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THE TYPES OF CORRECTIVE FEEDBACK IMPLEMENTED BY THE TEACHER
IN
TEACHING WRITING DESCRIPTIVE TEXT TO THE SECOND YEAR
STUDENTS
OF SMP N 2BATURETNO
Publication Article Submitted as a Partial Fulfillment of the
Requirements
for Getting Bachelor Degree of Education
in English Department
by
MEITASARI NUR ARIFAH
A320110214
DEPARTMENT OF ENGLISH EDUCATION
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
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THE TYPES OF CORRECTIVE FEEDBACK IMPLEMENTED BY THE TEACHER
IN
TEACHING WRITING DESCRIPTIVE TEXT TO THE SECOND YEAR
STUDENTS
OF SMP N 2BATURETNO
MEITASARI NUR ARIFAH
A320110214
[email protected]
School of Teacher Training and Education
Muhammadiyah University of Surakarta
ABSTRAK
Penelitian ini bertujuan untuk mendeskripsikan: 1) jenis umpan
balik guru yang digunakan dalam
mengajar teks deskriptif, 2) respon siswa dari umpan balik yang
diberikan oleh guru dalam
mengajar penulisan teks deskriptif. Dalam mencapai tujuan,
peneliti menggunakan deskriptif
kualitatif sebagai pendekatan untuk mengumpulkan dan
menganalisis data. Penelitian ini
dilaksanakan di SMP N 2 Baturetno. Penelitian ini mengambil 30
siswa dari siswa kelas dua
sebagai subyek penelitian. Penulis mendapatkan data dari
penelitian dari acara, informan, dan
dokumen. Teknik pengumpulan data adalah observasi dan wawancara
tentang proses
pembelajaran menulis mengajar. Hasil analisis menunjukkan
bahwaguru menggunakan tiga jenis
umpan balik korektif, yaitu umpan balik pada konten (umpan balik
positif), umpan balik pada
bentuk (umpan balik negatif) dan penggunaan tinta merah da tinta
hitam dalam umpan balik
korektif. Penulis dapat menyimpulkan, ketika guru memberikan
umpan balik langsung ke siswa
secara langsung membuat siswa mudah untuk memahami pelajaran dan
mereka bisa tahu apa
kesalahan mereka. Mereka mengatakan bahwa jenis umpan balik yang
diterapkan oleh guru di
pengajaran penulisan deskriptif membuat mereka mudah untuk
menulis dan mereka dapat
mengidentifikasi dan memperbaiki kesalahan. Guru juga
menggunakan tinta warna untuk
mengoreksi dalam pembelajaran. Dalam pengamatan, guru
menggunakan redink ketika ia
mengoreksi pekerjaan siswa. Dalam pengajaran umpan balik, siswa
dapat mengetahui dan
memperbaiki kesalahan setelah dikoreksi oleh guru.
Kata Kunci: Tipe Umpan Balik Guru, teks descriptif
ABSTRACT
This study is aimed at describing: 1) the types of the
corrective teacher feedback used in teaching
descriptive text, 2) the student‟s response of the feedback
given by the teacher in teaching
writing descriptive text. In achieving the objectives, the
researcher used descriptive qualitative as
the approach to collect and analyze the data. The research was
held in SMP N 2Baturetno. The
mailto:[email protected]
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research took 30 students of the second year students as the
subject of the study. The writer get
the data of the research from event, informants, and document.
The techniques of collecting data
are the observation and interview about the writing teaching-
learning process. The result of the
analysis shows that the teacher used three types of corrective
feedback, namelyfeedback on
content (positive feedback), feedback on form (negative
feedback) and the use of red ink and
black ink in corrective feedback. The writer can conclude, when
the teacher gives direct
feedback to the students make easily to understand the learning
and they can know what their
mistakes. They said that the feedback type applied by the
teacher in the teaching writing
descriptive makes them easy to write and they can identify and
correct the errors. The teacher
also used of ink color to correction the learning. In the
observation, the teacher uses the redink
when she correct students work.In teacher corrective feedback,
students can know and correct
the errors after it is corrected by the teacher.
