1.
The objectivity of feedback
(Lewis, 2002: 3)
Extremely objective
- There was no personal bias at all in feedback given.
- The feedback given is always accurate or based on fact.
- The feedback given let the students know how they have done, what parts
are; they lack of, and what parts are they good.
Objective
- There was no personal bias in feedback given.
- The feedback given is accurate or based on fact.
Moderate
- Sometimes feedback given contains personal bias to the students.
- The accuracy of feedback given is not consistent; sometimes it is based on
reality or fact but sometimes the feedback given is not accurate.
Not objective
- Most of the feedback given is not accurate
- There was personal bias in it.
Extremely not objective
- All of the feedback given is not accurate.
- There was personal bias in it.
2. The clarity of teacher written feedback
Cohen (1990: 11)
Extremely clear
- The handwriting of teacher (comments or Symbols) is very easy to be
read.
- The feedback is very understandable. It can be deciphered very easily by
the students.
Clear
- The hand writing of teacher (comments or symbols) is easy to be read.
- The feedback is understandable. It can be deciphered easily by the
students.
Moderate
- Sometimes, handwriting of teacher (comments or symbols) is difficult to be
read.
- Sometimes, the feedback is not understandable.
- Sometimes, it cannot be deciphered by the students.
Unclear
- The handwriting of teacher (comments or symbols) is difficult to be read.
- The feedback is not understandable. It cannot be deciphered by the
students.
Extremely unclear
- The handwriting of teacher (comments or symbols) is very difficult to be
read.
- The feedback is very incomprehensible. It totally cannot be deciphered by
the students.
3. The assistance of teacher written feedback
Lewis (2002: 3)
Extremely assisted
- The feedback provides important information that help students become
effective and efficient learner.
- The feedback given can lead students autonomy.
- The feedback helps students to improve their writing.
Assisted
- The feedback helps students to improve their writing.
- The feedback provides important information that help students become
effective and efficient learner.
Moderate
- Sometimes, the feedback given do not guide to the area of improvement.
- Sometimes, the feedback does not provide important information that
help students become effective and efficient learner.
Not assisted
- The feedback do not contribute anything to the area of improvement.
Extremely not assisted
- The feedback given is disturbing and confusing for student.
4. The encouragement of teacher written feedback
Lewis (2002:4) and Sommer (1982)
Extremely encouraging
- The feedback given create the motive for doing something, different in the
next draft or revising their writing.
- It can encourage students to study and to use language to the best of their
ability.
Encouraging
- This feedback given creates the students' motive for doing something
different in the next draft or revising their writing.
Moderate
- Sometimes, the feedback given does not create the students' motive for
doing something different in the next draft or revising their writing.
Not encouraging
- The feedback given do not create e motive for doing something different
in the next draft or revising their writing.
- It cannot encourage students to study and to use language to the best of
their ability.
Extremely not encouraging
- The feedback given debilitate students' motivation to write.
5. The proportion of teacher written feedback
Ferris, D. (2004)
Extremely proportion
- The students feel so happy and enthusiastic in consulting the feedback
given.
- The feedback does not make students feel insulted or embarrassed at all.
Proportion
- The students feel happy in consulting the feedback given.
- The feedback does not make students feel insulted or embarrassed.
Moderate
- Sometimes, the feedback given make students feel insulted or
embarrassed.
Not proportion
- The feedback given make students feel insulted or ashamed.
Extremely not proportion
- The students feel angry in consulting the feedback given.
- The feedback makes students feel so insulted or embarrassed.
