Students’ Perception Toward Teacher’s Feedback to Increase Students’ Achievement in Critical Reading and Writing Class

Abstract
This research aimed to find out how a teacher and their students in a college as an
English foreign language (EFL) critical reading and writing class in Indonesia interpret
written teacher feedback. This study was categorized into descriptive qualitative
research. Interviews and questionnaires were used to determine the types of feedback
provided by the instructor, as well as the students’ expectations and interests and the
teacher’s perceptions. There were twenty-five students and two lecturers who were
being involved in the questionnaire and interview. twenty-five college students who
were asked to complete the provided questionnaires. All of them were non-English
native speakers there were English education students in Universitas Mercu Buana
Yogyakarta. Not only 25 students fill the questionnaire, but also 2 lecturers of critical
reading and writing were willing to do interviews. The students selected in this study
were students who focus on writing essays in their classes. So that they as participants
could help the researcher in obtaining data to answer research questions conducted
within 45 minutes per week. The result of the research showed that teachers mostly
gave feedback to students to increase students' achievement. It is based on the
achievement of research that feedback was helpful to make a good written, make
students learn better, and can improve students result in the future assignment.