EXPLORING THE STUDENTS’ PERCEPTION OF THE TEACHER’S

CORRECTIVE FEEDBACK ON ENGLISH WRITING ASSIGNMENTS:

A DESCRIPTIVE CASE STUDY IN SMP NEGERI 1
RENGASDENGKLOK

A RESEARCH PROPOSAL

Submitted to fulfill the requirements for thesis writing at English Education

Department of Faculty of Educational Science and Teacher’s Training

Siliwangi University

NURAZZIZAH PERMATA SHOLEHAH

172122118

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS’

TRAINING

SILIWANGI UNIVERSITY

TASIKMALAYA

2023
 APPROVAL SHEET

EXPLORING THE STUDENTS’ PERCEPTION OF THE TEACHER’S

CORRECTIVE FEEDBACK ON ENGLISH WRITING ASSIGNMENTS:
A DESCRIPTIVE CASE STUDY IN SMP NEGERI 1
RENGASDENGKLOK

NURAZZIZAH PERMATA SHOLEHAH

172122118

Approved by:

Supervisor I, Supervisor II,

Dr. Soni Tantan Tandiana, S.Pd. Fuad Abdullah, S.Pd., M.Pd.

NIDN. ? NIDN. 0028038901

i
 PREFACE

It is with utmost reverence and a profound sense of purpose that I undertake the
exploration of students' perceptions concerning the teacher's corrective feedback
on English writing assignments. This thesis proposal delves into the domain of
language learning and pedagogy, with a particular focus on nurturing writing
proficiency among students at SMP Negeri 1 Rengasdengklok. Driven by an
ardent desire to make a meaningful contribution to the field of English education,
this research endeavors to illuminate students' feedback preferences, attitudes, and
appraisals of the efficacy of corrective feedback practices. This thesis proposal
bears witness to an exhaustive review of existing literature, drawing on insights
from eminent language experts, both on the national and international front, who
have delved into the intricacies of feedback, motivation, and writing pedagogy.
The invaluable guidance of my esteemed thesis advisor and unwavering support
from my university faculty have been instrumental throughout this research
endeavor.

Tasikmalaya, March 2023

ii
 Nurazzizah Permata Sholehah

172122118

ACKNOWLEDGMENTS

I am deeply grateful and honored to express my heartfelt appreciation to all those

who have contributed to the realization of this thesis proposal entitled “Exploring
the Students’ Perception of the Teacher’s Corrective Feedback on English Writing
Assignments: A Descriptive Case Study in SMP Negeri 1 Rengasdengklok”.
Without their unwavering support, guidance, and encouragement, this research
endeavor would not have come to fruition. This proposal is intended to be
submitted to the English Education Department, Faculty of Educational Sciences
and Teachers’ Training, Siliwangi University, as partial fulfillment of the
requirements of the Research Seminar Proposal.
On this occasion, I would like to express my sincere gratitude to:

1. Head of English Education Department, Faculty of Educational

Sciences and Teachers’ Training, Siliwangi University, Tasikmalaya,
2. Dr. Soni Tantan Tandiana, S.Pd as the first supervisor whose expertise,
patience, and insightful feedback have been instrumental in shaping
the direction of this research,
3. Fuad Abdullah, S.Pd., M.Pd. as the second supervisor whose profound
knowledge and guidance have enriched my insight,
4. All lecturers of the English Education Department, Faculty of
Educational Sciences and Teachers’ Training, Siliwangi University,
Tasikmalaya.
To conclude, I would like to express my deepest gratitude to all parties
involved for their unwavering support, understanding, and encouragement
throughout this research journey.

