Ardelia Clarissa Putri, 2201418066 (2023) STUDENTS’ PERCEPTIONS AND ATTITUDES TOWARDS A TEACHER’S FEEDBACK ON THEIR HOMEWORK (THE CASE OF SMAN 1 AJIBARANG). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

Feedback is information about our progress in trying to achieve our goals (Wiggins, 2012). This is something that will constantly happen, particularly in the teaching and learning process at school. This study contributes to linking the lack of detailed feedback given by the teacher on students’ homework with previous studies. Bring students' perceptions and attitudes toward teacher feedback on their homework, as well as what types of teacher feedback they expect on their homework. This study aimed to find out students’ perceptions and attitudes toward teachers’ feedback on their homework. Two studies were conducted. The first investigate students’ perceptions and attitudes toward teachers’ feedback on their homework. The second investigate students’ preferences for feedback. The relation between students’ preferences and teachers’ capability to reconcile is the main point of maintaining learning activities through positive interaction. From previous research, it is known that there is a lack of teachers giving detailed feedback for correction. On the other hand, finding out what students’ preferences for feedback they want also affects how students want to evaluate themselves with the help of teacher feedback. This descriptive-qualitative study took place at SMA N 1 Ajibarang with 45 students in total as the research subjects. The main instruments employed for this study were collected using questionnaires and semi-structured interviews to examine what students’ perceptions and attitudes toward teacher feedback on homework and detail types of preferences of feedback they expected. The data collected through the use of such instruments were analyzed qualitatively employing the basic procedures of classification, reduction, interpretation, and triangulation. Students’ demand for teacher feedback was high (Vasu et al., 2016). Students expected to get more detailed feedback to understand better their correction from teachers of their homework. This study found majority of students about 82.2% convinced their teachers’ giving them feedback to their homework. The study demonstrates a correlation between students’ perceptions and attitudes toward teachers’ feedback. What they think and feel about feedback also tends to shape how they behave. Students also admit they get more active in class after getting feedback from the teachers. Students prefer immediate feedback to delayed feedback. Specific and detailed feedback and praise would help motivate them, and mutual feedback methods would make it easier for them to discuss. Feedback on homework affects students to help them vii achieve their comprehension of the school lesson and to do better in their learning.

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