Students’ Perception of Teachers’ Feedback in Writing Activities

Abstract

The aim of this research was to explore students' perception of teachers' feedback in writing activities. This research took place at MTs. Sains Al-Gebra Kota Sorong. This research Employed a qualitative approach, the research utilized in-depth interviews as the main data collection method. A total of 10 students, consisting of 5 female and 5 male participants, were selected based on their academic performance in writing, representing low, medium, and high achievement levels. The interview instrument was designed to elicit detailed responses about students' experiences and perceptions of teacher feedback. The Results indicate that students' perceptions vary based on their achievement levels and personal preferences. High-achieving students generally appreciated detailed feedback and viewed it as a tool for improvement, while lower-achieving students sometimes found extensive feedback overwhelming. Most students expressed a preference for balanced feedback that highlights both strengths and areas for improvement. The research also revealed that the manner in which feedback is delivered significantly impacts students' receptiveness and motivation to apply the suggestions. These findings provide valuable insights for enhancing feedback practices in writing instruction at MTs. Sains Al-gebra Kota Sorong, potentially leading to more effective and student-centered approaches in teaching writing.