Keywords: Teacher Corrective Feedback Type, descriptive text
1. Introduction
Writing has an important role in the context of English teaching
as a foreign
language in Indonesia. Writing is a means of communication is
demanded. It is learner‟s
need which cannot he neglected in the era of high competition.
It means that student
should he equipped with writing skills necessary for their
future. They should be trained
to write in English in other to be skillful writers. Written
language is frequently used in
the publication such as book, newspaper, magazine and literary
work. It shows how
important mastering writing skill is. For that reason, students
should master writing skill.
The objective of learning writing is to produce the kinds of
written text. To
produce a good writing product, the writer should follow various
classroom activities
involving some steps applied in writing process. Brown (1994) in
Fauziati (2008 :144)
distinguish for steps of writing : prewriting , drafting,
revising, and editing. A more
detailed account and stages of writing gas been proposed by
White and Ardnt (1991) in
Fauziati (2008 : 144) who argue that stages in process of
writing include generating
ideas, focusing, structuring, drafting, evaluating, and
reviewing, which all interact
recursively. Besides, there are many aspects that must be
mastered by students to write
well. According to Leki (1996) in Fauziati (2008 : 142) writing
activity means to catch
the grammar, spelling, and punctuation error.
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Based on the explanation above, the researcher chooses one topic
for her research
to know the problem faced by the teacher in applying and the
advantages of teacher
feedback technique in teaching descriptive text for the
students.
The first previous research was done by Atik Sri Rukmini (2011)
from
Muhammadiyah University of Surakarta with the title The
Implementation of Teacher
Corrective Feedback in Teaching Writing Descriptive Text to the
Second Year Students
of SMPN 1 Tunjungan in 2010/2011 Academic Year. In her research,
she describes the
implementation of teaching writing descriptive text by the
teacher in teaching learning
process by using corrective feedback in writing descriptive
text. She used Miles
&Huberman analysis technique, data reduction, data display,
and conclusion and
verification. The result of the study show teaching writing used
corrective feedback in
descriptive text for the second year students of SMP N 1
Tunjungan was successful and
effective. The teacher used problem solving as a writing
material.
The second researcher is RatihYulianti (2012) from Muhammadiyah
University
of Surakarta with the title Teacher's Corrective Feedback In
Teaching Writing Recount
Text To The First Year Of SMA Muhammadiyah I Surakarta In
2011/2012 Academic
Year. Her objective was described the type of teacher corrective
feedback technique in
teaching learning of writing recount text and described the
problem faced by the teacher
in implementing corrective feedback at SMA Muhammadiyah 1
Surakarta in 2011/2012
Academic Year. Her research describes that the types of oral
corrective feedback which is
used by the teacher in teaching learning process of writing
recount text is metalinguistic.
The researcher found there five types of oral feedback from six
types of oral feedback,
namely; explicit correction, recast, clarification request,
metalinguistic, and repetition.
Her method was descriptive qualitative analysis and the object
of her study was the type
of corrective feedback in teaching learning of writing recount
text and the problems faced
by the teacher in implementing corrective feedback at SMA
Muhammadiyah 1 Surakarta.
The Third researcher is IpungAnggoro (2013) fromMuhammadiyah
University of
Surakarta with the title Corrective Feedback Found In Speaking
Class at The English
Department Of Muhammadiyah University Of Surakarta. His research
describes that the
types of corrective Feedback Used by the teacher in UMS. The
researcher found there
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five types of corrective feedback used by the teacher in UMS.
That was clarification
request, recast, met linguistic feedback, explicit and
translation. The frequency of Each
Type of Corrective feedback Used by the Teacher in teaching
speaking in UMS. The
frequency of the use of corrective feedback found clarification
request found 69 data or
about 59 %, recast 23 or about 19,7 % met linguistic found 17
data or about 14,5 %,
explicit correction found 4 data or about 3,4 % and translation
found 4 data or about 3,4
%. The dominant Type of Corrective feedback used by the teacher
in teaching speaking
in UMS.
