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All Journal Vision: Journal for Language and Foreign Language Learning Indonesian Journal of Educational Research (IJER) PROJECT (Professional Journal of English Education) Jurnal Pendidikan dan Pembelajaran Edukasia: Jurnal Pendidikan dan Pembelajaran Kajian Linguistik dan Sastra Journal of Social Humanities and Education Jurnal Ilmu Sosial, Pendidikan Dan Humaniora Pustaka: Jurnal Bahasa dan Pendidikan Al Ghafur : Jurnal Ilmiah Pengabdian Kepada Masyarakat Jurnal Ilmu Pendidikan Nasional
Sabarun Sabarun
IAIN Palangka Raya
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Computer Science & IT Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Vision: Journal for Language and Foreign Language Learning

 1 
Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive Sabarun Sabarun
Vision: Journal for Language and Foreign Language Learning Vol 9, No 1 (2020)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv9i14652

Abstract

The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
Co-Authors Akhmad Ali Mirza Dyah Ayu Sekar Amukti Hesty Widiastuty Imam Qalyubi Krisna Dwi Alifhia Rezky Marcelina Marcelina Muhammad Makmun Mi’raj Nur Hasanah Nurul Wahdah Sulianur Sulianur Supianur Supianur Sylvia Yaya Winna Winna Zaitun Qamariah