iii
 Tasikmalaya, March 2023

The Writer

TABLE OF CONTENTS

APPROVAL SHEET ……………………………………………………… i

PREFACE ………………………………………………………………… ii
ACKNOWLEDGMENT …………………………………………………. iii
TABLE OF CONTENTS ………………………………………………… iv
LIST OF TABLES ……………………………………………………….. v
LIST OF ENCLOSURE …………………………………………………. vi
1. Background of the Study ………………………………………… 1
2. Formulation of the Problem ……………………………………… 3
3. Operational Definition …………………………………………… 3
4. Aims of the Research …………………………………………….. 4
5. Significances of the Research ……………………………………. 4
6. Literature Review ………………………………………………… 5
7. Research Procedure ………………………………………………. 10
7.1 Method of the Research ………………………………………. 10
7.2 Focus of the Research ………………………………………… 10
7.3 Setting and Participants ………………………………………. 11
7.4 Technique of Collecting the Data ……………………………. 11
7.5 Technique of Analyzing the Data …………………………….. 13
7.6 Steps of the Research …………………………………………. 15
7.7 Time and Place of The Research ……………………………… 16
REFERENCES …………………………………………………………... 18

ENCLOSURES …………………………………………………………… 21

iv
 LIST OF TABLES

Table 1. Steps of the Research …………………………………………….. 14

Table 2. Time of the Research ……………………………………………. 15

v
 LIST OF ENCLOSURES

Enclosures 1. Participant Consent ………………………………………… 21

Enclosures 2. Interview Questions ………………………………………... 23

vi
 1

1. Background

Writing proficiency is a critical skill for students to excel in academic and

professional domains. In the context of English language learning, effective
writing skills are essential for students to communicate ideas coherently and
convey their thoughts with precision. One of the significant factors contributing to
students' writing development is the feedback they receive from their teachers.

Effective feedback plays a crucial role in promoting the development of

English writing skills among students. Numerous studies have emphasized the
significance of constructive and timely feedback in enhancing students' writing
abilities (Hattie & Timperley, 2007; Hyland & Hyland, 2006; Sadler, 1989).
Feedback is a valuable tool for guiding students' understanding of the strengths
and weaknesses of their writing, encouraging self-reflection, and supporting
improvements in their writing skills (Nicol & Macfarlane-Dick, 2006; Shute,
2008).

Corrective feedback, in particular, plays a crucial role in addressing

students' errors and providing guidance for improvement. Understanding students'
perceptions of teacher corrective feedback is paramount in shaping their attitudes
and responses to feedback, thereby optimizing its impact on their writing
improvement. This thesis proposal aims to explore the students' perception of the
teacher's corrective feedback on English writing assignments in SMP Negeri 1
Rengasdengklok, to gain insights into students' feedback preferences, attitudes,
and the perceived effectiveness of corrective feedback practices.

The significance of teacher corrective feedback in the context of English

writing instruction has been widely acknowledged in the literature. Research by
Ferris (2006) highlights the positive impact of corrective feedback on students'
writing accuracy and development. However, the effectiveness of feedback
depends on students' reception and utilization of the feedback provided.
Therefore, understanding how students perceive and interpret corrective feedback
is crucial in enhancing feedback practices and fostering students' writing growth.
 2

By exploring the students' perception of corrective feedback through in-depth

interviews, this thesis proposal aims to contribute to the existing body of
knowledge on effective feedback practices in English writing instruction.

While several studies have explored the role of teacher corrective feedback
on students' writing development, there is a notable research gap regarding the
specific focus on students' perceptions and attitudes towards corrective feedback.
Existing research by Hyland and Hyland (2006) has predominantly emphasized
the types and frequency of feedback provided by teachers, but there is limited
research that delves into students' perspectives on the usefulness and impact of
corrective feedback. Understanding how students perceive corrective feedback
can provide crucial insights into the feedback process's effectiveness and inform
instructional strategies that cater to students' feedback preferences and learning
needs.

In the context of English language education and teaching in Indonesia,

several researchers have highlighted the significance of corrective feedback in
students' writing development. For instance, a study by Nurhayati and Widiati
(2010) examined students' perceptions of corrective feedback on narrative writing
at the junior high school level. Their research provided insights into how students
perceive feedback and how it affects the quality improvement of their writing.
Additionally, a study by Arifin (2007) explored the implementation of teacher
corrective feedback in the teaching of writing at the senior high school level.
These Indonesian researchers have contributed valuable perspectives on corrective
feedback practices in the local educational context, adding to the existing body of
knowledge in English language teaching and learning. However, their research did
not involve students’ perception that it would make the main difference of this
thesis.

