Ida Isnawati, Gunadi Harry Sulistyo, Utami Widiati, Nunung Suryati
Although providing students with teacher written corrective feedback for their writing is considered critical, research has not come to conclusive findings on which form of written corrective feedback can best promote students' learning. Students still face a lot of problems in making sense of written corrective feedback from their teachers. Hence, interaction between teacher and student is necessary to solve such problem of feedback communication. Responding to this issue, the present study was intended to examine the effects of teacher written corrective feedback combined with teacher-student conference on students' revision in writing a cause-effect essay. Two intact classes of 73 students taking an academic writing course at Institut Agama Islam Negeri - IAIN - Tulungagung were involved in this study. A cause-effect writing prompt and a revision scoring rubric were developed for use as the instruments to collect data on students' making revisions. The findings show that there is no statistical significant difference in the mean scores of the revisions of the students given teacher written corrective feedback combined with teacher student conference and those of students provided with teacher written corrective feedback only. © 2019 International Journal of Instruction.
Graduate School, English Language Education, Universitas Negeri Malang, East Java, Indonesia