2. Research Method
In this research, the subject of the study is limited to the
teacher and the students
of SMP N 2 Baturetno especially at the second year. The object
of the study is the
technique of teaching writing descriptive text using teachers
feedback applied by the
teacher at SMP N 2 Baturetno. The data of this research are the
activities of the students
and teacher. The writer took field note from observation. There
are three sources of the
data: event, informant, and document. In this research, the
writer uses three method of
collecting data, there are observation, interview, and document
analysis. The techniques
for analyzing the data that are used by the writer are reducing
the data, displaying the
data, and drawing conclusion.
3. Research Finding and Discussion
3.1 Research Finding
3.1.1 The Type of Teacher Feedback used in Teaching Descriptive
Text.
a) Feedback on Content (Positive Feedback)
In feedback on form, the teacher not only corrects the students
error
very explicit by telling the students that their writing is
wrong then tells the
reason, but also very implicit by using repetition to the wrong
word or
sentence that is written by the students. Here is the analysis
of feedback on
content (positive feedback) based on the writer‟s
observation.
1) Metalinguistic Feedback
In the observation, the writer also finds some
metalinguistic
feedback in the teaching learning process. In the
metalinguistic, the
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teacher provides comments or questions related to the well-
formedness of
the students utterances feedback.
These are data in teaching learning process of writing class.
Here,
the writer found four excepts which used as the data. The first
data,
teacher asked the student to read his homework about descriptive
text.
But, the teacher fined the errors when students said as
follow:
Data 1 [MeL]
Student : HeMr. Aldo
Teacher : use – auxiliary verbs (is, am or are)
Students : He is Mr. Aldo
The metalinguistic can be seen when the students answer is
incorrect. The answer is “HeMr. Aldo” whereas it must use
auxiliary verb „is, are or am. So, the teacher corrects the
answer by
saying “You need an auxiliary verb „is‟ because the subject is
the
third singular person”.After that, students‟ reply the answer
by
using„is‟. This is an effective way to build students skill
in
grammar.
b) Feedback on Form (Negative Feedback)
In this research, the writer finds the correction in content and
form. In
feedback on form, the teacher not only corrects the students
error very explicit
by telling the students that their writing is wrong then tells
the reason, but also
very implicit by using repetition to the wrong word or sentence
that is written
by the students.
1) No correction but comments and question on content
In this type, the teacher gives a correction in teaching
learning
process. Here is the data of this type, when the teacher asked
students to
make a group to make a descriptive text
Indri Setiawatik (18)
Kharisma Suri (20)
My Sister
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My name is Mely. I am 14 years old. I have one sister. Her name
is Metta. She
is 20 years old. She is tall. She is beautiful girl. She have
long wavy hair. Her favorite
food is all about seafood. She like drinking lemon tea everyday.
Her hobbies are playing
badminton. I sometimes play with her. She is funny person. I
like her.
According to the data above it shows that the teacher did not
give a
correction. He marked the studentsworksheet. It would make
students confused. It
is because since there is no comment or correction given by
the
teacher.Whereasthe students need correction to understand the
context. Actually,
there are many errors made by the students in their work
above.The errors are:
„She have long wavy hair‟. This sentence is incorrect, and the
correct sentence is
„She has long wavy hair‟. Another incorrect sentence is „She
like drinking lemon
tea everyday‟. The correct sentence is „She likes drinking lemon
tea everyday‟.
This type of correction is not suitable for the second year
students of SMP
N 2 Baturetno, because most of them have lack of motivation.
3.1.2 Identification of form errors without help toward
correction
In this type, teacher only identifies the form of errors, but
the
teacher did not help on the correction. Sometimes the teacher
used this
type. He only identifies the error but he did not help the
students to revise
their work. For example the teacher moves around the class and
he finds
one of his students who made a text. He corrected the text and
said: “it is
wrong, use V1” without additional explanation on the
matrial.
3.1.3 Indirect error marking using a coding system for learner
self correction
In teaching learning process, the teacher often uses this type.
