Tesis

The types of written corrective feedback on undergraduate thesis writing: practices and students’ responses / Youlanda Perend

Abstrak
SUMMARY Perend Youlanda. (2024). The Types of Written Corrective Feedback on Undergraduate Thesis Writing Practices and Students rsquo Responses. Thesis English Language Teaching Graduate program. Universitas Negeri Malang. Advisors (I) Prof. Dr. Nur Mukminatien M.Pd (II) Anik Nunuk Wulyani Ph.D Keywords Written Corrective Feedback Direct WCF Indirect WCF Metalinguistic WCF Focused WCF Unfocused WCF Reformulation WCF. Written Corrective Feedback (WCF) plays a crucial role in the process of learning and improving writing skills particularly in the context of academic writing. Providing the right and most suitable type of WCF is essential for undergraduate students especially those engaged in thesis writing as it can help students to develop and refine their writing proficiency. This study was conducted to explore how the various types of WCF practices implemented in undergraduate thesis writing and how students responded to each type of WCF given. This study focuses on six types of WCF direct indirect metalinguistic focused unfocused and reformulation. The research uses a mixed-method approach starting with qualitative methods followed by quantitative analysis. The instruments used were a document criteria checklist a questionnaire and an interview guide. The data collection involved documenting the types of WCF provided on 25 undergraduate students theses by their supervisors. This documentation aimed to understand how each type of WCF was administered. Additionally a questionnaire consisting of yes or no questions was distributed and the responses from 60 students were gathered regarding the feedback they received. According to the results of the survey a semi-structured interview was also conducted. The findings revealed varied applications of each WCF type with its uniqueness. Reformulation WCF emerged as the most favoured feedback among students likely due to its clear and practical approach to illustrate correct language use. Students found it highly beneficial as they could compare their original writing with the improved version helping them understand how their ideas could be written well. Direct WCF was on also preferred as the second choice to receive because of its straightforwardness and clarity. Indirect WCF and focused WCF were the next choice to be well-received encouraging active learning and deeper engagement with errors. Unfocused WCF was the second least favoured. While it was comprehensive it often felt overwhelming to students due to the sheer volume of corrections. Conversely metalinguistic WCF was the least favoured possibly because it required a deeper understanding and self-correction from the students which could be challenging without sufficient guidance. The varied responses to the different types of WCF highlighted the importance of feedback to meet individual student needs and preferences. This study showed the necessity for supervisors to be mindful and aware towards the types of WCF they provide. Also it was important that the supervisors need to be sure that the given WCF aligns with students preferences to engage their writing development. Since reformulation is the type of written corrective feedback (WCF) most preferred by students supervisors should consider using it when reviewing students writing. Reformulation can greatly help students improve their writing by offering clear examples of how to correct mistakes. However it s also necessary to recognize the benefits of other types of WCF. Other forms of feedback can also contribute to students rsquo progress. The key is to ensure that regardless of the type of WCF used it always needed to be accompanied by clear guidance. This way students can understand how to apply the feedback and improve their writing skills more effectively. In conclusion the study illustrated that while all types of WCF gave the benefits to the students reformulation WCF is particularly preferred the most by students. This WCF offers concrete examples that make it easier for them to understand and apply grammatical rules in context. The future research could further explore the long-term impacts of different WCF types with the broader aspects on students writing skills and academic success.

Informasi Detail

DDC

Rt 421 PER t

Prodi

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

Deskripsi Fisik

xvi, 90 lembar : ilus. ; 30 cm.

Bahasa

No Reg

00131/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

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

Pembimbing

1. Prof. Dr. Hj. Nur Mukminatien, M.pd; 2. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d

Lampiran Berkas