed.gov/fulltext/EJ1320823.pdf
Saragih, N., Madya, A., Siregar, S., & Saragih, R. (2021). Written corrective feedback: students’ perception and preferences. International Online Journal of Education and Teaching (IOJET), 8(2), 676–690. https://files.eric.ed.gov/fulltext/EJ1294325.pdf
Sharma, A. (2020). A review on: perception and its effect on judgments. Journal of Management Research and Analysis, 6(4), 164–168. https://doi.org/10.18231/j.jmra.2019.034
Suerni, Fani, S., Asnawi, & Wariyati. (2020). EFL Learners Perception of Written Corrective Feedback. Proceedings of the 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). https://doi.org/10.2991/assehr.k.201124.012
Sugiharti, D. (2022). Written Corrective Feedback: Indonesian Efl Learners’ Perceptions And Preferences. Parafrase: Jurnal Kajian Kebahasaan Dan Kesusastraan, 22(1), 2580–5886
Tawfeeq, H. M. (2018). The Role of Written Corrective Feedback in Improving Kurdish EFL University Students’ Writing. Journal of University of Human Development, 4(4), 61. https://doi.org/10.21928/juhd.v4n4y2018.pp61-74
Trabelsi, S. (2019). The Perceptions and Preferences of the General Foundation Programme Students Regarding Written Corrective Feedback in an Omani EFL Context. Advances in Language and Literary Studies, 10(1), 91. https://doi.org/10.7575/aiac.alls.v.10n.1p.91
Tri Adhi Kencana, A. (2020). Students’ preferences and teachers’ beliefs towards written corrective feedback. ELT Forum: Journal of English Language Teaching, 9(1), 85–95. https://doi.org/10.15294/elt.v9i1.37187
Wahyuni, S. (2017). The Effect of Different Feedback on Writing Quality of College Students with Different Cognitive Styles. Dinamika Ilmu, 17(1). https://doi.org/10.21093/di.v17i1.649
Zhang, L. J., & Cheng, X. (2021). Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance: A mixed-methods study. Journal of English for Academic Purposes, 54, 101043. https://doi.org/10.1016/j.jeap.2021.101043
Zumbrunn, S., Marrs, S., & Mewborn, C. (2016). Toward a better understanding of student’s perceptions of writing feedback: A mixed methods study. Reading and Writing, 29(2), 349-370. DOI: 10.1007/s11145-015-9599-3
Agustiningsih, N., & Andriani, F. (2021). A Study on Direct Corrective Feedback in Improving Students’ Writing Performance and Motivation at MTs YP KH Syamsuddin Ponorogo. AJMIE: Alhikam
Black, D. A., & Nanni, A. (2016). Written Corrective Feedback: Preferences and Justifications of Teachers and Students in a Thai Context. GEMA Online® Journal of Language Studies, 16(3), 99–114. https://doi.org/10.17576/gema-2016-1603-07
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2018). What makes for effective feedback: staff and student perspectives. Assessment & Evaluation in Higher Education, 44(1), 25–36. https://doi.org/10.1080/02602938.2018.1467877
https://doi.org/10.2991/assehr.k.200306.018
Esmaeeli, M., & Sadeghi, K. (2020). The Effect of Direct Versus Indirect Focused Written Corrective Feedback on Developing EFL Learners’ Written and Oral Skills. Language Related Research, 11(5), 124–189. https://doi.org/10.29252/lrr.11.5.124
Fan, N., & Ma, Y. (2018). The Role of Written Corrective Feedback in Second Language Writing Practice. Theory and Practice in Language Studies, 8(12), 1629. https://doi.org/10.17507/tpls.0812.08
Falhasiri, M. (2021). Is Less Really More? The Case for Comprehensive Written Corrective Feedback. Canadian Journal of Applied Linguistics, 24(3), 145–165. https://doi.org/10.37213/cjal.2021.31242
Fhaeizdhyall, A. (2020). The Effectiveness of Direct and Indirect Written Corrective Feedback on English Collocation Competency: A Quasi – Experiment. Journal for the Study of English Linguistics, 8(1), 94. https://doi.org/10.5296/jsel.v8i1.16434
Fortunasari, F., Fajaryani, N., Wulandari, B. A., & Khairunnisa, K. (2021). Written Corrective Feedback for Students’ Research Proposal in English: What Do Students and Lecturers Prefer and Why? Indonesian Research Journal in Education |IRJE|, 5(2), 404–416. https://doi.org/10.22437/irje.v5i2.13064
German, E., & Mahmud, Y. S. (2021). Students’ Perception and Preference on Corrective Feedback in Online Writing Classes. TESOL International Journal, 54–71