The educational context of SMP Negeri 1 Rengasdengklok provides a

unique setting to investigate students' perception of corrective feedback.
Understanding students' attitudes towards feedback is vital as it can influence their
 3

motivation and engagement in writing tasks. Carless and Winstone (2019)

emphasize the importance of students' involvement as active partners in the
feedback process. This research will seek to involve students as active participants
in shaping feedback practices and understanding their needs, preferences, and
challenges related to corrective feedback interviews. By adopting a student-
centered approach to feedback, this thesis proposal aims to inform instructional
practices that align with students' feedback preferences, fostering a positive and
supportive writing environment.

2. Formulation of the Problem

The question of the research is formulated as follows:

1. What are the students’ perceptions of the written corrective feedback from
the teacher?

3. Operational Definitions

To avoid misunderstanding the terms set out in this study, the researcher
provides two definitions related to this study as follows:

3.1 Corrective Feedback: Corrective feedback refers to the information or

guidance provided by teachers to students to address and correct errors or
mistakes in their language production, particularly in written or spoken
language tasks. The purpose of corrective feedback is to help students
identify and rectify language inaccuracies, promoting language development
and improvement. This feedback may involve explicit corrections, hints, or
suggestions to assist students in refining their language usage and fostering
their language learning process.

3.2 Students’ Perception: Students' perception refers to the subjective

understanding, interpretation, and awareness that students hold regarding
various aspects of their educational experiences, including teaching methods,
learning materials, assessment, and interactions with teachers and peers. It
encompasses students' beliefs, attitudes, feelings, and viewpoints about their
 4

learning environment, learning tasks, and their own abilities. Understanding

students' perception is crucial as it can significantly impact their motivation,
engagement, and learning outcomes, influencing their overall academic
performance and progress in their educational journey.

4. The Aims of the Research

This study aims to investigate students’ perceptions of the written corrective

feedback from the teacher.

5. The Significance of the Study

4.1[5.1] Theoretical Contributions: Theoretically, it contributes by providing

a comprehensive understanding of students’ perception of teacher’s
corrective feedback on their writing assignments. By examining various
theoretical frameworks, this study expands the theoretical foundations of
feedback research in the context of writing instruction. It provides insights
into the factors that shape students' perception, the nature of effective
feedback, writing motivation, engagement, and skill development.
4.2[5.2] Practical Contributions: Practically, this research offers valuable
implications for educational practitioners, including teachers, curriculum
designers, and administrators. By investigating the actual students’
perception of teacher’s corrective feedback on their writing assignments, it
provides practical insights into the challenges and opportunities associated
with providing effective feedback in the English writing classroom. The
findings shed light on best practices for designing and delivering feedback
that enhances students' writing performance and fosters their autonomy
and metacognitive development. This knowledge can inform the
development of evidence-based strategies and instructional resources that
can be utilized to improve writing instruction and enhance students'
writing skills across educational settings.
 5

4.3[5.3] Empirical Contributions: Empirically, this research contributes by

generating new empirical evidence on students’ perception of teacher’s
corrective feedback on their writing assignments. Through interviews, it
gathers comprehensive and rich data on feedback practices, students'
perspectives, and the immediate effects of feedback on writing
performance. The empirical findings provide robust evidence for the
effectiveness of certain feedback approaches, the challenges faced by
teachers in providing feedback, and the benefits of specific feedback
strategies in promoting students' writing development. These empirical
insights enhance our understanding of the complex dynamics of feedback
in the English writing context and provide a foundation for evidence-based
decision-making in writing instruction.

6. Literature Review
5.1[6.1] Writing Process
Bereiter and Scardamalia (2006) proposed the knowledge-transforming
model as a process-oriented theory of writing. According to this model, writing
involves the transformation of knowledge and the construction of new
understanding through the act of writing itself. They argue that writing is not
just a means of communicating pre-existing knowledge but rather a process
that facilitates the development of new ideas and deeper understanding.

