THE ANALYSIS OF STUDENTS’ ENGAGEMENT TO WRITING FEEDBACKACTIVITIES VIEWED FROM STUDENTS’ WRITING ANXIETY

Abstract

This article aims at finding out the engagement of students to the learning activities of
the implementation of teacher feedback, peer feedback and the combination of peer & teacher
feedback writing technique. The research was conducted at 3 writing classes of English
Department of UIN Raden Fatah Palembang, Indonesia. Observation, interview and open ended
questionnaire items were employed in data collection. Based on the findings, it can be inferred
that in the implementation of teacher feedback, it was found some problems related to students’
engagement; students’ short concentration span, teacher’s appropriation, students’ reluctance
and students’ dependency.This happened either for students having low or high writing anxiety.
Meanwhile in ‘peer feedback class’ it was found that students either having low or high writing
anxiety had lack of confidence, ability and management control in delivering appropriate
feedbacks, but students showed active participation and independency, Finaly in ‘the
combination of peer and teacher feedback’’ class, most of students having low and high writing
anxiety showed positive behaviour, emotional and cognitive engagement to the learning
activities.