TEACHER’S FEEDBACK ON STUDENTS’ WRITING TASK AT THE ELEVENTH GRADE OF SMK ERA PEMBANGUNAN

The use of feedback is essential in learning English as a second or foreign language. It has
significance since it may help motivate the students to learn English. This study aims to
analyze the feedback given by the teachers to eleventh grade the students’ writing tasks at
SMK Era Pembangunan and the students' responses to the feedback. The analyzed feedback
includes feedback based on method, form, purpose, and timing. The research method used
was descriptive-qualitative, with data collection techniques through interviews,
observation, and document analysis. The results showed that the teachers used different
types of feedback when teaching writing, namely, immediate feedback, formative feedback,
oral feedback, written feedback, direct feedback, and indirect feedback. The students’
responses to this feedback varied, with the majority showing positive responses, as they
consider it helpful in improving their vocabulary understanding, grammar, and writing
skills. Meanwhile, others showed negative responses because they felt that the feedback
made no significant changes to their writing skills. The implications of this study are
expected to help the teachers select and implement effective feedback strategies to improve
the students' writing skills.