Tesis

Efl students\' engagement with supervisory written feedback on undergraduate thesis viewed from multi-dimensional perspective / Lucia Geneviave Bella Shinta

Abstrak
Supervisory feedback provided by thesis supervisors on students drafts is one of important factors in thesis writing process. However its effectiveness can only be achieved if students actively engage with it. Several studies have been conducted but only a few studies have been conducted on thesis writing and most of them focus on the context of master s and doctoral students. Some studies also tend to present reports on behavioral engagement while it is also important to explore affective and cognitive engagement. Considering this gap this study aims to explore how EFL undergraduate students engage with supervisory written feedback on undergraduate thesis viewed from the affective cognitive and behavioral dimension. It also aims to explain the reasons behind students rsquo affective cognitive and behavioral engagement with supervisory written feedback on undergraduate thesis. Case study was employed so that the objectives could be achieved through in-depth qualitative procedures. Three participants were selected purposively from the responses of the preliminary survey and based on predetermined criteria. The original and revised thesis drafts were collected to obtain data in the form of supervisory feedback excerpts and participants rsquo revisions. This was followed by semi-structured interviews. Procedural coding method and thematic analysis were applied for analyzing the data. The findings on affective engagement showed that all participants experienced positive emotional responses due to their expectations of detailed supervisory feedback as well as negative emotional responses due to difficulties during the revision process. Mixed feelings were also experienced due to thoughts about supervisors rsquo expectations of their revisions. Regardless of emotional responses and expectations about how feedback should be delivered all participants highly appreciated the feedback since they experienced improvement in their writing and considered feedback very important. Cognitively participants understanding of supervisory feedback depended on the detailedness and clarity of the feedback. In addition participants applied three strategies in the revision process which showed their awareness of the need to handle feedback well. The revisions shown in the draft were carried out in different ways due to requirement-related conventions content-related considerations and difficulties and distractions during the revision process. Furthermore determination of the effectiveness of supervisory feedback was based on the perspective on the effectiveness of feedback and the effectiveness of the revision strategies was based on the accustomedness of using the strategies Behaviorally participants revised their thesis drafts mostly in accordance with the feedback. However revisions were also carried out in other different ways. In addition participants engaged with the feedback by taking time for better situations and doing more preparation. They also actively consulted with supervisors and peers. In line with cognitive engagement behavioral engagement is also a result of their awareness of special needs in the revision process. Regarding the time of revision it depended on the complexity of the feedback and the student s emotions. The findings suggest that thesis supervisors may need to try to provide more written feedback in the form of direction suggestion or explanation and to set the balance of supervision modes. As for the students enhancing knowledge on thesis topics adding the value that they have towards thesis writing process and reflecting on how they monitor the effectiveness of their writing strategies are essential. Finally exploring specific techniques the supervisors use in delivering supervisory feedback as well as students rsquo writing goals habits and styles for explaining metacognitive strategies might be considered in future studies.

Informasi Detail

DDC

Rt 421 SHI e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xii, 154 lembar. ; ilus.

Bahasa

No Reg

00592/RT/24

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - MENULIS SKRIPSI
2. ENGLISH - WRITING A THESIS

Pembimbing

1. Prof. Dr. Hj. Nur Mukminatien, M.pd; 2. Dra. Nunung Suryati, M.ed., Ph.d

Lampiran Berkas