STUDENTS’ PERCEPTION TOWARD TEACHER’S FEEDBACK IN CRITICAL READING AND WRITING CLASS

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 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-four students and two lecturers who were being involved in the
questionnaire and interview. The students were asked to complete the provided
questionnaires. All of them were non-English native speakers. Besides, the 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 in obtaining data to answer research questions conducted within 2
weeks. The result of the research showed that all the respondents stated that teacher
feedback was important, because it help them to did their correction in their essay. 92 %
stated that teacher written feedback was easier to understand. Thus, written teacher
feedback makes students learn better and can improve students' results in the future
assignment.