In the knowledge-transforming model, writers engage in a process of

knowledge construction, which involves problem-solving, argumentation, and
reflection. Writers actively use writing as a tool for thinking and learning. They
engage in iterative cycles of planning, drafting, revising, and reflecting to
refine their ideas and generate new insights.

Furthermore, Graham and Harris (2000) propose a Model of Writing

that comprises three main components: the writing goals, the writing process,
and the writing strategies. According to their model, writers engage in goal
setting, planning, translating, and revising during the writing process.
 6

In the goal setting phase, writers establish the purpose and audience of
their writing, which influences their content and organization choices. Planning
involves generating and organizing ideas, outlining the structure, and setting a
writing timeline. The translating phase focuses on transforming ideas into
written text, emphasizing sentence construction, vocabulary choice, and
paragraph development. Finally, revising entails evaluating and improving the
content, organization, and clarity of the text.

Bereiter and Scardamalia (2006) highlight the importance of feedback

in supporting the knowledge-transforming process. They argue that feedback
should focus not only on surface-level corrections but also on providing
guidance and support for knowledge construction. Feedback that encourages
deep reflection, challenges assumptions, and prompts further inquiry can foster
the growth of new knowledge and enhance the quality of writing.

Acquire the ability to describe pronunciation and explain to learners

how a second language is physically pronounced. A mouth diagram, whether in
phonetic or phonemic form, can be useful (Wharton and Race, 1999).

5.2[6.2] Students’ Writing Motivation

Motivation theory plays a significant role in understanding students'
engagement and persistence in writing tasks. Self-Determination Theory
(SDT), proposed by Deci and Ryan (2000), offers insights into the motivational
aspects of writing. SDT suggests that intrinsic motivation, which stems from
students' inherent interest and satisfaction in writing, is crucial for promoting
meaningful engagement and quality writing outcomes. Intrinsic motivation can
be nurtured by supporting students' need for autonomy, competence, and
relatedness in the writing process. Additionally, Achievement Goal Theory,
developed by Dweck (2000), focuses on students' goal orientation and the
impact it has on their writing motivation and achievement. Students with a
mastery-oriented goal orientation strive for personal improvement and mastery
of writing skills, while those with a performance-oriented goal orientation
 7

focus on outperforming others. Understanding students' motivation in writing

can inform instructional strategies that foster intrinsic motivation, create
supportive writing environments, and promote goal orientations that encourage
learning and growth (Deci & Ryan, 2000; Dweck, 2000).
In addition, Bandura (2006) emphasizes the role of self-beliefs in
writing motivation. According to this theory, students who have high self-
efficacy beliefs in writing perceive themselves as capable of successfully
completing writing tasks and overcoming writing challenges, which in turn
enhances their motivation and performance. Furthermore, Flow Theory,
introduced by Csikszentmihalyi (2008), highlights the importance of achieving
a state of optimal challenge and engagement in writing. When students
experience a state of flow, characterized by a balance between the perceived
difficulty of the writing task and their own skill level, they are motivated to
immerse themselves in the writing process, leading to enhanced performance
and enjoyment. Understanding these motivational theories, particularly self-
efficacy and flow, can inform instructional practices that foster students' self-
beliefs, provide appropriate challenges, and create engaging writing
experiences (Bandura, 2006; Csikszentmihalyi, 2008).
Furthermore, Locke and Latham (2002) emphasize the importance of
setting specific and challenging goals to motivate students in the writing
process. When students set clear writing goals and receive feedback on their
progress, they are more likely to be motivated to achieve those goals. By
incorporating goal-setting practices into writing instruction, educators can
enhance students' focus, effort, and perseverance in their writing tasks.

