Student-teacher relationship: Written feedback provision and writing performance

Sulistyo, Teguh; Dewantara, Arie; Widiastuti, Oktavia; Marhaban, Saiful

doi:10.22373/ej.v12i1.23104

Jurnal

Student-teacher relationship: Written feedback provision and writing performance

Englisia : Journal of Language, Education, and Humanities · Vol. 12 No. 1 (2024) · hlm. 113–125

DOI: 10.22373/ej.v12i1.23104
ISSN: 2527-6484, 2339-2576
Terbit: 2024-10-31
Penerbit: Universitas Islam Negeri Ar-Raniry Banda Aceh
Bahasa: eng

Abstrak

Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.

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Universitas Syiah Kuala
Universitas Islam Negeri Ar-Raniry
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Rekan penulis	Organisasi	Artikel bersama
Inas Astilla	Afiliasi tidak diketahui	1
Teuku Zulfikar	Universitas Islam Negeri Ar-Raniry	1
Asnawi Muslem	Universitas Syiah Kuala	1
Hendra Heriansyah	Universitas Syiah Kuala	1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://jurnal.ar-raniry.ac.id/index.php/englisia/oai, pertama di-harvest 7 Nov 2026, terakhir terlihat 7 Nov 2026.

Metadata asli (oai_dc)

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	<dc:title xml:lang="en">Student-teacher relationship: Written feedback provision and writing performance</dc:title>
	<dc:creator xml:lang="en">Sulistyo, Teguh</dc:creator>
	<dc:creator xml:lang="en">Dewantara, Arie</dc:creator>
	<dc:creator xml:lang="en">Widiastuti, Oktavia</dc:creator>
	<dc:creator xml:lang="en">Marhaban, Saiful</dc:creator>
	<dc:subject xml:lang="en">Modes of written feedback</dc:subject>
	<dc:subject xml:lang="en">EFL students’ voices</dc:subject>
	<dc:subject xml:lang="en">Writing performance</dc:subject>
	<dc:subject xml:lang="en">Student-teacher relationship</dc:subject>
	<dc:description xml:lang="en">Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.</dc:description>
	<dc:publisher xml:lang="en">Universitas Islam Negeri Ar-Raniry Banda Aceh</dc:publisher>
	<dc:date>2024-10-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/23104</dc:identifier>
	<dc:identifier>10.22373/ej.v12i1.23104</dc:identifier>
	<dc:source xml:lang="en">Englisia : Journal of Language, Education, and Humanities; Vol. 12 No. 1 (2024); 113-125</dc:source>
	<dc:source xml:lang="id">Englisia Journal; Vol 12 No 1 (2024); 113-125</dc:source>
	<dc:source>2527-6484</dc:source>
	<dc:source>2339-2576</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/23104/10100</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Teguh Sulistyo, Arie Dewantara, Oktavia Widiastuti, Saiful Marhaban</dc:rights>
</oai_dc:dc>