He
uses indirect error marking using a coding system for learner
self-
correction. He gives sign or circle to mark the error of
students work. Here
is the example:
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Nama : Dessela Takbir Riyanti
Kelas : VIII A
Absen : 12
My Brother
I have a brother. Her name is Habibi. He is a friendly and
handsome boy. He is
17 years old. He have short and straight hair. He is a student
of SMA 2 Salatiga. He go to
school by motorcycle. He go to school at 6.30 every morning. Her
hobby is playing
football. He likes watching football match.
The correction above shows that the teacher does the type of
correction feedback indirectly on the error marking using a
coding system
for learner self – correction type. With this correction type,
the teacher
gives correction by using sign to mark the error, but the
students must
correct them by herself/himself.
3.1.4 Direct correction of form errors
Direct correction of form error means the teacher corrects
it
directly. In the class which is observed by the writer, the
teacher seldom
uses this type. When the teacher checked students work one by
one, he
found an error made by student. One of the errors is made made
by Adetya
Restu Putra.He wrote: I have one brothers and two sisters.
Directly the
teacher marked the error made by Adetya. The correction is: I
have one
brothers and two sisters. The correction was done directly by
the teacher at
the same time.
3.15 The use of Red Ink and Black Ink in Corrective Feedback
The use of ink color has certain meaning. Using pencil or
blue/black ink to
mark is less excoriating than red ink.The students own writing
then stands out
as the important writing on the page.What should be remember is
that it is
notalways necessary or productive to highlight every grammatical
error. The
marking should focus primarily on the purpose of the writing and
whether the
student has achieved the required individual outcome. The red
ink means that
it has taken on negative connotation and such limits the
constructiveness of
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comments written in red ink. In the observation, the teacher
uses the red ink
when she correct students work.
The teacher does this strategy, he always using red ink to
correct students
work.
Following is the evidence of the correction by using red ink
:
Nama : Febryan Munandar
Kelas : VIII A
Absen : 15
My Father
My father is about 40 years old. He have short and black hair.
He is very friendly because he
knows almost everybody in the neighborhood. He is a diligent
man. He cleans the garden and yard
every Sunday. He often works on the garden with his children.He
is a good volleyball player. He
plays volleyball with our neighbors in the community center
every Saturday.
The data above shows that some students still make some
mistakes,
especially when they use conjunction because, although and when
they use a
mental verb „have or has‟ and preposition„on‟. In this case the
teacher has to
repeat the explanation clearly
3.1.6 The Students Responses of the Teaching Writing
Descriptive
Text Using Teacher Corrective Feedback
The review of the students responses of the teaching writing
using teacher
feedback is different from one and others student. The teacher
uses corrective
feedback in teaching writing descriptive text because it is very
effective. It means
that the teacher can identify the students‟ difficulties by
knowing their errors.
From the difficulties of the students there are some
responses.
The first from the metalinguistic feedback is the teacher
provides
comments or questions related to the well- formedness of the
student‟s utterances
feedback.
Based on th interview and observation the students response of
second
year students of SMP N 2 Baturetno, one of the student says
that:
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“Dengan pengajaran ini guru memberikan feedback dan membantu
mengoreksi
pekerjaan saya yang salah mbak, jadi saya tau kesalahan jawaban
saya”
It shows that the teacher gives feedback to the students, and
the feedback
can make the students think more clearly. So students will
answer the question
correctly.
Then, the teacher uses no correction but comments and question
on
content to teaching writing descriptive text. In this type of
corrective feedback the
teacher did not give a correction. She marked the
studentsworksheet. It would
make students confused. It is because since there is no comment
or correction
given by the teacher.Whereasthe students need correction to
understand the
context.
Based on th interview and observation to the students of second
year
students of SMP N 2 Baturetno, one of students said: “saya tidak
tahu kesalahan
pekerjaan saya ada dibagian mana mbak, karena guru tidak memberi
tanda salah
atau memberi tahu bagian yang salah”
This type of correction is not suitable for the second year
students of SMP
N 2 Baturetno, because most of them have lack of motivation.
