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• W2109458538 abstract "Abstrak Balikan akan lebih bermanfaat dan efektif apabila diberikan pada level yang sesuai karena dapat membantu siswa untuk memahami; berpartisipasi; atau mengembangkan strategi yang efektif untuk memproses informasi yang akan dipelajari (Hattie & Timperley, 2007). Penelitian ini bertujuan untuk mendeskripsikan macam-macam tipe feedback yang diperoleh siswa pada tulisan teks recount mereka dan untuk mencari informasi lebih jauh berkenaan dengan respon siswa terhadap feedback dari guru. Penelitian ini merupakan sebuah penelitian deskriptif kualitatif. Subjek dalam penelitian ini mencakup 12 siswa dari kelas VIII-6 SMP Al-Falah Deltasari. Penelitian ini menggunakan dua instrumen untuk mengumpulkan data yaitu dokumentasi (tulisan siswa) dan wawancara. Dokumentasi atau tulisan siswa digunakan untuk meneliti dan mendeskripsikan macam-macam tipe feedback yang siswa peroleh pada tulisan teks recount mereka. Sedangkan wawancara diadakan untuk mengetahui respons siswa berdasarkan cara pandang dan pendapat mereka terhadap feedback dari guru. Dari penelitian ini dapat diketahui bahwa hampir semua siswa, untuk balikan dalam bentuk koreksian, memperoleh direct feedback yang diikuti dengan focused dan unfocused feedback pada tulisan mereka. Selanjutnya, untuk balikan dalam bentuk komentar, hampir semua siswa memperoleh komentar yang berisi masukan secara umum dan pujian atas tulisan dan usaha mereka dalam mengarang sebuah teks recount lengkap dengan tepat waktu. Dengan demikian dapat disimpulkan bahwa guru tersebut tidak membedakan tipe balikan dalam bentuk koreksian maupun komentar terhadap tulisan siswa dengan keahlian Bahasa Inggris yang berbeda. Akan tetapi tipe-tipe balikan dalam bentuk koreksian dan komentar tidak dapat meningkatkan kemampuan siswa dalam mengoreksi kesalahan mereka sendiri. Hal ini dikarenakan guru sudah menyedikan jawaban yang benar dari kesalahan mereka dan balikan dari guru tidak dapat mengungkap kelemahan siswa pada konten secara spesifik. Kata Kunci: balikan dari guru, strategi memberikan feedback, respon siswa, teks recount, dan karangan. Abstract Feedback will be more beneficial and effective if the feedback is directed at the right level since it can assist students to comprehend, engage, or develop effective strategies to process the information intended to be learned (Hattie & Timperley, 2007). This study focused on its goal to describe the types of feedback that students receive on their recount text compositions and to seek further information dealing with the students’ responses toward the teacher feedback which is given to their recount text compositions. This study was qualitative descriptive research which had twelve students of VIII-6 of SMP Al-Falah Deltasari as the participants. This study also employed two instruments to collect the data namely documents (students’ writing) and interview. The students’ writing were used to investigate and describe the types of feedback that were received by students on their recount text composition. Then, the interviews were conducted with the students to expose their responses concerning to their perspectives and opinions toward the teacher feedback. The result showed that the teacher did only provide corrective feedback but also commentary on the students’ writing. For the corrective feedback, the students mostly received direct corrective feedback with focused and unfocused feedback on her first writing. Moreover, for the teacher commentaries, most of students received commentaries that contained of the teacher’s general advice and complementary about the students’ writing and efforts in composing a complete recount text on time. From this, it could be inferred that the teacher did not differentiate her written corrective feedback and commentary at students with different English level proficiency’s writing and the types of corrective feedback that were received by the students did not lead them to improve their self-correcting abilities. It was due to the facts that the teacher gave the correct form of their errors and it did not cover students’ weaknesses on the content specifically. In spite of all those things, all the students still had positive point of views on the teacher feedback in written form. Keywords: Teacher’s Feedback, Strategies of Providing Feedback, Students’ Responses, Recount Text, and Compositions ." @default.
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• W2109458538 date "2015-05-15" @default.
• W2109458538 modified "2023-09-26" @default.
• W2109458538 title "TEACHER’S FEEDBACK ON STUDENTS’ RECOUNT TEXT COMPOSITIONS" @default.
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