5.3[6.3] The importance of Writing Assessment and Feedback

Writing Assessment and Feedback play vital roles in promoting effective

writing instruction and supporting students' writing development. Various
theories proposed by experts provide insights into effective assessment
practices and the role of feedback in enhancing students' writing skills. Broad
and Murphy (2005) proposed a holistic model of writing assessment,
 8

emphasizing the evaluation of multiple dimensions of writing, including

content, organization, language use, and mechanics. Their model advocates for
a comprehensive analysis to provide meaningful feedback that guides students'
improvement. In a similar vein, Hamp-Lyons and Condon (2000) advocated for
a genre-based approach to writing assessment, which focuses on evaluating
writing in relation to the conventions and expectations of specific genres or
discourse communities. This approach recognizes the importance of
understanding genre characteristics and provides targeted feedback to help
students meet genre expectations.

Hyland (2003) developed a theoretical framework for understanding

feedback in writing based on the concept of metadiscourse. His theory
highlights that feedback is not solely focused on error correction but also on
providing guidance and commentary on rhetorical choices, reader engagement,
and textual organization. According to Hyland, effective feedback should
develop students' metadiscursive awareness and enhance their writing skills.

Integrating these theories, effective writing assessment involves a holistic

evaluation of multiple dimensions of writing, considering genre expectations
and providing feedback that addresses both surface-level errors and higher-
order aspects of writing. It emphasizes providing guidance on rhetorical
choices, organization, and reader engagement, promoting students'
metadiscursive awareness (Broad & Murphy, 2005; Hamp-Lyons & Condon,
2000; Hyland, 2003).

By incorporating these theories into writing instruction and assessment

practices, educators can provide targeted feedback that supports students'
writing development, enhances genre awareness, and fosters competence.
Understanding the role of assessment and feedback in the writing process
contributes to the effective teaching of writing and helps students become
proficient and confident writers.
 9

5.4[6.4] Students’ Perception on the Teacher’s Feedback

Students' perception of teacher feedback plays a crucial role in shaping

their response to feedback and its impact on their writing development. Hattie
and Timperley (2007) emphasize the significance of students' perceptions of
feedback quality and their understanding of how to use feedback to improve
their writing. Students' beliefs about the effectiveness of teacher feedback can
influence their motivation, engagement, and willingness to engage in the
writing process. By investigating students' perceptions of teacher feedback, this
study aims to uncover students' perspectives on the usefulness, clarity, and
relevance of feedback provided by their teachers. The findings will shed light
on the factors that contribute to students' receptivity to feedback and inform
instructional strategies that can enhance the effectiveness of feedback in
promoting writing improvement.

According to Nicol and Macfarlane-Dick (2006), students' perception of

feedback is central to its impact on their learning and development. Their
formative feedback model highlights the importance of creating a feedback-
rich environment that fosters students' self-regulation and active engagement
with feedback. Students' perceptions of feedback effectiveness are influenced
by factors such as the timeliness, specificity, and individualization of feedback.
This research will explore students' perspectives on the timing and frequency
of feedback, as well as their preferences for written or verbal feedback. By
understanding students' perceptions of feedback, educators can tailor feedback
approaches that align with students' preferences and learning styles, thereby
enhancing the receptivity and utilization of feedback in the writing process.

The socio-emotional aspects of feedback are also crucial in shaping

students' perceptions and responses. Shute (2008) highlights the impact of
feedback on students' emotional states and motivation. Positive feedback
experiences can foster a sense of competence and self-efficacy, motivating
students to engage more actively in the writing process. Conversely, feedback
 10

that is perceived as overly critical or punitive can lead to decreased motivation

and avoidance of writing tasks. This study will investigate students' emotional
responses to feedback and their attitudes towards the feedback process. By
examining the emotional dimensions of feedback, educators can design
feedback practices that create a supportive and encouraging learning
environment, promoting students' willingness to take risks and invest effort in
their writing.

7. Research Procedures
6.1[7.1] Method of the Research

A qualitative descriptive research design is employed to investigate the

impact of teacher feedback on English writing skills. Descriptive studies are
characterized by their focus on observing and describing phenomena as they
naturally occur, without attempting to manipulate variables or establish cause-
and-effect relationships (Creswell, 2009). Descriptive studies are valuable in
capturing rich and contextualized data, allowing for a nuanced understanding
of the phenomenon under investigation (Neuman, 2014). By employing a
descriptive study, this research aims to provide a detailed and comprehensive
account of the current state of teacher feedback practices and their influence on
students' writing proficiency.

