Tudents' Perception About Feedback Practices During Academic Writing Course: A Survey Study
Abstract
In Indonesian context, there is still very little research regarding how
students’ voicing their perception on the use of feedback practices by their teachers.
Therefore, to fill this gap, this research is aimed to describe students’ perception
through a survey about their experiences in dealing with feedback practices by their
teacher. This study involved 75 students from English courses and college. The
Responsive Pedagogy Questionnaire (RPQ) was used in this study. There were 24
items with 4 likert points in data completion. To analyze the data, Microsoft Excel
was used by the researcher. Findings showed that teachers’ feedback practice
matters to the students (M=3.70). It means that the participants have positive
responses toward teacher feedback practices. This findings have pedagogical
implications that teachers of academic writing can consider not only to the
instructions but also to the content or the material.