Essay Writing

ESSAY WRITING A

1612400050Tresnaji
1612100109Alifia Nabila Putri Widodo

Question:
How do students perceive and use teacher feedback to improve their essay writing skills?

In the learning process, teacher feedback plays a crucial role as a bridge between students' writing and their improvement in proficiency. However, the effectiveness of feedback depends not only on its content, but also on how students understand and use it. Students' perceptions, which are shaped by factors such as the tone of the feedback, its specificity, and its perceived fairness, directly influence their willingness to engage with it. Hattie and Timperley (2007), suggested that a student's appreciation of the function of feedback plays a significant role in shaping their responses, as well as influencing the potential for future academic performance improvement.

In the context of education, various studies have shown that effective feedback can improve students' learning outcomes by helping them understand mistakes and develop improvement strategies. However, not all feedback is received and utilized well by students. Several factors such as the clarity of the message, the teacher's attitude when giving feedback, and the students' readiness to accept criticism contribute to its effectiveness. Therefore, it is important to understand how students process and respond to feedback so that feedback-giving strategies can be optimized. This essay will examine how students' perceptions of teacher feedback affect the effectiveness of their learning. By analyzing the factors that shape student responses, the essay aims to explore strategies that can enhance student engagement in the academic improvement process through more effective feedback.

Students receive and respond to teacher feedback in varying ways, depending on factors such as their level of understanding of the feedback, motivation to learn, and confidence in developing academic skills. Some students who are open to criticism are more likely to accept teacher suggestions and use them as a tool to improve their understanding and skills. In contrast, students who perceive feedback as overly critical or irrelevant may show resistance to change or feel less motivated to correct their mistakes.
One of the main factors that influences students' acceptance of feedback is the clarity and specificity of the teacher's suggestions. Feedback that is clear, specific, and evidence-based is more likely to be used effectively by students. For example, rather than simply making a general comment such as "needs improvement," a teacher might provide more targeted suggestions, such as "the structure of this paragraph could be clarified by adding concrete examples to support the main argument." With this approach, students can understand the concrete steps they need to take to improve their work. The tone and manner in which feedback is delivered also play a role in influencing students' reactions. Feedback that is delivered in a positive and constructive tone is more likely to increase students' motivation to improve. On the other hand, feedback that sounds too harsh or judgmental can lower students' self-
 
confidence and hinder their desire to learn from their mistakes. Therefore, teachers need to balance criticism with encouragement and show appreciation for the efforts that students have made.
Students who are able to internalize feedback effectively usually develop better learning strategies. For example, they can reflect on their mistakes, ask questions to the teacher for clarification, and try to apply the suggestions in the next assignment. Some approaches that can help students make better use of feedback include reflective discussions with the teacher, using a learning journal to record improvements, and working in groups to provide input and support to each other.
In the long run, good use of feedback not only helps students improve their academic skills but also builds independence in learning. By analyzing the factors that shape students' responses, this essay aims to explore strategies that can increase students' engagement in the academic improvement process through more effective feedback. When students recognize that feedback is an important part of the learning process, they are more likely to develop a growth mindset that encourages them to continue learning and adapt to academic challenges. Therefore, creating a classroom environment that supports the positive acceptance and utilization of feedback is an important step in increasing learning effectiveness.

In conclusion, the complex relationship between teacher feedback and student improvement is contingent on a confluence of factors, including clarity, tone, and student perception. By understanding that student acceptance is closely tied to their interpretation of feedback, educators can tailor their approach to foster a growth mindset. Beyond mere evaluation, feedback should be framed as a collaborative tool for learning, encouraging students to actively engage with their mistakes and develop effective revision strategies. Ultimately, cultivating a classroom culture where feedback is valued and used effectively not only improves academic skills but also empowers students to become independent and reflective learners, ready to face future academic challenges with confidence and resilience.

Link Quisioner Gform:
https://docs.google.com/forms/d/e/1FAIpQLSf9P8p6Uv2afQjZNqOC7uKqVX1rwU4YuwN nEukb1FDYHRV38w/viewform?usp=dialog

Source:
Rose, S. E., Bunce, L., & Jones, S. (2024). Perceptions of feedback and engagement with feedback among undergraduates: An educational identities approach. Assessment & Evaluation in Higher Education.