Teacher Feedback On Student’s Writing In A Vocational High School

Abstract

This report aims to describe feedback given by teachers on students' writing in a Vocational High School and students responses to teacher feedback. Thirty-two students in grade 12 majoring in travel business attended this class. The classes were conducted synchronously and asynchronously due to the COVID-19 pandemic. The results of this study indicate that the students' writing process is helped after being given corrective feedback, namely the teacher uses written feedback or feedback that is given indirectly. The feedback provided follows 3 principles, namely; Focusing on the Process rather than the Product, Ensuring Students’ Positive Feelings, Expanding Students' Language and Ideas. Student responses to teacher feedback by receiving and correcting. By following these 3 feedback principles, it is hoped that teachers can provide feedback on student writing properly and build so that students further improve their writing skills.