| dc.description.abstract | The present study aims to describe the students’ perception of teachers’ written feedbackin an academic writing class. Previous studies on students’ perception of teachers’ writtenfeedback in English as a Foreign Language (EFL) context were rarely discussed in Indonesiancontext, specifically in Academic Writing classes. This study is a quantitative studywhichemploys survey study as the research design. The researchers adapted a QuestionnaireforStudents originally developed by Ouahidi and Lamkhanter (2020) to measure the students’perceptions in this research study. The participants in this research are 119 students whohaveenrolled in Academic Writing classes in one of the English Education departments at a privateuniversity in Indonesia. To analyze the data, this research study uses SPSS and Microsoft Excel
to find out the descriptive statistics which include calculating mean, frequency, and standarddeviation. The overall data results in this study showed that the written feedback givenbytheteacher to the students' writing results in the academic writing class was very useful (M=4.58, SD=0.617) and students do not find it difficult to understand any feedback given by the teacher, with often as the highest score in this item (M=4.08, SD=0,645). Students are always able touseteacher comments to revise their writing (M=4.44, SD=0.635). Revision and rewritingarethefollow-up activities that are most often done for students after receiving feedback (M=4.28, SD=.724). Students prefer that the teacher gives the correction with comments to the errors(M=4.59, SD=.643). Students also prefer it when the teacher corrects all major errors containedin the students writing (M=4.38, SD=.773). Students prefer when the teacher gives praiseandcriticism (M=4.11, SD=.821). Regarding correcting students' writing work, students prefer it
when the teacher corrects the error part in content or ideas (M=4.21, SD=.772). Furtherimplications and suggestions are also discussed in this thesis | en_US |
