Teacher’s Written Feedback on Students’ Descriptive Text Writingand Their Perceptions toward the Written Feedback Given in Senior High School

Abstract

This study investigated the types of written feedback and students’ perceptions toward the written feedback given, especially in the teaching of descriptive text writing in senior high school. Based on the data gained from the English teacher in one of the senior high school in Jember, it was found that the English teacher already used various types of written feedback. Among those written feedback, direct feedback on surface/form of the text was the most frequent given by the teacher. Furthermore, the students’ perceptions toward the written feedback given was positive which means that the written feedback helps the students develop their writing ability, especially in descriptive text writing. It is an integral part of the teaching and learning process since it provides many contributions to writing ability.