Findings

There were two majors themes found in the teacher feedback based on the patterns of
feedback coded. These two themes were the cognitive and the affective. They were
categorized as such based on the behaviors they portrayed. Table 1 shows the
cognitive teacher feedback while Table 2 shows the affective teacher feedback.
Table 1 Cognitive teacher feedback
Theme

Code

Behaviour

Descriptor

Cognitive

A1

Scaffold

To
seek
clarification

A2

Suggestion

To suggest to do
things in response
to the topic shared

Code
B1

Behaviour
Praise

B2

Show interest

Descriptor
To praise on
interesting
informative topic
the
success
strengths
responses
To show interest
the topic read.

B3

Encourage

B4

Advice

B5

Console

more

Table 2 Affective teacher feedback

Theme
Affective

an
or
or
or
of
on

To
encourage
respondents to write
about any topics
they are interested
in
To advise on good
behaviors.
To try to make
respondents
feel
less
sad
or
disappointed.

A. Respondents Journal Entries

1. The increase number of words.

Table 3: The increase number of words
Respondent

Entry 1

Entry 3

1 Elisha

38

123

2 Shelvyn

52

92

3 Anna

53

102

4 Vitus

15

29

5 Melly

30

46

Table 3 shows the increase in the number of words based on respondents weekly
entries. The first and the third entries were compared to examine this criterion. These
five respondents number of words in writing had increased by seventeen, twenty five,
twenty nine, thirteen, and forty five words respectively. The respondents were able to
write more about their topics of interest in the entries. They were motivated to write to
the teacher as the result of the personalized cognitive and affective written feedback.
Responses to the teacher feedback
Table 4

Respondent

Code

Behaviour

Entry 1

Entry 3

6 Abigail

B4

advice

Yes, because sometime if

I mad at someone,
everybody dont want to
be friend with me

I felt blessed and

happy when I
forgive my friends.
I still wanna be
their friends even
when they disturb

me.

7 Anastarsia

B2

Show interest

The activity is help my

mother to sweep, the floor,
wash the plate and cook
rice.

I
dont
over
complain when I
have many work
to do at home. I
love to do any
work at home

5 Melly

A2

Suggestion

My problem is my brother
so bad they always punch
me. I dont like it after I tell
my mommy.

Yes, I always get

punch from my
brother. Yes, I
ever talk to my
parents about my
brother punched
me. I felt so hurt
and angry. Yes, I
still
love
my
brother.

Table 3 shows the responses to teacher feedback in the reply entries.

Respondent 6 responded to the advice which she needs to forgive her friends while
Responded 7 responded to the teachers interest in following whether she always helps
her mother at home. She also expressed her feelings to the teacher in her response.
Respondent 5 responded to the suggestion by the teacher. I suggested that she should
talk to her parents about his brother. This shows that 3 respondents acknowledged the
feedback given through their replies. They may feel proud and encouraged to respond
due to the attention and interest the teacher had shown. As a result of the cognitive and
affective feedback, the replies were written in such manners .

No

Items

Yes

No

Number of
respondents

Percent
age %

Number of
respondents

I like to read my
teachers feedback.

62.5

Percenta
ge
%
37.5

I feel satisfied when

my teacher writes his
feedback after I write
to him.

87.5

12.5

I like when my teacher

praises and advices
me in his feedback.

100

My teachers feedback
encourages me to
write more

100

My teachers feedback
encourages me to
write
more
about
things I like.

100

Questionnaire findings
Table 5

(adapted from J. Lo, F. Hyland / Journal of Second Language Writing 16

(2007) 219237)

Table 1 shows the frequency of each questionnaire item analyses. Based on five
items analyses, it is shown that teacher factor that is the extrinsic motivation depicted in
the feedback had contributed significantly in motivating the respondents to write in
English. However, for Question 1,I like to read my teachers feedback, three
respondents made up of 37.5% felt that they do not like to read my feedback in journal.
These three respondents should know that the written feedback is important for them to
respond in the journal so that they were able to write their journal.
For Question 2 which is I feel satisfied when my teacher writes his feedback
after I write to him , seven respondent which made up of 87.5% who agreed to this
item. It shows some improvement than Question 1. The only one responded No
because the respondent did not satisfied with the given written feedback.
When I analyzed the data, the content of these respondents writing had shown
consistent increase. For Question 3, Question 4, and Question 5, 100% of the
respondents agreed to the items asked.

Reflective journal
Reflective journal is important for me because it helps me to know my strengths
and weaknesses of my research. It helps me to improve and aware what I have done
for my research. I wrote my own reflective journal based on two intervention that I have
done. For example, with my reflective journal, I can do some reflections whether the
pupils were engaged in the activity and suitable for the pupils. Reflective journal data
could be categorise under environment, participation of the pupils, and motivation of
the pupils.
For the first category is :
i.