6.2[7.2] Focus of the Research

The focus of this thesis proposal is to explore the perceptions of students
regarding the teacher's corrective feedback on English writing assignments at
SMP Negeri 1 Rengasdengklok, aiming to gain insights into students' feedback
preferences, attitudes, and the perceived effectiveness of corrective feedback
practices. Through an in-depth exploration of students' perspectives, this
research seeks to contribute to the realm of language education by fostering a
deeper understanding of effective feedback strategies and their potential impact
on students' writing development and motivation.
 11

6.3[7.3] Setting and Participants

The setting of this descriptive case study is SMP Negeri 1
Rengasdengklok, a secondary public school located in a suburban area. The
participants of this study will be students from different grade levels in the
English language program at the school. A purposive sampling technique will
be employed to select a diverse group of students, ensuring representation from
various proficiency levels, genders, and writing abilities. Informed consent will
be obtained from both the school administration and the students' parents or
guardians prior to their participation in the study, ensuring ethical
considerations and the protection of participants' rights and confidentiality.

6.4[7.4] Technique of Collecting Data

Drawing from the framework of semi-structured interviews, this
descriptive case study aims to explore students' perceptions of the teacher's
corrective feedback on English writing assignments at SMP Negeri 1
Rengasdengklok. The semi-structured interview approach allows for a flexible
yet systematic exploration of participants' experiences, providing valuable
insights into their perspectives. The steps are as follows:

1. Participant Selection
Adhering to the principles of semi-structured interviews, a purposive
sampling technique will be employed to select a diverse group of students from
different grade levels in the English language program. This sampling
approach ensures the inclusion of participants with varying language
proficiency levels and writing abilities, enriching the study's
comprehensiveness.

2. Interview Protocol Development

The development of the interview protocol will be guided by the research
objectives and relevant literature on corrective feedback and writing
instruction. The semi-structured format allows for a combination of open-
 12

ended questions and predetermined questions, enabling participants to share

their experiences and perceptions while ensuring consistency across interviews.

3. Pilot Testing
Prior to the main data collection, a pilot study will be conducted with a
small group of students to test the effectiveness and clarity of the interview
questions. The insights gained from the pilot study will inform necessary
refinements to enhance the interview protocol's quality.

4. Informed Consent and Ethical Considerations

Following ethical guidelines, informed consent will be obtained from the
school administration, students, and their parents or guardians. Participants will
be provided with information about the study's purpose, voluntary
participation, and the confidentiality of their responses, ensuring their rights
and well-being are protected.

5. Conducting Semi-Structured Interviews

In accordance with the principles of semi-structured interviews, one-on-
one interviews will be conducted with each participant. The semi-structured
format allows for flexibility, allowing the interviewer to explore emergent
themes while maintaining consistency across interviews.

6. Data Transcription and Analysis

The audio-recorded interviews will be transcribed verbatim to ensure the
accuracy of data. Thematic analysis, in line with the semi-structured interview
approach, will be employed to identify recurring patterns and themes related to
students' perceptions of corrective feedback.

7. Data Saturation and Validation

Interviews will continue until data saturation is achieved, as recommended
by the semi-structured interview approach, indicating that no new insights or
themes are emerging from the data. To ensure data validity, member checking
 13

will be conducted, allowing participants to review their interview transcripts

and confirm the accuracy of their responses.

8. Trustworthiness and Reflexivity

Throughout the research process, trustworthiness will be ensured by
adhering to rigorous data analysis procedures and employing member
checking. To enhance the research's credibility, the researcher's reflexivity will
be considered, acknowledging potential biases and their impact on the study.
The researcher collected by using a semi-structured interview method to get the
data needed to do the research. Semi-structured interviews are part of the
qualitative data collection technique. Semi-structured interviews are suitable
for finding previously unknown qualitative trends and issues (Partridge et al.
2010).

