The Rules Of Feedback In Writing Class

Producing a writing in Foreign Language is struggle for foreign language learners in Indonesia mostly. The difference on various linguistic aspects, mechanics and language usage are the source of the difficulties in composing a writing. However, language learners are required to master the four skills in English, included writing. The way to facilitate the students in order to compose a writing is through Teaching and Learning process. The teacher as the person who has responsibility to enhance the learning have to create the way to motivate the students to produce a writing. One of the way to facilitate the students is by giving feedback on students’ writing. The teacher are asked to use various kinds of feedback to guide the students to produce a good writing.


INTRODUCTION
English learning in Indonesia stands for productive and receptive skill. Productive consists of speaking and writing, while recptive consists of listening and reading. Those skills are different each others. It has different component to be understood in order to master it.
Writing is assumed as the most difficult skills to be acquired. Several studies Fatimah & Suharto,2017;Vitri,2018) found that the language learners are struggle to produce writing in foreign language. It is different with speaking, even these are the productive skills. Speaking can be acquire easier than speaking due to the innate capacity have by the individual. People have somtehing on the brain and need a medium of transfer to express it. Meanwhile writing is quite different. It has more complicated process than it (Brown cites in Fatimah & Suharto,2017).
In further, it is semmed as one of the most difficult skill to be acquired by the foreign language learners due to involvement of some components, such as linguistic aspects, cognitive aspects and sociocultural aspects (Barkaoui,2007).
However, it is highly needed to be mastered due to the communication purpose for certain business. It is more complicated to produce writing in foreign language realizing on the grammatical use on the language. Vitri (2018) found some grammatical errors produced by the students in writing class.
The error is not only in term of grammatical errors, but also in some other writing components.
There are several reasons cause the difficulties in acquiring the writing skills in foreign language, namely : (1) lack of students' motivation and teacher's interest, (2) lack of vocabularies, (3) lack of diction usage, (4) the knowledge on the grammatical knowledge, and (5) the limitation on feedback (Adas and Bakir,2013).
However, being able to produce a good writing is necessary to do. Since writing is not only a matter of transfering the ideas, but also involving some others component. To write means the writer involves the creative process in finding, resulting, and shaping proposition, analysis system, feedback, and revision (Zainuddin, 2004).
Producing writing in a foreign language is not only a matter of transfering the ideas in a new code (O'Maggio,19786), but it is more on the ability to use the structures, the lexical items, and other components.
Dealing with the situation, the teacher should take a role in motivating the learners to help the learners to enhance the learning. The teacher socialize the learning environment to the students by facilitating the learning process. In case of teaching and learning writing, the teachers' feedback is necessary to do (Maryam,et.al,2016).
Giving feedback to the students' writing is an essential component of the teaching writing (Agbayahoun,2016). In similar, the students' access to get the teacher's feedback in producing writing is needed. Several researchs (Shirotha,2016;Faroha et.al,2016;Agbayahoun,2016;Nurhayati,2017, Vitri,2018 found that feedback is significantly affect the students' writing performance. It affects the students' motivation in producing writing, acknowledging the students' understanding in writing components, reducing errors,etc.
Generally, feedback plays the important role for the language learners in producing a meaningful writing whether in the second language, even the native language.

Writing
It is a must for the language learners to master the ability in writing., even in the foreign language.
Writing is one of skills in English that should be mastered by foreign language students.
Writing is the way of thinking to compose some ideas, express the sentences into a good writing, and arrange those ideas into statements and paragraph clearly (Nunan,2003). It is progressive activities involve several processes to make it done. Bryne (2007) says that writing is judged as the most difficult skills to be learnt since it is a productive skill in language learning.
Writing is one of the English four basic skills. It is a productive skill since it requires the learner or language user to produce written texts.
Writing is an activity to form the graphic symbols such as letters and numbers which are composed in certain rules into a meaningful words, sentences, paragraph, and so on (Byrne ,1984 (Tornpkins, 1994).
Pre-writing is as crucial to writers as a warm-up is to athletes.
Murray (1982) believed that 70% or more of writing time should be spent in pre-writing. During the pre-writing stage, the witer will get through the activities beginning from choosing a topic, meaning that he/she will have the idea in their mind about the material which will be written.
Then, based on tho purpose of the writing, he/she will have to consider in what form the witing will be and to whom their writing will be presented to.
Generating ideas will be the next activities that are really needed by the writer when organizing the ideas for writing.
In the process of writing, students write and refine their compositions through a series of drafts.

Direct Corrective Feedback
The teacher provides the student with the correct form.

Indirect Corrective Feedback
The teacher indicates that an error exists but does not provide the correction. Ashwell (2000) indicated that teachers believe that correcting the grammar of the student writers' work will help students improve the accuracy of subsequent writing. Research evidence on error correction in L2 writing classes showed that students who receive error feedback from teachers improve in accuracy over time (Ferris & Roberts, 2001). There is also research evidence which proves that students are eager to receive error feedback and they think that it helps them improve their writing skill in the target language (Chandler, 2003;Ferris & Roberts, 2001;Leki, 1990).
Furthermore a distinction has to be made between direct and indirect feedback, as the different effects of these two types of feedback is what is aimed to be investigated.

Direct Feedback
Direct Feedback means the teacher provides the students with the correct form of the errors students made (Lalande, 1982 andRobb et al. 1986). Guenette (2007)

Indirect Feedback
Indirect feedback indicates that an error exists but does not provide the correction. According to Lee Direct Feedback means the teacher provides the students with the correct form of the errors students made (Lalande, 1982 andRobb et al. 1986). Guenette (2007)  It is found that the teacher use of feedback is significantly improve the students' writing performance (Maryam et. Al,2016:Faroha et.al,2016:Nurhayati,2017Rahmawati,2017;Fatimah &Suharto,2017;Shirotha,2016;Zainuddin,2004;Latifah et.al,2016). Furthermore, the use of indirect feedback in writing class is more suggested than the use of direct feedback. Nurhayati (2017) states that the process involved in inrirect feedback stimulate the students to have a better understanding in specific writing. The selfediting process asked them to be more careful in composing the writing. Another thing, the indirect feedback is also possitively build the students' grammatical sensitivity. The process-approach involved in applying the feedback offers the satisfaction on the students' confidence in producing a writing.
However, on the other hand direct feedback seems positively help the students to save their time in revising the writing draft (Maryam,et.al,2017). The students are intentionally given a correct form of the wrrors in writing. Furthermore, the involvement of the peer in giving feedback is better help the students' understanding. It raises up the students' confidence in revising and composing a writing draft (Fatimah & Suharto,2017).
These kinds of feedback seems the one-way process given in the learning. However, it cannot be neglected that a good teaching and learning process involve two-way interactions between teachers abd the students, even in providing feedback. Masryam,et.al (2017) states that teacher conferencing feedback provides the two-way interaction in learning. The written feedback given by the teacher on the students' wriitng is discussed between the teacher and the students. The students are given opportunity to tell and share the errors to get the students' explanation on it. It helps them to compose and to produce a good writing. It also raise the students' confident in composing the writing.

CONCLUSIONS
The study covers some conclusion on the rules of feedback in writing class, such as: 1. The feedback given by the teacher help the students in understanding the aspects of writing in foreign language context. It helps them to gain the knowledge on writing.
2. The way the teacher in providing feedback affects the students' perception in facing the