References

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References Srichanyachon, N. (2012). An investigation of university EFL studentsattitudes toward peer and teacher feedback, Educational Research and Reviews, 7(26), 558-562. Chaudron C. (1988). Second Language Classrooms: Research on Teaching and Learning. Cambridge University Press. Saedah Siraj, Zainon Ishak dan Tunku Mohani Tunku Mokhtar (1996). Motivasi dalam pendidikan . Kuala Lumpur: Utusan Publications & Distributor Sdn. Bhd. Hyland, K. (2003). Genre-based Pedagogies: A Social Response to Process. Journal of Second Language Writing, 12, 17-29. Ravichandran, V. (2002). Responding to Student Writing: Motivate, Not Criticise. GEMA Online Journal of Language Studies. Razlina Razali and Rohaiza Jupri (2014). Exploring Teacher Written Feedback and Student Revisions on ESL Students Writing. Journal Of Humanities And Social Science, Vol. 19 (5), PP 63-70 Silver, R. & Lee, S. (2007). What does it take to make a change? Teacher feedback and student revisions. English Teaching:Practice and Critique , 25-49. Weaver, M. R. (2006) Do Students Value Feedback? Student Perceptions of Tlitors Written Responses. Assessment & Evaluation in Higher Education, 31: 379-394. Brookhart, S. M. (2010) How to Give Effective Feedback to Your Students. Instructional Supervision & Evaluation: The Teaching Process, pp. 10-18. Hyland, F. and Hyland, K. (2006) Feedback on Second Language StudentsWriting. Lang. Tech., 39: 83-101. Cambridge: Cambridge University Press. Lalande, J. F. (1982) Reducing Composition Errors: An Experiment. Modern Language Journal, 66(1): 140- 149. Frantzen, D. (1995) The Effects of Grammar Supplementation on Written Accuracy in an Intermediate Spanish Content Course. Modern Language Journal, 79: 244-329.

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Page 1: References

References

Srichanyachon, N. (2012). An investigation of university EFL students’ attitudes toward peer and teacher feedback, Educational Research and Reviews, 7(26), 558-562.

Chaudron C. (1988). Second Language Classrooms: Research on Teaching and Learning. Cambridge University Press.

Saedah Siraj, Zainon Ishak dan Tunku Mohani Tunku Mokhtar (1996). “Motivasi dalam pendidikan”. Kuala Lumpur: Utusan Publications & Distributor Sdn. Bhd.

Hyland, K. (2003). Genre-based Pedagogies: A Social Response to Process. Journal of Second Language Writing, 12, 17-29.

Ravichandran, V. (2002). Responding to Student Writing: Motivate, Not Criticise. GEMA Online Journal of Language Studies.

Razlina Razali and Rohaiza Jupri (2014). Exploring Teacher Written Feedback and Student Revisions on ESL Students’ Writing. Journal Of Humanities And Social Science, Vol. 19 (5), PP 63-70

Silver, R. & Lee, S. (2007). What does it take to make a change? Teacher feedback and student revisions. English Teaching:Practice and Critique , 25-49.

Weaver, M. R. (2006) Do Students Value Feedback? Student Perceptions of Tlitors’ Written Responses. Assessment & Evaluation in Higher Education, 31: 379-394.

Brookhart, S. M. (2010) How to Give Effective Feedback to Your Students. Instructional Supervision & Evaluation: The Teaching Process, pp. 10-18.

Hyland, F. and Hyland, K. (2006) Feedback on Second Language Students’ Writing. Lang. Tech., 39: 83-101. Cambridge: Cambridge University Press.

Lalande, J. F. (1982) Reducing Composition Errors: An Experiment. Modern Language Journal, 66(1): 140- 149.

Frantzen, D. (1995) The Effects of Grammar Supplementation on Written Accuracy in an Intermediate Spanish Content Course. Modern Language Journal, 79: 244-329.

Ferris, D. & B. Roberts (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing 10(3), 161–184.

Kepner, C.G. 1991. An experiment in the relationship of types of written feedback to the development of second language writing skills. The Modern Language Journal. 75: 305-313.

Page 2: References

Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2student writing. Journal of Second Language Writing, 12(3), 267-296.

Lee, Icy. (2005). Enhancing the Effectiveness of Teacher Feedback in the Secondary WritingClassroom. Chinese University of Hong Kong.