7.5 Technique of Analysing Data

Thematic analysis, as recommended by Braun and Clarke (2006), will be
employed to analyze the interview data collected in this descriptive case study.
Thematic analysis is a flexible and widely used approach for identifying patterns,
themes, and meanings within qualitative data. This method allows for an in-depth
exploration of participants' perceptions, attitudes, and experiences regarding the
teacher's corrective feedback on English writing assignments. The steps are as
follows:

1. Familiarization with Data

The audio-recorded interviews will be transcribed verbatim, and the
researchers will immerse themselves in the data to gain a comprehensive
understanding of participants' responses and narratives.

2. Generating Initial Codes

The researcher will conduct line-by-line coding of the transcribed data,
identifying meaningful units and generating initial codes that capture key concepts
and ideas.
 14

3. Searching for Themes

The initial codes will be reviewed and collated to identify potential themes.
The researcher will explore similarities and differences in the data to develop a
preliminary set of themes.

4. Reviewing and Defining Themes

The researcher will iteratively review, refine, and define the identified
themes. Themes will be organized based on their coherence and relevance to the
research objectives.

5. Data Charting
Data charting involves organizing the data under each theme to create a data
matrix. This process facilitates a systematic comparison of participants' responses
within and across themes.

6. Mapping and Refining Themes

The researcher will map relationships between themes, examining how they
intersect and influence each other. This iterative process will lead to the
refinement and fine-tuning of themes.

7. Writing the Narrative

The researcher will weave the themes together to construct a coherent
narrative that presents the rich and diverse perspectives of the participants.

8. Ensuring Trustworthiness
Throughout the analysis process, the researcher will employ strategies to
enhance the trustworthiness of findings. Peer debriefing, member checking, and
researcher reflexivity will be used to validate and strengthen the credibility of the
results.

By employing thematic analysis, this study aims to uncover significant

patterns and themes within the interview data, illuminating students' perceptions
of corrective feedback on English writing assignments and providing valuable
 15

insights into the effectiveness of feedback practices in the context of SMP Negeri
1 Rengasdengklok.

7.6 Steps of the Research

The following table contains the steps of the research:

Table 1. Step of the Research

Steps Description

Identifying the problem The research problem addressed in this

study stems from the pressing need to
understand students' perceptions of the
teacher's corrective feedback on English
writing assignments at SMP Negeri 1
Rengasdengklok. While corrective
feedback plays a crucial role in language
learning, limited research has specifically
explored students' perspectives in the
Indonesian context.

Reviewing Literature To support this research, the researcher

examined various literature sources
concerning the subject, including books
and research articles.

Objectives and research questions The study examined the students’

perception on corrective feedback given
by the teacher.
 16

Collecting the data The data will be gathered through semi-

structured interviews, which are well-
suited for uncovering qualitative trends
and issues not previously known and for
exploring novel areas of research interest
(Partridge et al., 2010).

Analysing the data This research will employ a thematic

analysis proposed by Braun and Clarke
(2006) in that it is an analytical
procedure to analyze, manage, represent
and inform themes contained in a data
set.

Writing the report Once all the aforementioned steps have

been completed, the analyzed data will
be interpreted before being presented as
the study's findings.

7.7 Time and Place of the Research

This research will be conducted at SMP Negeri 1 Rengasdengklok, West
Java, Indonesia. Starting from research proposal writing, research proposal
examination, data collection, data analysis, report, and thesis examination based
on the research schedule made.
 17

Table 2. Time of the research

No. Description Feb- Oct Nov Dec Jan Feb

Sep

2023 2023 2023 2023 2023 2023

1. Research
proposal writing

2. Research
proposal
examination

3. Data collection

4. Data analysis

5. Report

6. Thesis
examination
 18

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study in a senior high school. TEFLIN Journal, 18(1), 1-13.

Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T.

Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337).
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Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age:
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The Cambridge Handbook of the Learning Sciences (pp. 695-710).
Cambridge, UK: Cambridge University Press.

