Providing Coded Feedback to Improve The Quality of Students’ Writings at The Study Program of English of Universitas Brawijaya

Abstract

This action research was aimed at solving the students’ language-use problem in a Writing IV class at the Study Program of English of Universitas Brawijaya by using coded feedback. The codes were adapted from Ferris (2002:69) and Boardman and Frydenberg (2002:181). Prior to the provision of coded feedback as the response to the students’ errors in their essay, the students were introduced and trained on the use of the feedback codes. After the practice, the students received coded feedback in their essay draft. Coded feedback was given (1) on the editing stage of writing process; (2) to global errors and high frequency errors; and (3) with an underline to locate the errors where necessary. The criterion of success was that the average score of the students’ revised drafts could be improved to the level of good to average in the rating scale adapted from Boardman and Frydenberg (2002:180) and Jacobs et al (1981, in Weigle, 2002: 116). After reflecting on the action, it has been found that that the students’ language use in their writing could be improved to the expected level of performance after one cycle of treatment. 

Key Words: coded feedback, language use, academic writing