Disertasi

Self peer and teacher corrective feedback on writing development of efl university students / Windy Wahju Purnomo

Abstrak
Studies on written corrective feedback have been widely conducted in the areas and context of English as a Second Language. In addition most of the previous studies focused on the strategies of providing feedback the effectiveness of different strategies of providing feedback to the improvement of students rsquo writing quality and teachers rsquo beliefs and practices of feedback provision. However the findings might not be applicable and conclusive for great different of the context and the participants. In addition there were not enough studies on the combination of self-correction peer written corrective feedback and teacher written corrective feedback and their effects on each component of writing and the overall writing and the students rsquo perspectives on the value of feedback provision. This present study aims at analyzing and describing the writing components most frequently provided corrections in self-correction peer corrective feedback and teacher corrective feedback during the multi-draft revisions. In addition it analyses the effects of different providers of written corrective feedback on writing development of EFL university students rsquo writing quality. Finally it describes the students rsquo perspectives on the advantages of feedback and different sources of feedback provision at each component of writing and the overall writing improvements. To accomplish the research objectives descriptive design was imployed to investigate the categories patterns trends comparison and contrast of the students rsquo self-corrction peer and teacher written corrective feedback and their perspectives on the advantages of feedback self-correction peer and teacher corrective feedback provision to each component of writing and overall writing at each stage of revision. In addition since this study also investiged the effect of self-correction peer and teacher corrective feedback provision to the improvement of students rsquo writing paired t-test was also applied. Thirty-six students of the third semester undergraduate of English Literature department of Humanity faculty at Universitas Islam Negeri Malang (UIN Malang) who were undertaking Essay Writing course participated as the subjects of this study. The findings of the research reveal that all students were able to do self-correction and provide feedback to peer rsquo s writing to all components of writing content essay organization diction language use and mechanics. The writing components most frequently provided corrections in self-correction stage was the essay organization and in peer corrective feedback stage was the language use. Similar to peer corrective feedback the teacher provided the most frequent feedback on the language use. The quality of the overall writing and each writing component were getting better after the combination of different sources of feedback was given. The most significant improvement in the post test which was after self-correction peer and teacher corrective feedback provision was on the essay organization followed by content and langauge use. With respect to the perspectives on feedback provision the students positively viewed that feedback provision was helpful for improving their writing and they also saw teacher feedback as the most useful source of feedback but self-correction was regarded as the least. Teacher was seen as the most advantageous source in improving the overall writing and especially the content of the writing. The students viewed that peer was the second most important provider of feedback and they viewed receiving feedback from peers mostly improved their language used of the writing. They also had perspectives that providing feedback to others rsquo writing helped improve their writing quality. Moreover providing feedback to peer rsquo s writing assisted students to improve the overall writing quality and language used. It can finally be concluded that different providers of feedback offered different correction of writing components and improvement of writing quality. In addition the students perceived that feedback and different sources of feedback were important with teacher feedback viewed as the most and self-correction as the least significant source of feedback. Furthermore it is suggested that EFL writing teachers provide the students with the experience to review their own writing and their friends rsquo using different strategies in different context and situations. The effects of feedback provision are effective when the students want to take and consider the feedback in their writing revison. Therefore EFL writing teachers are recommended that they accommodate the students rsquo personal perspectives on the advantages of feedback provision for the improvement of their writing and reflect the importance of feedback in their EFL teaching design and program. The last this study can inspire the teachers to bring into new feedback strategies and providers for helping the students to be able to write better.

Informasi Detail

DDC

Rd 808.042 PUR s

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2021.

Deskripsi Fisik

xxiii, 239 lembar : il. ; 30 cm.

Bahasa

Indonesia

No Reg

00453/KI/22

Edisi

Desertasi (Pascasarjana)--Universitas Negeri Malang. 2021

Subjek

1. BAHASA INGGRIS MENULIS
2. ENGLISH WRITING

Pembimbing

1. Yazid Basthomi ; 2. Johannes Ananto Prayogo ; 3. Niamika El Khoiri

Lampiran Berkas