Bitchener, J., & Ferris, D. (2012). Written corrective feedback in second language
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Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment
in Education: Principles, Policy & Practice, 5(1), 7-74.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.

Qualitative Research in Psychology, 3, 77–101.

Carless, D., & Winstone, N. (2019). Teaching-focused feedback literacy: Using

teachers' beliefs to inform the design of professional development programs.
Assessment & Evaluation in Higher Education, 44(7), 1039-1054.

Carless, D., & Winstone, N. (2021). Designing Effective Feedback Processes in

Higher Education. Abingdon, UK: Routledge.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed

methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
 19

Csikszentmihalyi, M. (2008). Flow: The psychology of optimal experience.

Harper Perennial.

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ENCLOSURES

Enclosure 1. Participant Consent form

I_____________, agree to participate in the research project entitled

EXPLORING THE STUDENTS’ PERCEPTION OF THE TEACHER’S
CORRECTIVE FEEDBACK ON ENGLISH WRITING ASSIGNMENTS: A
DESCRIPTIVE CASE STUDY IN SMP NEGERI 1 RENGASDENGKLOK
conducted by ___________ who has discussed the research project with me.

I have received, read , and kept a copy of the information letter/plain

language statement. I have had the opportunity to ask questions about this
research and I have received satisfactory answers. I understand the general
purposes, risks , and methods of this research. I consent to participate in the
research project and the following has been explained to me:

● The research may not be of direct benefit to me

● My participation is completely voluntary

● My right to withdraw from the study at any time without any

implications for me
● The risks including any possible inconvenience, discomfort or harm as
a consequence of my participation in the research project
● The steps that have been taken to minimize any possible risks

● Public liability insurance arrangements

● What I am expected and required to do

● Whom I should contact for any complaints about the research or the
conduct of the research
● I can request a copy of the research findings and reports
 22

● Security and confidentiality of my personal information.

In addition, I consent to:

● Audio recording of any part of or all research activities (if applicable)

● Publication of results from this study on the condition that my identity

will not be revealed.

Name:

____________________________

Signature:

____________________________

Date:

____________________________
 23

Enclosure 2. Interview Guideline

The following interview guideline is adapted from Carless (2021) related

to students’ perspective and corrective feedback. The indicators are listed in the
following description.

Feedback Reception: Assessing the frequency and types of corrective feedback

students receive on their English writing assignments from teachers.

Feedback Preference: Identifying students' preferred methods of receiving

feedback, such as written comments, verbal feedback, or peer feedback, and
explore the reasons behind their preferences.

Perceptions of Corrective Feedback: Investigating how students interpret and

understand the corrective feedback provided by teachers, including their
perceptions of its purpose and significance in their writing development.

Feedback Impact: Examining the perceived impact of corrective feedback on

students' writing skills and language proficiency, identifying any improvements or
changes in their writing performance.

Feedback Utilization: Assessing how students utilize corrective feedback to

revise and enhance their writing, and explore the strategies they employ to
implement the feedback into their writing process.

Feedback Strategies: Identifying the specific corrective feedback strategies

preferred by students, such as explicit explanations, exemplars, or scaffolding, and
examine their efficacy from the students' perspective.
 24

Challenges and Support: Exploring any challenges students encounter in

understanding and applying corrective feedback to their writing, and inquire about
the support they believe would assist them in effectively using feedback.

Attitudes towards Feedback: Understanding students' attitudes and emotions

regarding corrective feedback, including feelings of motivation, confidence, or
perceived barriers in accepting and applying feedback.

Teacher-Student Interaction: Examining the students' perceptions of teacher-

student interactions during feedback discussions, including the level of
engagement, approachability of the teacher, and opportunities for seeking
clarification.

Suggestions for Improvement: Encouraging students to provide suggestions and

recommendations for enhancing the effectiveness of corrective feedback practices
in English writing assignments, offering insights for potential pedagogical
improvements. The interview indicators aim to guide the inquiry into students'
perceptions of corrective feedback, facilitating a comprehensive exploration of
their experiences, attitudes, and preferences within the context of English writing
assignments.