1.

The objectivity of feedback

(Lewis, 2002: 3)

Extremely objective

- There was no personal bias at all in feedback given.

- The feedback given is always accurate or based on fact.

- The feedback given let the students know how they have done, what parts
are; they lack of, and what parts are they good.

Objective

- There was no personal bias in feedback given.

- The feedback given is accurate or based on fact.

Moderate

- Sometimes feedback given contains personal bias to the students.

- The accuracy of feedback given is not consistent; sometimes it is based on

reality or fact but sometimes the feedback given is not accurate.

Not objective

- Most of the feedback given is not accurate

- There was personal bias in it.

Extremely not objective

- All of the feedback given is not accurate.

- There was personal bias in it.

2. The clarity of teacher written feedback

Cohen (1990: 11)

Extremely clear

- The handwriting of teacher (comments or Symbols) is very easy to be

read.

- The feedback is very understandable. It can be deciphered very easily by

the students.

Clear
- The hand writing of teacher (comments or symbols) is easy to be read.

- The feedback is understandable. It can be deciphered easily by the

students.

Moderate

- Sometimes, handwriting of teacher (comments or symbols) is difficult to be

read.

- Sometimes, the feedback is not understandable.

- Sometimes, it cannot be deciphered by the students.

Unclear

- The handwriting of teacher (comments or symbols) is difficult to be read.

- The feedback is not understandable. It cannot be deciphered by the
students.

Extremely unclear

- The handwriting of teacher (comments or symbols) is very difficult to be

read.

- The feedback is very incomprehensible. It totally cannot be deciphered by

the students.

3. The assistance of teacher written feedback

Lewis (2002: 3)

Extremely assisted

- The feedback provides important information that help students become

effective and efficient learner.

- The feedback given can lead students autonomy.

- The feedback helps students to improve their writing.

Assisted

- The feedback helps students to improve their writing.

- The feedback provides important information that help students become

effective and efficient learner.

Moderate
- Sometimes, the feedback given do not guide to the area of improvement.

- Sometimes, the feedback does not provide important information that

help students become effective and efficient learner.

Not assisted

- The feedback do not contribute anything to the area of improvement.

Extremely not assisted

- The feedback given is disturbing and confusing for student.

4. The encouragement of teacher written feedback

Lewis (2002:4) and Sommer (1982)

Extremely encouraging

- The feedback given create the motive for doing something, different in the
next draft or revising their writing.

- It can encourage students to study and to use language to the best of their
ability.

Encouraging

- This feedback given creates the students' motive for doing something
different in the next draft or revising their writing.

Moderate

- Sometimes, the feedback given does not create the students' motive for
doing something different in the next draft or revising their writing.

Not encouraging

- The feedback given do not create e motive for doing something different
in the next draft or revising their writing.

- It cannot encourage students to study and to use language to the best of

their ability.

Extremely not encouraging

- The feedback given debilitate students' motivation to write.

5. The proportion of teacher written feedback

Ferris, D. (2004)

Extremely proportion

- The students feel so happy and enthusiastic in consulting the feedback

given.

- The feedback does not make students feel insulted or embarrassed at all.

Proportion

- The students feel happy in consulting the feedback given.

- The feedback does not make students feel insulted or embarrassed.

Moderate
- Sometimes, the feedback given make students feel insulted or
embarrassed.

Not proportion

- The feedback given make students feel insulted or ashamed.

Extremely not proportion

- The students feel angry in consulting the feedback given.

- The feedback makes students feel so insulted or embarrassed.