Next type is indirect error marking using a codingsystem for
learner
selfcorrection. This type often use for teaching learning in
writing. Based on the
interview and observation to the students of second year
students of SMP N 2
Baturetno, one of student says that, “Jadi guru biasanya
menyoret bagian yang
salah pada lembar keja saya dan saya harus membenarkan pekerjaan
saya
sendiri mbak”
With this correction type, the teacher gives correction by using
sign to
mark the error, but the students must correct them by
herself/himself.
The use of ink color has particular meaning. Using pencil or
blue/black
ink to mark is less excoriating than red ink. The marking should
focus primarily
on the purpose of the writing and whether the student has
achieved the required
individual outcome. The red ink means that it has taken on
negative connotation
and such limits the constructiveness of comments written in red
ink. In the
observation, the teacher uses the redink when he correct
students work.
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Based on the interview and observation to the students of second
year
students of SMP N 2 Baturetno, one of student says that, “Dengan
guru
memberikan coretan merah pada pekerjaan saya itu lebih
memudahkan saya
mbak, untuk mengetahui kesalahan saya ada dibagian mana”
So, the writer can review type of teacher feedback in teaching
learning in
writing descriptive text, the conclude of the type that the
students easily to
understand the learning using corrective feedback. They can know
what their
mistakes.
Based on the interview and observation to the students of second
year
students of SMP N 2 Baturetno, one of the students say that,
“sayalebihsenangmenggunakanteknik corrective feedback.Karena
sayabisa tau
kesalahannyasendiridanbisalebihpaham”
The teacher used some type of corrective feedback in teaching
writing
descriptive text. And the student responses of the teaching
writing descriptive text
using teacher feedback is different from one and others
student,because
depending on the type of feedback given the teacher. The writer
can conclude,
when the teacher gives direct feedback to the students make
easily to understand
the learning and they can know what their mistakes. They said
that the feedback
type applied by the teacher in the teaching writing descriptive
makes them easy to
write and they can identify and correct the errors.
The teacher also used of ink color to correction the learning.
In the
observation, the teacher uses the redink when she correct
students work.In teacher
corrective feedback, students can know and correct the errors
after it is corrected
by the teacher. Here, the teacher does not only correct the
errors directly by
writing the correct one, but also pointing out and explaining to
the students so that
they can correct by themselves. In addition, the teacher can
identify the student
difficulties by knowing their errors so that it can accelerate
the teaching learning
process. Besides, it is very helpful for the students because
they know their errors.
3.2 Discussion
Based on the writers observation, the corrective feedback type
was done
by teacher in SMP N 2 Baturetno of the second year students. The
teacher used
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five types of feedback on content from six types of feedback on
content, namely:
recast, clarification request, metalinguistic, and repetition.
In feedback on content,
the teacher gave both of positive and negative feedback. The
positive feedback
can be seen at metalinguistic process. In metalinguistic
process, the teacher gave a
feedback which can build students motivation to repair their
grammar. The
teacher suggested students to correct their answer by giving
direction, such as:
“use present tense”. By using this type, students can enrich
their vocabulary in
verb1.
For the writing feedback, the teacher also gives negative
feedback. The
teacher used four of eight types of feedback, namely: no
correction but comments
and question on content, identification of form errors without
help toward
correction, indirect error marking using a coding system for
learner self-
correction, and direct correction of form errors. The types of
feedback used by the
teacher in writing feedback in negative too. He only gave a mark
in error word, or
gave question mark in the content. It is negative for the second
year students of
SMP N 2 Baturetno who most of them are extraordinary naughty.
They have low
motivation to revise their own error without the help of the
teacher.
Based on the data above, we can conclude that the teacher uses
two kinds
of corrective feedback, that are positive and negative feedback.
In implementing
the positive feedback, the teacher diretly writes the correct
one to the students‟
errors. Richard and Lockhart (1994:189), state that positive
feedback can be done
by indicating an incorrect answer and expending or modifying a
students‟ answer.
It means that the teacher directly tell the incorrect one then
correct it. The analysis
of the data, the teacher applies the suitable process of
positive feedback.
