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All Journal PROJECT (Professional Journal of English Education) Journal of Islamic Studies and Education
Faricha Rizqi
Institut Seni Indonesia Surakarta, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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TEACHER WRITTEN-CORRECTIVE FEEDBACK: A CASE STUDY IN EFL WRITING CLASSROOM Dyah Fitri Mulati; Faricha Rizqi; Eka Pratiwi Yunianti; Arif Alexander Bastian; Defy Gustianing; Septika Ariyanti
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p619-626

Abstract

Feedback is commonly implemented as the scaffolding learning technique in second and foreign language writing. The importance of this has also been acknowledged as a way for students to manage their writing abilities better, which is a crucial component of the process-based learning environment. However, the published literature on secondary teachers' responses to students' writing in an EFL context is less extensive. Furthermore, limited is known about the causes of the current feedback practices and the reasons behind the teacher’s reactions to student writing. As a result, this study, which includes a teacher as a participant, investigates the application of written-corrective feedback in secondary school. This study was a case study aimed at (1) examining written-corrective feedback practice the teacher provides and (2) outlining the factors that influence teacher's practices of giving written-corrective feedback. The data were garnered by a document analysis and interviews adapted from Lee (2009) comprising five items associated with the practices in implementing written-corrective feedback type and strategy, respected by variables that form those practices. The results demonstrated that teachers preferred to use uncoded, indirect, hints, and selective written-corrective feedback. Additionally, it was discovered that those practices were primarily affected by personal experience and improvement in her practice. Keywords:  Written-Corrective Feedback; Practices; Factors; EFL Context
Teachers’ Perspective: Revolutionizing English Classroom Interaction with Technology Integration Faricha Rizqi
JISE: Journal of Islamic Studies and Education Vol. 2 No. 2 (2023): Journal of Islamic Studies and Education
Publisher : Presscience

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Abstract

The integration of technology into language teaching has emerged as a prominent alternative for facilitating the classroom interaction. Thus, this study aims to present the teachers’ perspective on the use of technology in the learning activity, especially in English classroom integrated with the online feedback. The data were collected from the interview and observation involving teachers inside and outside the classroom. The sample for this study consisted of teachers from Senior High School in Surakarta, Central Java Province. The results of the study indicated that the use of technology integrated with the online feedback promoted meaningful teaching and learning activity. The integration of technology-based learning and online feedback in English classroom was effective, but it should also be added with the offline one, especially in giving the feedback to the students. In addition, this study found that teachers are confronted with a problem of the connection or networking using the technology. The results suggest for the effective use of technology in the learning activity.
Co-Authors Arif Alexander Bastian Defy Gustianing Eka Pratiwi Yunianti Mulati, Dyah Fitri Septika Ariyanti -