Gholaminia, I., Gholaminia, A., & Marzban, A. (2014). An investigation of meta-linguistic corrective feedback in writing performance. Procedia-Social and Behavioral Sciences, 116, 316-320. https://doi.org/10.1016/j.sbspro.2014.01.214
Karim, K., & Nassaji, H. (2018). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 24(4), 136216881880246
Kisnanto, Y. P. (2016). The Effect Of Written Corrective Feedback On Higher Education Students’ Writing Accuracy. Jurnal Pendidikan Bahasa Dan Sastra, 16(2), 121. https://doi.org/10.17509/bs_jpbsp.v16i2.4476
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 1–13. https://doi.org/10.1017/s0261444819000247
Loo, D. B. (2022). Unfocused Written Corrective Feedback for Academic Discourse: The Sociomaterial Potential for Writing Development and Socialization in Higher Education. Journal of Language and Education, 8(4), 194–199. https://doi.org/10.17323/jle.2022.12996
Marrs, S. (2016). Development of the students’ perceptions of writing feedback scale (Unpublished doctoral dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4404/
Prawiro, I. Y. (2020). The Impact of Written Corrective Feedback Towards the Senior High School Students’ Work: Teacher’s and Students’ Perceptions. Journal of English Language Learning, 4(1), 422408. https://doi.org/10.31949/jell.v4i1.2336
Qayyum, N., Dev, S., Bilgiler, S., Dergisi, E. (2017). Journal of Social Studies Education Research Major Factors Affecting Students’ Perception Towards Faculty Evaluation of Teaching (SET). Journal of Social Studies Education Research, 8(3), 149–167. https://files.eric.ed.gov/fulltext/EJ1162267.pdf
Rashtchi, M., & Zulqarnain . (2019). Written Corrective Feedback: What Do Malaysian Learners Prefer And Why? International Journal of Engineering and Advanced Technology, 8(5C), 1221–1225. https://doi.org/10.35940/ijeat.e1173.0585c19
Rosita, I., & Femilia, P. S. (2022). Students’ Preference of English Learning Style. OXFORD: Journal of English Language Studies, 1(01), 45–63. https://oxford.iain-jember.ac.id/index.php/ofx/article/view/26/8
Samuel, A., & Akther, M. (2021). Students’ Perceptions and Preferences about Teachers’ Written Corrective Feedback at Secondary Level. Bulletin of Education and Research, 43(1), 45–58. https://files.eric.ed.gov/fulltext/EJ1320823.pdf
Saragih, N., Madya, A., Siregar, S., & Saragih, R. (2021). Written corrective feedback: students’ perception and preferences. International Online Journal of Education and Teaching (IOJET), 8(2), 676–690. https://files.eric.ed.gov/fulltext/EJ1294325.pdf
Sharma, A. (2020). A review on: perception and its effect on judgments. Journal of Management Research and Analysis, 6(4), 164–168. https://doi.org/10.18231/j.jmra.2019.034
Suerni, Fani, S., Asnawi, & Wariyati. (2020). EFL Learners Perception of Written Corrective Feedback. Proceedings of the 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). https://doi.org/10.2991/assehr.k.201124.012
Sugiharti, D. (2022). Written Corrective Feedback: Indonesian Efl Learners’ Perceptions And Preferences. Parafrase: Jurnal Kajian Kebahasaan Dan Kesusastraan, 22(1), 2580–5886
Tawfeeq, H. M. (2018). The Role of Written Corrective Feedback in Improving Kurdish EFL University Students’ Writing. Journal of University of Human Development, 4(4), 61. https://doi.org/10.21928/juhd.v4n4y2018.pp61-74
Trabelsi, S. (2019). The Perceptions and Preferences of the General Foundation Programme Students Regarding Written Corrective Feedback in an Omani EFL Context. Advances in Language and Literary Studies, 10(1), 91. https://doi.org/10.7575/aiac.alls.v.10n.1p.91
Tri Adhi Kencana, A. (2020). Students’ preferences and teachers’ beliefs towards written corrective feedback. ELT Forum: Journal of English Language Teaching, 9(1), 85–95. https://doi.org/10.15294/elt.v9i1.37187
Wahyuni, S. (2017). The Effect of Different Feedback on Writing Quality of College Students with Different Cognitive Styles. Dinamika Ilmu, 17(1). https://doi.org/10.21093/di.v17i1.649
Zhang, L. J., & Cheng, X. (2021). Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance: A mixed-methods study. Journal of English for Academic Purposes, 54, 101043. https://doi.org/10.1016/j.jeap.2021.101043
Zumbrunn, S., Marrs, S., & Mewborn, C. (2016). Toward a better understanding of student’s perceptions of writing feedback: A mixed methods study. Reading and Writing, 29(2), 349-370. DOI: 10.1007/s11145-015-9599-3