Environment
Conducive learning environment in the classroom can improve the pupils
ability in learning process. On the other hand, if the classroom had no
conducive learning environment such as no electricity, the pupils were not
comfortable when they were doing their work. For example, when i
conducted the intervention, there were no electricity in the classroom
during my class. There were one pupil told me that :
So hot la in the class cannot think and write. All of them agreed with her.
I felt sad for them because the pupils were not comfortable in the
classroom because there was no electricity in the classroom.
(Reflective Journal 1, Cycle 1)
At the same time, when the classroom had no electricity, I can feel the
atmosphere in the classroom became more tense. This is because the
pupils did not comfortable with their own place. They had to move around
so that they felt more comfortable. This kind of behaviour made the class
became uncontrollable.

They were sitting there and doing nothing. They were moved around and
asked the pupils what they have to write in their journal and it made the
whole class were noisy and loud.
(Reflective journal 1, Cycle 1)
For the second intervention, I chose eight pupils as my target group. I
conducted my intervention in the meeting room during relief class so it would not
interfere the pupils lesson in the classroom. The environment was different because the
pupils were more comfortable when they were in the meeting room. This is what the
pupils told me :
The pupils told me Syok ooo Sir here, so cold and not hot. This shows that the
pupils were very particular about the learning environment. I felt that the learning
conducive environment gave the effect for the pupils to write their journal.
(Reflective journal 1, Cycle 2)
The environment is one of the factor where the pupils can engaged with
the activity conducted, Through the dialogue said by the pupil, the learning environment
really gave the impact to the pupils. Its also gave the impact to me because I can
control the pupils attitude when they were in the conducive environment. The pupils
were able to write their journal in conducive environment.
ii.

Participation of the pupils.

For the first cycle, all the pupils were participated in this intervention.
During this intervention, they were many atiitudes that I can see. It was
difficult for me to manage the classroom when the pupils were move
around. I need to be more strict and firm when i conducted the
intervention. The pupils suddenly lost in control after the shortage of
electricity.
I saw some of the pupils did not know what are they doing and took a long
time to write a journal. They were sitting there and doing nothing. They

were moved around and asked the pupils what they have to write in their
journal and it made the whole class were noisy and loud.
(Reflective Journal 1, Cycle 1)
Even though some of the pupils making some atiitude behaviour in the
classroom but it never stopped the others pupils to complete their journal.
They were able to write what they want to write in their journal. Some of
them also did not write the journal and it can influenced a bad behaviour to
the others friend.
Some of the pupils did their journal quickly because they know what they
have to write in their journal but some of the pupils were talking almost all
the time and did not write their journal.
(Reflective Journal 1, Cycle 1)
For the second intervention, I gave written feedback in the journal. They
have to reply according to the given feedback by me. They took longer
time than usual because they have to think what they have to write and
respond to their teacher. It is important to practice their cognitive skill for
journal writing.

Through their expression, I can see the pupils struggled to do it because

they have to response the feedback that I gave. Even though, they
struggled to respond to my feedback but all of them tried to finish their
journal.
(Reflective Journal 1, Cycle 2)

iii.

Motivation of the pupils.

The pupils motivation in the classroom were important because they can
write without worrying anythings inside their mind. They felt secure when
they can write the journal writing. If the pupils felt demotivated, the pupils
will always think about the negative things. For example, if the pupils
some made the grammatical errors, the pupils lose their sense of purpose
and meaning of writing journal where they focused more on grammar and
sentence structure.
For motivation, I will give star sticker as a motivation for them to write
better journal next time.
(Reflective Journal 1, Cycle 1)

The pupils were excited and wanted to get more stars from me. Some
pupils were happy and asked their friends how many stars that they get.
(Reflective Journal 1, Cycle 1)

Interview
From the responses gathered in the interview, all the five respondents liked the
feedback written by the teacher in their journal. They enjoyed and responded well in
reading the feedback. The feedback encouraged the pupils to write more. Their
motivation to write in English thus had increased.
Reasons for increase in motivation to write
Table 6
Reason

Respondent

Questions

Responses

Develop thinking and

writing

Yes, because I can

write every day.

Express feeling

Encouraging to write

Does journal helps

you in writing?
How?
How do you feel
when you can
express your
feelings in journal?
Do you wish to
continue writing
journal? Why?

Enjoyable

Teachers feedback

Do you wish to
continue writing
journal? Why?
Do you learn
anything from the
teachers feedback
in your journal?

Relieve. Release my
stress.

Yes, I can write all

my feelings,
problems, friends,
family and school in
journal.
Yes, because it is
fun.
Yes, I can give
response to teacher.

Table 6 shows the respondents reasons for the increase in their motivation to write. The
reasons mentioned were the teachers behaviours in giving responses such as

teachers feedback, express feeling, encouragement to write more from their teacher,
enjoyable and develop writing and thinking skill. They also found that when the pupils
received the feedback, the teacher gave the pupils stars. Star reward is important to
motivate the pupils to write more.