1. Introduction

As a teacher, it is not easy to assess students’ english skills especially in writing skill because basically students have lack of capabilities in developing their ideas in logic organization and grammatical structure in their writings. In writing, students only focus on the content which is composed in their own native language style, they did not aware about the grammar, vocabularies usage, coherence and so on. So, the teacher has role to determine the appropriate test in assessing students’ writing based on the objective will be attained in learning process. A teacher has to create the test that is usefulness and can reflect the skills and abilities that are taught in the course. It means that the test concern on the authencity, interactiveness, and give impact to the students. Brown stated the content of test has had the description of organization of the test, the criteria for correctness and simple items (Alderson&Bachman,2002:83).

First, teacher should consider about the types of writing and scoring rubrics that are applied as guiding in grading students’ works. For example, student writing can be evaluated on five product factors: fluency, content, conventions, syntax, and vocabulary and writing also should be assessed across a variety of purposes, text structures and genres. Scoring is not enough as a result of writing test but the good statements or comments are needed to make students aware about the knowledge in evaluating their writing. That is way, teacher’s corrective has important advantages for students to develop their ideas and to minimize the errors in writing. Additionally, feedback can be seen as a powerful motivator as well as generate intrinsic motivation among students when it encourages them to learn to “close the gap on their understanding” (Irons, 2008:63). That means students know what they have mastered and what they need to do to improve in the future.

The problem that often appears in common is teachers used only written feedback on students’ task. They thought that giving oral feedback needed more time and difficult. In fact, by providing the positive feedback both oral and written will influence the beneficial washback (Brown, 2004:62). On the other hand, there is not washback if the students only receive letter grade or numerical scoring (Brown, 2004 : 29). In this case, I tried to find the effectiveness of using feedback on students writing assessment both oral and written, it is aimed to follow up their writing result not only form in scoring but also motivated comment and corrective for developing the students’ motivation in revision their writing task in order to achieve the positive washback in testing and teaching.

2. Assessment, Written Feedback and Oral Feedback

Assessment is essential component in teaching learning process. Assessment is defined as “the process of gathering, interpreting, recording, and using information about the pupils‟ response to educational tasks” (Lambert & Lines, 2000:4). It is needed to identify the students’ development of knowledge and performance domains in their studying. It is an ongoing process that encompasses much wider domain (Brown, 2004:04). Asserting feedback in assessing students’ skill will give the positive influence in helping students to evaluate and revise their studies so they will be good learner in their further study. Effective assessment and feedback are aimed to enhancing teaching and learning. Both assessment and feedback are closely interrelated and the effectiveness of each one relies on the other (Black and William, 1998; Knight, 2001; Yorke, 2003). Beside scoring, meaningful feedback is given to increase students motivation in evaluating their own writing to achieve the best final product and score. For instance, Irons (2008) argues that feedback can have “a very positive motivating effect on students” (p.37), and teachers should be aware of ensuring that positive statements are helpful.

Brown (2004:62) describes that scoring and grading would not be complete without some consideration of the forms which you will offer feedback to your students. Although it need more time to give comments on the students’ work, it will allow them to learn better in writing. Commonly, teacher give feedback on students’ work in written form that focus on the correction of errors and weaknesses in content, organization, and language. Written feedback is normally intended to give suggestions for correcting mistakes in their work without deep negotiation of meaning between teacher and student (Smith and Gorard, 2005). Beside that, the students has chance to confirm or negotiate by having interaction between teacher and students. The atmosphere of dialogue between teacher and students in the classroom will be appeared when the teacher conduct oral feedback by interacting face-to-face conferencing lasting about five minutes for each student-writer in giving them the comment.

3. Disscussion

Based on my experience the students were given writing recount task, they were asked to compose their ideas in writing related with the topic “ my happy experience”. As a result, beside scoring, I gave feedback in all aspects of writing: content, organization, grammar, vocabulary, and mechanics and spelling. I tried to conduct it to ten students to find out the comparison of effectiveness in giving feedback. Five students who are given written feedback felt that they have got attention and it help in revising their works but there are still gap in composing their ideas. They still have difficulties in choosing appropriate vocabularies and organizing them in right grammar. Written feedback is normally intended to give suggestions for correcting mistakes in their work without deep negotiation of meaning between teacher and student (Smith and Gorard, 2005). I as a teacher only gave the corrective in wrong place without suggestion what must students do in revising their writing. While, five students who are given both written and oral feedback felt they are close to the teacher. The students felt different experience when they have face to face with the teacher to ask and clarify the weaknesses in their writings. In giving feedback communicatively, the students felt that they get more details about the errors in their writings.

4. Conclusion

In conclusion, Assessment and feedback are important part in teaching learning process where scoring or grading does not has meaningful if there is not feedback. Teacher should provides quality feedback that can be considered as reflection of her/his attention for the students so it will build the motivation to them to learn better, then it can be guide for the students to improve their quality of writing. The feedback both oral and written must be delivered in comprehensible and meaningful for the students. By giving feedback communicatively, the teacher will know the weakness of each students in order to get positive washback and use it as further view in teaching and testing.

REFERENCES

Alderson, J.Charles & Bachman, Lyle F. (2002). Assessing Writing. United Kingdom: Cambridge University Press.

Black, P. & William, D. (1998). Assessment and classroom learning. Assessment in

Education, 5(1), 7-74.

Brown, H. Doughlas. (2004). Language Assessment: Principle and Classroom Practice. New York: Pearson Education,Inc.

Irons, A. (2008). Enhancing Learning Through Formative Assessment and Feedback. London ; New York : Routledge.

Lambert, D & Lines, D. (2000). Understanding assessment: Purposes, Perceptions, Practice. London, New York: Routledge Falmer.

Smith, E. , & Gorard, S. (2005). They Don't Give Us Our Marks': The Role of Formative Feedback In Student Progress. Assessment in Education,12(1), 21-38.