In addition, the teacher also uses negative feedback to the
students‟
writing. The teacher gives a circle sign then tells that it was
wrong but she did not
correct it. She explains why it is wrong, and then she asks the
students to correct
it by themselves. Richard and Lockhart (1994:190) also explain
that negative
feedback can be accomplished in different way such as pointing
out the error and
asking the students to self correct and commenting on an error
and explaining
why it is wrong. Based on the writers‟ observation, the teacher
implements the
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negative feedback by pointing out them to the errors, explain
the reason why it is
wrong without writing the correct one then asked the students to
have self correct.
In this observation the teacher used five types of teacher
corrective
feedback. From the theory teacher should give the student
written correction in
their paper, but usually the teacher just return student‟s
worksheet without
correction. So, the student don‟t know what they mistakes.
The authorities said that using red ink is not effective for the
corrective
feedback, but in this observation the teacher uses the redink
when she correct
students work. There is an article explain about use red ink in
learning can give
negative impact for student, Sociologists Richard Dukes and
Heather Albanesi of
the University of Colorado claim in a paper they've had
published in The Social
Science Journal that when teachers use a red pen to add comments
to student
papers, students perceive them more negatively than if they use
another color pen.
Red ink have traditionally been used by teachers when grading
papers ostensibly
to make their comments and markings stand out from the original
work but this
new research suggests that the use of a red pen may convey
unintentional negative
emotions.Butit is differentgoal from the observation, this
article show that using
red ink can impact negatively but this observationprove that by
using red ink the
student can easily find out the errors in the lesson. The
teachers‟ purpose use red
ink is to show the students‟ error and they can know their
mistakes easily. So, in
teacher corrective feedback, students can know and correct the
errors after it is
corrected by the teacher. Here, the teacher does not only
correct the errors directly
by writing the correct one.
Based on the explanation above, the researcher chooses one topic
for her
research to know the problem faced by the teacher in applying
and the advantages
of teacher feedback in teaching descriptive text for the
students. Because from the
previous study they show that teaching writing used corrective
feedback in
descriptive text was successful and effective.
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4. Conclusion and Suggestion
After describing and analyzing the data, the writer draws
conclusion based on
the observation of the teaching writing descriptive text using
teacher feedback to the
second year of SMP N 2 Baturetno as follows:
1. The type of teacher feedback used in teaching descriptive
text are feedback on
content (positive feedback), feedback on form (negative
feedback) and the use of
red ink and black ink in corrective feedback. Feedback on
content which is used
by the teacher in teaching writing descriptive text is
metalinguistic. In the
metalinguistic, the teacher provides comments or questions
related to the well-
formdness of the students utterances feedback. And the second
type is feedback
on form (negative feedback) namely: no correction but comments
and question on
content, identification of form errors without help toward
correction, indirect error
marking using a coding system for learner self correction, and
direct correction of
form errors. And the last type is the use of red ink in
corrective feedback, in this
observation the teacher uses the red ink when she correct
students worksheet.
2. The students responses of the teaching writing descriptive
text using teacher
corrective feedback is different one and others. In response to
the metalinguistic
feedback, where the teacher give feedback and help them to
correction their work,
the first from the metalinguistic feedback is the teacher give
feedback and help
them to correction their work, the students said that they know
their mistakes.
The second respon from the teacher uses no correction but
comments and
question on content, in this type of corrective feedback the
teacher did not give a
correction and give back their worksheet. This strategy makes
students confused.
This type is not suitable for the students. The next respon from
indirect error by
using a coding system for learner self correction. In this type,
the teacher gives
correction by using sign to mark the error, and students must
correct them by
herself/himself. And the last respon is the use red ink in
corrective feedback. In
this case, the teacher gives correction by using red ink to mark
the error. They
admit that using red ink to correct their worksheet can make
them easily
understand the learning and they can know what their mistakes.
It can be
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concluded that the student responses of the teaching writing
descriptive text using
teacher feedback is different from one and others
student,depending on the type of
feedback given the teacher.
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