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ORAL AND WRITTEN TEACHER FEEDBACK ON STUDENTS’ WRITING PERFORMANCE (A CASE STUDY AT THE ENGLISH LANGUAGE EDUCATION DEPARTMENT OF AR-RANIRY STATE ISLAMIC UNIVERSITY)

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Pengarang Naria Fitriani - Personal Name

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This study aims at identifying both oral and written teacher feedbacks on the students’ writing performance at the English Language Education Department of Ar-Raniry State Islamic University. The subject of this study was students and their teacher at the English Language Education Department of Ar-Raniry State Islamic University Banda Aceh. This qualitative case study used students’ writing test, including the students’ first essays and revised essays with the topic of ‘Trans Koetaradja’, classroom observation, students’ questionnaire and teacher’s interview. The collected data were analysed and interpreted through qualitative procedures, using data condensation, data display and data verivication. The students’ writing essays illustrated the teacher’s written feedback strategies towards their writing works. Observation during the teacher-student oral conference was also conducted to obtain the oral feedback practice in the classroom. Meanwhile, the students’ preferences of oral and written feedbacks in the writing class were also required through an open-ended questionnaire. To acquire both views of the research subject, a personal interview with the teacher was also carried out after class hour. The results shows that the students’ writing errors on the revision essays have significantly reduced. On students’ essays of the comment balloons on ‘Track Changes’, it was clearly found that the teacher employed direct, indirect (error codes) correction and end comment. Gaining teacher written feedback, the students together with the teacher carried out a conference on the scheduled (known as oral feedback). It indicates that it covers grammar and works one-to-one. Moreover, the students’ preferences rely on the direct correction (64%) and oral feedback (58%) with the use of Microsoft Office and email to develop their writing skill (91%), yet the teacher believes the effectiveness of feedback was noticed comprehensively through the progress of the students essays with written feedback provided. Therefore, the students’ preferences of receiving both written and oral feedback was suggested that the teacher recognize their preferences in advance to make the feedbacks more successful.

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